Requests BESE to study and review the clarity of board regulations and guidelines relative to the education of dyslexic students and the effectiveness of procedures for monitoring the compliance of public schools and school districts when implementing such regulations and related state law.

Requests the State Board of Elementary and Secondary Education (BESE) to study issues relative to dyslexia and related disorders including current methods for the identification of students with dyslexia or related disorders, the adequacy of educational programs and services provided to such students, the adequacy of funding provided for such programs and services, appropriate training for teachers and other school employees in providing instruction to such students, and the extent to which local school systems in the state are in compliance with current state laws and policies of BESE relative to these issues. Provides for a written report to the House education committee by Oct. 1, 2010, and provides for participation by educators and others with expertise in dyslexia and related disorders.

Requests the State Board of Elementary and Secondary Education (BESE) to study issues relative to dyslexia and related disorders including current methods for the identification of students with dyslexia or related disorders, the adequacy of educational programs and services provided to such
students, the adequacy of funding provided for such programs and services, appropriate training for teachers and other school employees in providing instruction to such students, and the extent to which local school systems in the state are in compliance with current state laws and policies of BESE relative to these issues.

Provides for a written report to the Senate education committee by Oct. 1, 2010, and provides for participation by educators and others with expertise in dyslexia and related disorders.

Declares the week of April 16-30, 2010 as Recording for the Blind and Dyslexic Week in the State of Illinois.

Resolution requesting the establishment of a working group to develop a comprehensive plan to improve awareness of and strengthen support for persons with dyslexia.
Requests that the Department of Education and University of Hawaii establish a working group to develop a comprehensive policy to improve awareness of and strengthen support for persons with dyslexia; to develop a comprehensive plain to make training available to state educators by the 2011-2012 school year, and specifies what such training should include.

An act relating to special education; requiring interventions for students displaying characteristics of dyslexia. Defines dyslexia and requires schools to provide research-based interventions for all students showing characteristics of dyslexia and experiencing difficulty in learning to read or write.

DDAI Analysis: As currently written, this bill would require New Mexico schools to recognize dyslexia and to provide traditional, phonics-based tutoring appropriate for dyslexic students as part of the Response to Intervention model before referring such students to special education. This could provide more effective and immediate assistance to some students by bypassing the IEP process. However, it could also delay getting individualized services to students who did not benefit from the tutoring provided by delaying full scale diagnostic testing or implementation of an IEP pending outcome of the dyslexia remediation.

We would like to see this law amended to provide more flexibility for alternative or individualized forms of intervention, to allow for schools to pilot new and emerging programs for dyslexia rather than being tied only to a single model of tutoring.

Formerly called “Preventing Harmful Restraint and Seclusion in Schools Act”. Directs the Secretary of Education (Secretary) to establish minimum standards that: (1) prohibit elementary and secondary school personnel from managing any student by using any mechanical or chemical restraint, physical restraint or escort that restricts breathing, or aversive behavioral intervention that compromises student health and safety; (2) prohibit such personnel from using physical restraint or seclusion, unless such measures are required to eliminate an imminent danger of physical injury to the student or others and certain precautions are taken; (3) require states and local educational agencies (LEAs) to ensure that a sufficient number of school personnel receive state-approved training and certification in first aid and certain safe and effective student management techniques; (4) prohibit physical restraint or seclusion from being written into a student’s education plan, individual safety plan, behavioral plan, or individual education program as a planned intervention; and (5) require schools to establish procedures to notify parents in a timely manner if physical restraint or seclusion is imposed on their child.

Create a new section of KRS Chapter 158 to define “aphasia,” dyscalculia,” “dysgraphia,” “dyslexia,” “phonemic awareness,” and “scientifically based research”; require the Kentucky Board of Education to promulgate administrative regulations to implement district-wide use of K-3 response-to-intervention system in reading by August 1, 2011, in mathematics by August 1, 2012, and behavior by August 1, 2013; require the Department of Education, on or before January 1, 2011, to make available technical assistance, training and a Web-based resource to assist all local school districts in the implementation of the system and instructional tools based on scientifically based research; require the department to collaborate with other state agencies and organizations; require conformity with 20 U.S.C. 1414(a)(1)(E) for initial evaluations of students with suspected disabilities; require the department to report to the Interim Joint Committee on Education on implementation by November 30, 2011, and annually thereafter; amend KRS 157.200 to conform with the federal definition of a “specific learning disability.

Amendments:

HCS – Clarify that schedule of dates refers to school district reporting on implementation; clarify terminology; make technical corrections.

SCS (1) – Retain original provisions except clarify that the Kentucky Board of Education shall promulgate administrative regulations “for” district-wide use of a response to intervention system by deleting the words “to require.”

SCS (2) – Combine original provisions of HB 109/SCS 1 with original provisions of SB 67/GA, SB 94/GA, HB 142/GA, and create new sections of KRS Chapter 160 to authorize the formation of charter schools within local school districts; define a charter school as a nonsectarian, nonreligoius, non-home-based, tuition free public school or a statewide virtual charter school approved by the Kentucky Department of Education through collaboration with Kentucky Educational Television and local school districts; define terms; provide that local boards of education are the only authorizers of charter schools, except the approval of a statewide virtual charter school; require that charter schools meet high expectations and high performance relating to curriculum, content standards, and student performance; emphasize meeting the needs of all students, especially at-risk students; require detailed application for a charter school to be submitted by October 1 for operation of a school in the following year; define the components that must be in an application; prohibit an application to covert a private school or a nonpublic home-based education program into a charter school or to create a charter school which is a nonpublic home-based educational program; describe the approval process, including public review of an application before the local board of education takes action upon the request; provide for appeal of a local board’s decision; provide that teachers in charter schools be qualified under requirements of the Education Professional Standards Board; provide that charter policies comply with local district bargaining agreements; define role of the Kentucky Board of Education; provide that the state board of Education promulgate administrative regulations to implement charter school provisions; provide flexibility to charter schools, permitting waivers of some administrative and statutory provisions, except those relating to assessment and accountability and others that may be identified by the state board in administrative regulation; provide that students eligible to enroll must live in the district or a contiguous district; specify conditions under which an application may be denied, or a renewal application may be denied, or a charter revoked; limit an initial charter to 3 to 5; cap a renewal charter to 5; create a new section of KRS Chapter 161 to provide that teachers in charter schools continue in KTRS and enable them to continue in existing locally bargained agreements; create a new section of KRS Chapter 157 to describe how funds shall be distributed to a charter school; APPROPRIATION; EMERGENCY.

Study; dyslexia screening in kindergarten; report. Requests the Department of Education to study dyslexia screening for kindergarteners.
In conducting its study, the Department shall
(i) examine available scientific data on the success of early screening for dyslexia,
(ii) consider the cost-effectiveness of such strategy, and
(iii) make recommendations as to whether such screening is advisable and, if so, the particular method that is most effective.

Congratulates dyslexic artist Willard Wigan on the occasion of the upcoming exhibition of his micro art works at the Nicole Gallery in Chicago.