SB1318- dyslexia training; additional funding; report
This bill requires ADE to designate a dyslexia specialist
for the department, to provide districts with support and resources necessary
to assist students with dyslexia, and to annually develop a list of training
opportunities related to dyslexia that satisfy the requirements of this
statute.
Requires each district to ensure that at least one
kindergarten through 3rd grade teacher in each school has received
dyslexia training on or before July 1, 2020.
Requires the rules pertaining the dyslexia training to
satisfy professional development requirements and include at least one
opportunity entirely online.
Outlines the requirements for the dyslexia training as
follows:
1.
Include the knowledge and practice standards of
an international organization on dyslexia that is designated by ADE.
2.
Enable teachers to understand and recognize
dyslexia.
3.
Enable teachers to implement structured literacy
instruction that is systematic, explicit, multisensory and evidence based to
meet the educational needs of dyslexic students.
Requires ADE to develop a dyslexia screening plan on or
before July 1, 2020 that meets all of the following:
1.
Ensures that 45 days after the school year
begins or enrollment of a student, every K-1 child in a public school is
screened for risk factors of dyslexia.
2.
Provides guidance for notifications sent by
public schools to parents of students identified as at risk.
3.
Is developed collaboratively with the designated
dyslexia specialist and other dyslexia experts, including representatives of an
international organization.
4.
Ensures that the risk factor screening includes
the following:
a.
Phonological and phonemic awareness.
b.
Rapid naming skills.
c.
Correspondence between sounds and letters.
d.
Nonsense word repetition.
e.
Sound symbol recognition.
f.
Identification of a family history of difficulty
in learning to read.
Allows the screening for risk factors to be integrated with
reading proficiency screening.
Establishes a study committee on dyslexia screening,
intervention and funding, consisting of the following members:
1.
3 members of the Senate, appointed by the
President, 2 of the majority party and 1 of the minority.
2.
3 members of the House, appointed by the
Speaker, 2 of the majority party and 1 of the minority.
3.
A resident of AZ who is a member of an
international organization on dyslexia and is appointed by the President of the
Senate.
4.
A speech-language pathologist with training and
experience in early literacy development, including structured literacy
instruction that is evidence based, appointed by the Speaker of the House.
5.
A parent of a dyslexic student enrolled in a
public Arizona school, appointed by the President of the Senate.
6.
An ADE employee, appointed by the
Superintendent.
7.
The superintendent of an Arizona school district
or a designee appointed by the Superintendent of Public instruction.
8.
A charter school representative appointed by the
Speaker of the House.
Chairperson of the committee will be appointed by the
President of the Senate.
States that the committee will meet as often as it deems
necessary and shall:
1.
Examine and make recommendations to ADE
regarding dyslexia screening, intervention and supports for dyslexic students,
including the development of resource materials, professional development
activities and funding.
2.
Develop recommendations and resource materials
that meet all of the following:
a.
Identify valid and reliable screening and
evaluation assessments and protocols that can be used and the appropriate
personnel to administer such screening in order to identify risk factors of
dyslexia.
b.
Recommend structured literacy instruction that
is evidence based to meet the needs of dyslexic students in all public Arizona
schools.
c.
Recommend intervention systems, including
effective dyslexia intervention programs, to address dyslexia or
characteristics of dyslexia for use by schools in multitiered systems of
support.
d.
Develop and implement preservice and in-service
professional development activities to address dyslexia identification and
intervention, including using accessible print materials and assistive technology.
3.
Review teacher certification and professional
development requirements as they relate to the needs of pupils with dyslexia.
4.
Examine the barriers to accurate information on
the prevalence of dyslexia and recommend a process for accurate reporting.
5.
Study and evaluate current practices for
diagnosing, treating and educating pupils with dyslexia in this state.
6.
Examine how current laws and regulations affect
pupils with dyslexia.
Requires Senate staff to provide assistance to the study
committee, as directed by the President.
Requires the study committee to submit a report of its
findings and recommendations to the President of the Senate and the Speaker of
the House by December 1, 2019.
Automatically repeals after January 15, 2020.
