Schools; directing the State Department of Education to maintain the dyslexia handbook; effective date
To Create A Network Of Certified Academic Language Therapists To Provide A Specialized Dyslexia Instructional Program For Public School Students With Dyslexia Or Related Reading And Written-language Difficulties.
Expanding The Permitted Use Of A Certified Facility Dog For Vulnerable Witnesses: Allows use of a specially trained support dog to provide companionship for courtroom witnesses with enumerated disabilities, including dyslexia.
AN ACT to amend and reenact section 15.1-02-16 of the North Dakota Century Code, relating to credentials for specialists trained in dyslexia.
Authorizes the superintendent of public instruction to adopt rules governing the issuance of credentials for specalists trained in dyslexia.
An act to create new section 37-173-16, Mississippi code of 1972, to provide the steps schools must take for the education and care of students with dyslexia and other related disorders; to provide that the department of education shall require school districts to conduct four hours of awareness training for dyslexia and other related disorders to all licensed educators and paraprofessionals responsible for instruction; to provide that standard 1 and standard 2 of the International Dyslexia Association’s “Knowledge and practice standards for teachers of reading” 2018 edition shall be the minimum content used for the dyslexia training; to amend section 37-173-9, Mississippi code of 1972, to delete certain provisions relating to school’s determination of students with dyslexia; and for related purposes.
Requires the Department of Education and the Board of Education to develop new policies and procedures and effect numerous modifications to existing policies and procedures to improve the administration and oversight of special education in the Commonwealth.
Certain students in kindergarten through grade 3; reading intervention services. Requires reading intervention services for students in kindergarten through grade three who demonstrate deficiencies based on their individual performance on the Standards of Learning reading test or any reading diagnostic test that meets criteria established by the Department of Education to be evidence-based, including services that are grounded in the science of reading, and include explicit, systematic, sequential, and cumulative instruction, to include phonemic awareness, systematic phonics, fluency, vocabulary development, and text comprehension as appropriate based on the student’s demonstrated reading deficiencies.
Creates the Tennessee Literacy Success Act
(Act). Requires each local education agency (LEA) and public charter school to provide foundational literacy skills instruction, annually administer three universal reading screeners to students in kindergarten through grade three (K-3), and provide reading interventions and supports for students in kindergarten through grade five (K-5) who are identified as having a significant reading deficiency.