State SealARIZONA HOUSE OF REPRESENTATIVES

 

SB1318: schools; training; screening; dyslexia

PRIME SPONSOR: Senator Boyer, LD 20

BILL STATUS: Transmitted to Governor

 

Overview

Directs the Arizona Department of Education (ADE) to develop a dyslexia plan and a list of qualified dyslexia training opportunities, and to designate a dyslexia specialist, and requires the State Board of Education (SBE) to adopt rules related to dyslexia training for teacher certificate applicants.

History

Dyslexia is a condition that is neurological in origin, characterized by difficulties with accurate or fluent word recognition, spelling and decoding abilities, including difficulties that typically result from a deficit in the phonological component of language (A.R.S. § 15-701(K)). Pursuant to A.R.S. § 15-249.10, ADE has developed a handbook that provides the following guidance for pupils, parents and teachers concerning dyslexia:

1.       Guidelines for how to identify dyslexia;

2.       A description of educational strategies that have been shown to improve the academic performance of pupils with dyslexia; and

3.       A description of resources and services that are available to pupils with dyslexia and to teachers and parents of pupils with dyslexia (ADE Dyslexia Handbook).

Pursuant to A.R.S. § 15-219, the SBE has adopted rules to allow certified teachers and administrators to count training on screening, intervention, accommodation, use of technology and advocacy for students with reading impairments, including dyslexia, as continuing education credits (A.A.C. R7-2-619).

Provisions

Dyslexia Resources and Training Requirements

1.       Directs ADE to annually develop a list of qualified dyslexia training opportunities that meet the following requirements:

a.       include at least one training opportunity that is provided entirely online;

b.       comply with the knowledge and practice standards of an international organization on            dyslexia that is designated by the ADE;

c.        enable the teacher to understand and recognize dyslexia; and

d.       enable the teacher to implement structured literacy instruction that is systematic, explicit, multisensory and evidence-based to meet the educational needs of students with dyslexia. (Sec. 2)                  

2.       Requires each school district and charter school to have at least one kindergarten through third grade teacher in each school who has received qualified dyslexia training by July 1, 2021. (Sec. 1)

3.       Directs ADE to designate a dyslexia specialist to provide school districts and charter schools with support and resources to assist students with dyslexia. (Sec. 1)

4.       Directs the SBE to adopt rules that require all teaching certificate applicants to complete training in reading instruction that meets the requirements for qualified dyslexia training beginning on July 1, 2021. (Sec. 3)

Dyslexia Screening Plan

5.       Requires the ADE to develop a dyslexia screening plan that:

a.       ensures that each kindergarten and first grade student is screened for indicators of dyslexia within 45 days after the beginning of each school year or when student enrollment occurs;

b.       provides guidance for notifications sent by school districts to the parents of students who are identified as having indicators of dyslexia based on a screening;

c.        is developed collaboratively with ADE's dyslexia specialist and other experts on dyslexia, including representatives in this state of an international organization on dyslexia; and

d.       Ensures that screenings for indicators of dyslexia include the following:

i.         phonological and phonemic awareness;

ii.       rapid naming skills;

iii.     correspondence between sounds and letters;

iv.     nonsense word repetition; and

v.       sound symbol recognition (Sec. 4)

6.       Allows dyslexia indicator screenings to be integrated with reading proficiency screenings. (Sec. 4)

Study Committee on Dyslexia Screening, Intervention, and Funding

7.       Creates the Study Committee (Committee) on dyslexia screening, intervention and funding for pupils identified as having indicators of dyslexia which consists of:

a.       Three members of the Senate appointed by the President of the Senate, two of whom are members of the majority party and one of whom is a member of the minority party;

b.       Three members of the House of Representatives appointed by the Speaker of the House, two of whom are members of the majority party and one of whom is a member of the minority party;

c.        An Arizona resident who is a member of an international organization on dyslexia and who is appointed by the President of the Senate;

d.       A speech language pathologist appointed by the Speaker of the House who is trained in early literacy development and systematic literacy instruction that is explicit, multisensory and evidence-based;

e.       The parent of a pupil diagnosed with dyslexia who is enrolled an Arizona public school and is appointed by the President of the Senate;

f.         An ADE employee appointed by the Superintendent of Public Instruction (SPI);

g.       The superintendent of a school district, or the SPI's designee, who is appointed by the SPI;

h.       A charter school representative appointed by the Speaker of the House; and

i.         A reading specialist who is appointed by the SPI. (Sec. 5)

8.       Directs the President of the Senate to designate one of the Committee members as the chairperson. (Sec. 5)

9.       Specifies that the Committee will meet as often as members deem necessary. (Sec. 5)

10.   Directs the Committee to:

a.       Examine and make recommendations to the ADE regarding dyslexia screenings, intervention and delivery of supports for pupils with dyslexia;

b.       Develop recommendations and resources that meet all of the following:

i.         identify valid and reliable screening and evaluation assessments and protocols that can be used by personnel to administer screenings to identify pupils with indicators of dyslexia;

ii.       recommend structured literacy instruction that is systematic, explicit, multisensory and evidence-based;

iii.     recommend interventions systems for schools to address dyslexia; and

iv.     develop and implement preservice and in-service professional activities to address dyslexia identification and intervention.

c.        Review teacher certification and professional development requirements regarding dyslexia;

d.       Examine barriers to accurate information on the prevalence of pupils with dyslexia across the state and recommend a process for accurately reporting demographic data;

e.       Study current practices for diagnosing, treating and educating pupils with dyslexia; and

f.         Examine how current laws and regulations affect pupils with dyslexia. (Sec. 5)

11.   Mandates the Senate to provide staff assistance to the Committee, as directed by the President of the Senate. (Sec. 5)

12.   Requires the Committee to submit a report of its findings and recommendations to the President of the Senate and the Speaker of the House of Representatives, and to provide a copy of the report to the Secretary of State, by December 1, 2019. (Sec. 5)

Miscellaneous

13.   Makes technical and conforming changes. (Sec. 1, 2, 3, and 4)

14.   Adds an emergency clause, which would make this bill immediately effective on the signature of the governor. (Sec. 6)

 

 

 

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Fifty-fourth Legislature                               SB 1318

First Regular Session                    Version 4: Transmitted

 

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