Dyslegia: A Legislative Information Site » Currently Pending-2010

US – 2009-2010 – S2860 – Preventing Harmful Restraint and Seclusion in Schools Act

admin — Sun, 24 Jan 2010 03:28:03 +0000

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 quickly notify parents if physical restraint or seclusion is imposed on their child and quickly notify the state Protection and Advocacy System if the child is seriously injured or dies from such measures. Authorizes the Secretary to award grants to states and, through them, competitive subgrants to LEAs to: (1) establish, implement, and enforce policies and procedures to meet such standards; and (2) implement school-wide positive behavior supports. Directs the Secretary to conduct a national assessment of this Act’s effectiveness. Gives Protection and Advocacy Systems the authority provided under the Developmental Disabilities Assistance and Bill of Rights Act of 2000 to investigate, monitor, and enforce this Act’s protections for students. Directs the Secretary of Health and Human Services to establish standards for Head Start agencies that are consistent with the minimum standards for the management of elementary and secondary school students. Authorizes the Secretary to allocate funds to the Secretary of Health and Human Services to assist Head Start agencies in establishing, implementing, and enforcing policies and procedures to meet such standards.

US – 2009-2010 – HR4247 – Keeping All Students Safe in School Act

admin — Fri, 22 Jan 2010 00:59:57 +0000

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.

Kentucky 2010 HB109 Early Education Assessment and Intervention

admin — Fri, 15 Jan 2010 08:09:21 +0000

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.

New Jersey 2010-2011 AB 811 Dyslexia Awareness Instruction

admin — Fri, 15 Jan 2010 04:21:38 +0000

Provides for instruction in dyslexia awareness and methods of teaching students with dyslexia for candidates for teaching certificates and current teachers and paraprofessionals.
This bill directs the Commissioner of Education to:
(1) develop recommendations for dyslexia awareness instruction and methods of teaching students with dyslexia for teacher preparation programs; and
(2) develop recommendations to incorporate dyslexia awareness instruction and methods of teaching students with dyslexia for teacher and paraprofessional in-service and other training programs. The recommendations must be submitted to the State Board of Education. In developing the recommendations, the commissioner must consult with the Commissioner of Health and Senior Services, representatives from organizations that promote dyslexia awareness and provide programs and services to people with dyslexia, and representatives of the education community.

US – 2009-2010 – HR4037 – LEARN Act (Literacy Education for All)

admin — Sun, 15 Nov 2009 05:16:44 +0000

Literacy Education for All, Results for the Nation Act or the LEARN Act – Authorizes the Secretary of Education to award grants to states for comprehensive planning to improve the literacy of children from birth through grade 12.

Directs the Secretary to award grants to states to implement their comprehensive literacy plans for such children through: (1) competitive subgrants to local educational agencies (LEAs) or early learning programs for specified activities that support early language and literacy development in children from birth through kindergarten entry; (2) competitive subgrants to LEAs that have the highest numbers or percentages of disadvantaged students and students reading or writing below grade level for specified activities to improve the literacy of students in kindergarten through grade 12, including the provision of family literacy services; and (3) additional state activities that include providing technical assistance to subgrantees, coordinating literacy programs and resources throughout the state, disseminating information on promising literacy programs, and enhancing the credentials of literacy instructors.

Allots implementation grants to states on the basis of each state’s share of disadvantaged students.

Requires the Secretary to: (1) perform a five-year national evaluation of the implementation and effect of the literacy initiatives supported by this Act; and (2) provide technical assistance and information on literacy instruction to educational entities.

Authorizes the Secretary to withhold this Act’s funding from states and subgrantees, and states to withhold funding from subgrantees, whose initiatives are not making significant progress in improving student literacy.

US – 2009-2010 – S2740 – LEARN Act (Literacy Education for All)

admin — Sun, 15 Nov 2009 04:42:49 +0000

Literacy Education for All, Results for the Nation Act (LEARN Act) – Authorizes the Secretary of Education to award grants to states for comprehensive planning to improve the literacy of children from birth through grade 12.
Directs the Secretary to award competitive grants to states to implement their comprehensive literacy plans for such children through: (1) competitive subgrants to local educational agencies (LEAs) or early learning programs to carry out certain high quality early literacy initiatives for children from birth through kindergarten entry; (2) competitive subgrants to LEAs or LEAs in partnership with nonprofit literacy organizations for certain initiatives to improve the literacy of students in kindergarten through grade 12, provided such LEAs have jurisdiction over a significant number or percentage of underperforming schools and serve high need areas; and (3) state activities that include providing technical assistance to subgrantees, coordinating literacy programs and resources throughout the state, disseminating information on promising literacy programs, and enhancing the credentials of literacy instructors.
Gives subgrant priority to applicants serving a high number or percentage of impoverished children and, for those serving students from kindergarten through grade 12, a high number or percentage of students reading and writing below grade level.
Requires the Secretary to: (1) contract with an independent organization for a five-year national evaluation of the implementation and effect of the literacy initiatives supported by this Act; and (2) provide technical assistance and information on literacy instruction to educational entities.
Authorizes the Secretary to withhold this Act’s funding from states and subgrantees, and states to withhold funding from subgrantees, whose initiatives are not making significant progress in improving student literacy.

US 2009-2010 HR 2740 – IDEA Fairness Restoration Act

admin — Thu, 09 Jul 2009 01:05:49 +0000

To amend the Individuals with Disabilities Education Act to permit a prevailing party in an action or proceeding brought to enforce the Act to be awarded expert witness fees and certain other expenses. Analysis:

Few parents can afford the thousands of dollars needed to pay for expert testimony that is necessary to prevail in IDEA due process hearings and litigation. But school districts can use tax dollars to employ and pay for psychologists and other technical experts. Parents have fewer resources and yet must bear a greater financial burden. The IDEA Fairness Restoration Act, H.R. 2740, is necessary to allow parents to recover their expert witness fees. It will restore Congress’ original intent. This bipartisan bill, introduced by Congressman Chris Van Hollen (Maryland) and Pete Sessions (Texas), will help level the playing field and make the right to due process meaningful for parents across America.

Over 200 organizations support this bill, including the Arc, the Council of Parent Attorneys & Advocates, Inc. (COPAA), Easter Seals, National Disability Rights Network (NDRN), National Down Syndrome Society (NDSS), National Down Syndrome Congress (NDSC), National Center for Learning Disabilities (NCLD), LDA, DREDF, TASH, CHADD, Center for Law and Education, Epilepsy Foundation, Autism Society of America, United Cerebral Palsy, Our Children Left Behind, and many others.

Massachusetts 2009-2010 HB 468 / 4665 – High school graduation requirements

admin — Mon, 01 Jun 2009 06:01:59 +0000

An Act relating to high school graduation requirements for students with learning disabilities. Provides that any student who fails to satisfy the requirements of the competency determination may nonetheless receive a high school diploma if the following requirements are met:

S/he has been measured by the assessment instruments described in section one I a minimum of two times and has failed to achieve the required competency level in one or more subjects;

The Superintendent of Schools in the student’s district has certified that the student’s “Specific Learning Impairment” is the proximate cause of his/her failure to achieve the required competency level(s) and that there is no generally accepted remediation for such disability that would result in the student’s achieving the required competency level(s);
The student has participated in and satisfactorily completed an Educational Proficiency Plan, as defined by the Department of Education, in all subjects in which s/he has failed to achieve the required competency level;
The student has met all other requirements for graduation, both district and state, and has completed the goals of the his/her Individual Education Plan to his/her and his/her parent(s) satisfaction.

US 2009-2010 HR 60 – Identification and treatment

admin — Mon, 01 Jun 2009 04:25:15 +0000

To require the Secretary of Education to conduct a study and submit to Congress a report on methods for identifying and treating children with dyslexia in kindergarten through third grade.

(a) Study- The Secretary of Education, in consultation with the National Academy of Sciences, shall conduct a study on methods for identifying and treating children with dyslexia in kindergarten through third grade. In carrying out the study, the Secretary shall consider–

(1) whether there is a biological basis for dyslexia;

(2) whether dyslexia is caused by–

(A) a brain-based phonological deficit that prevents an individual from breaking down written words into component sounds;

(B) post-natal experience, including inadequate instruction; or

(C) a combination thereof; and

(3) the cost of implementing a program on a nationwide basis to identify and treat children with dyslexia in kindergarten through third grade.