|Assembly Actions - Lowercase
Senate Actions - UPPERCASE
|Jan 08, 2020||referred to education|
|May 08, 2019||referred to education|
senate Bill S5608
Archive: Last Bill Status - In Senate Committee Education Committee
- In Committee
- On Floor Calendar
- Passed Senate
- Passed Assembly
- Delivered to Governor
- Signed/Vetoed by Governor
S5608 (ACTIVE) - Details
S5608 (ACTIVE) - Sponsor Memo
BILL NUMBER: S5608 SPONSOR: JACKSON TITLE OF BILL: An act to amend the education law, in relation to curricula for students identified as dyslexic or as having any other phonological learning difference or disability PURPOSE: This bill sets forth specific curricula requirements for the teaching of students with dyslexia or other related phonological disabilities or differences. SUMMARY OF PROVISIONS: Section one of this bill amends the education law by adding a new section 4407-a that requires that the board of education or trustees of each school district provide intervention services for students identi- fied to have dyslexia or a related phonological difference or disabili- ty.
S5608 (ACTIVE) - Bill Text download pdf
S T A T E O F N E W Y O R K ________________________________________________________________________ 5608 2019-2020 Regular Sessions I N S E N A T E May 8, 2019 ___________ Introduced by Sen. JACKSON -- read twice and ordered printed, and when printed to be committed to the Committee on Education AN ACT to amend the education law, in relation to curricula for students identified as dyslexic or as having any other phonological learning difference or disability THE PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND ASSEM- BLY, DO ENACT AS FOLLOWS: Section 1. The education law is amended by adding a new section 4407-a to read as follows: § 4407-A. SPECIAL PROVISIONS RELATING TO INSTRUCTION OF CHILDREN WITH DYSLEXIA OR OTHER PHONOLOGICAL DIFFERENCES OR DISABILITIES. 1. THE BOARD OF EDUCATION OR TRUSTEES OF EACH SCHOOL DISTRICT SHALL PROVIDE INTER- VENTION SERVICES FOR ANY STUDENT WHO IS IDENTIFIED AS DYSLEXIC OR AS HAVING ANY OTHER PHONOLOGICAL LEARNING DIFFERENCE OR DISABILITY. SUCH INTERVENTION SERVICES SHALL INCLUDE A MULTI-SENSORY SEQUENTIAL PHONICS- BASED CURRICULUM, WHICH SHALL BE TAUGHT IN ADDITION TO ANY OTHER SPECIAL INSTRUCTION. 2. CURRICULA ESTABLISHED PURSUANT TO SUBDIVISION ONE OF THIS SECTION SHALL: A. INCLUDE EXPLICIT AND DIRECT INSTRUCTION THAT IS SYSTEMATIC, SEQUEN- TIAL, CUMULATIVE, AND FOLLOWS A LOGICAL PLAN OF PRESENTING THE ALPHABET- IC PRINCIPLE THAT TARGETS THE SPECIFIC NEEDS OF EACH STUDENT WITHOUT PRESUMING ANY PRIOR SKILLS OR KNOWLEDGE; B. INCLUDE MEANING-BASED INSTRUCTION DIRECTED AT PURPOSEFUL READING, WITH EMPHASIS ON STUDENT COMPREHENSION; AND C. BE STRUCTURED TO PROVIDE INDIVIDUAL INSTRUCTION TAILORED TO EACH STUDENT, OR TO A SMALL GROUP SETTING OF TEN STUDENTS OR LESS. 3. THE BOARD OF EDUCATION OR TRUSTEES SHALL INFORM EACH STUDENT'S PARENT OR PERSON IN PARENTAL RELATION OF THE INTERVENTION SERVICES BEING IMPLEMENTED UNDER THIS SECTION. EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets [ ] is old law to be omitted. LBD11054-01-9
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