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SB 1318 - Schools; training; screening; dyslexia

Tracking Level: Neutral
Sponsor: Paul Boyer (R)
Last Action: 5/8/2019 - Senate - Chapter 198
Senate Committee: Rules
House Committee: Rules
Assigned To:
SignedNext Bill

Staff Analysis of the Legislation

    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.

     


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