There is hereby established the legislative task force on dyslexia. The task force shall advise and make recommendations to the
governor, the legislature and the state board of education regarding matters concerning the use of evidence-based practices for students with dyslexia. The work of the task force should be completed by January 2, 2019, and a report prepared and submitted to the governor, the legislature and the state board of education by January 30, 2019
Month: April 2018
Arizona-2018- HB2520-School Reading Requirements
Makes various changes to the K-3 Reading Program.
- Requires, applicants for elementary teaching certificates to complete 45 classroom hours, or three credit hours, in reading instruction, including training on assessments, instructional practices and interventions to improve student reading proficiency.
South Carolina-2018-HB 4434- Universal Screening
To define necessary terms, to require the state department of education to provide a universal screening tool for use by local school districts to screen students in kindergarten through second grade for characteristics of dyslexia beginning with the 2019-2020 school year.
Maryland – 2018 – HB 910 – Students With Reading Difficulties – Screenings and Interventions
Requiring certain county boards of education, beginning with the 2019-2020 school year, to ensure that a certain student is screened to identify if the student is at risk for reading difficulties; authorizing a county board to use a screening instrument that includes a normed rapid automatized naming assessment for certain students; requiring a county board to monitor a student who receives structured literacy reading instruction for an appropriate time period; requiring a county board to provide certain progress reports; etc.
Nebraska – 2018- LB 1052 – Require instruction and teacher education for dyslexia
Provides that the State Department of Education shall develop and distribute a technical assistance document to provide guidance for school districts and teachers on how to understand and provide evidence-based interventions for dyslexia. Also provides that students exhibiting characteristics of dyslexia shall receive evidence-based structured literacy instruction using a multisensory approach as provided in the technical assistance document for dyslexia.
