S T A T E   O F   N E W   Y O R K
 ________________________________________________________________________
 
                                    441
 
                        2021-2022 Regular Sessions
 
                             I N  S E N A T E
 
                                (PREFILED)
 
                              January 6, 2021
                                ___________
 
 Introduced  by Sens. HOYLMAN, JACKSON, SKOUFIS -- read twice and ordered
   printed, and when printed to be committed to the Committee  on  Educa-
   tion
 
 AN  ACT to amend the education law, in relation to establishing a dysle-
   xia task force and implementing the findings of such task force

   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 two new sections
 4407-a and 4407-b to read as follows:
   § 4407-A. DYSLEXIA; TASK FORCE. 1. THE TASK FORCE ON DYSLEXIA IS HERE-
 BY CREATED WITHIN THE DEPARTMENT TO DEVELOP GUIDELINES FOR THE APPROPRI-
 ATE SCREENING OF STUDENTS FOR DYSLEXIA AND  RELATED  DISORDERS,  PROVIDE
 GUIDELINES REGARDING THE APPROPRIATE INTERVENTIONS AND CLASSROOM SUPPORT
 FOR  STUDENTS  DEEMED  AT  RISK,  AND  TO DEVELOP A PROGRAM OF STUDY FOR
 TEACHERS TO BETTER HELP STUDENTS WITH DYSLEXIA.
   2. FOR THE PURPOSES OF THIS SECTION, THE FOLLOWING  TERMS  SHALL  HAVE
 THE FOLLOWING MEANINGS:
   (A) THE TERM "DYSLEXIA" SHALL MEAN AN UNEXPECTED DIFFICULTY IN READING
 FOR  AN  INDIVIDUAL WHO HAS THE INTELLIGENCE TO BE A MUCH BETTER READER,
 MOST COMMONLY CAUSED BY A DIFFICULTY IN THE PHONOLOGICAL PROCESSING, THE
 APPRECIATION OF THE INDIVIDUAL SOUNDS OF SPOKEN LANGUAGE, WHICH  AFFECTS
 THE ABILITY OF AN INDIVIDUAL TO SPEAK, READ, AND SPELL.
   (B)  THE  TERM  "SCREENING  PROGRAM"  SHALL  MEAN A DYSLEXIA SCREENING
 PROGRAM WHICH IS: (I)  EVIDENCE  BASED  WITH  PROVEN  PSYCHOMETRICS  FOR
 VALIDITY; (II) EFFICIENT AND LOW COST; AND (III) READILY AVAILABLE.
   (C)  THE  TERM  "RELATED DISORDERS" SHALL MEAN DISORDERS SIMILAR TO OR
 RELATED TO DYSLEXIA INCLUDING, BUT NOT LIMITED TO, DEVELOPMENTAL AUDITO-
 RY IMPERCEPTION, DYSPHASIA, SPECIFIC  DEVELOPMENTAL  DYSLEXIA,  DEVELOP-
 MENTAL DYSGRAPHIA, AND DEVELOPMENTAL SPELLING DISABILITY.
 
  EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
                       [ ] is old law to be omitted.
              

                                                            LBD02478-01-1

 S. 441                              2
 
   (D)  THE  TERM  "SUPPORT" SHALL MEAN LOW-COST AND EFFECTIVE BEST PRAC-
 TICES INCLUDING, BUT NOT LIMITED  TO,  ORAL  EXAMINATIONS  AND  EXTENDED
 TEST-TAKING  PERIODS  USED  TO SUPPORT STUDENTS WHO HAVE DYSLEXIA OR ANY
 RELATED DISORDER.
   3. (A) SUCH TASK FORCE SHALL CONSIST OF TEN MEMBERS, EACH TO SERVE FOR
 A  TERM  OF  THREE  CALENDAR  YEARS.  SUCH MEMBERS SHALL BE APPOINTED AS
 FOLLOWS: FOUR MEMBERS SHALL BE APPOINTED BY THE  GOVERNOR;  TWO  MEMBERS
 SHALL  BE APPOINTED BY THE TEMPORARY PRESIDENT OF THE SENATE; ONE MEMBER
 SHALL BE APPOINTED BY THE MINORITY LEADER OF  THE  SENATE;  TWO  MEMBERS
 SHALL  BE APPOINTED BY THE SPEAKER OF THE ASSEMBLY; AND ONE MEMBER SHALL
 BE APPOINTED BY THE MINORITY LEADER OF THE ASSEMBLY.  APPOINTMENTS SHALL
 BE MADE ON OR BEFORE JULY FIRST, TWO THOUSAND TWENTY-ONE.  VACANCIES  IN
 THE  TASK  FORCE  SHALL  BE  FILLED  IN THE MANNER PROVIDED FOR ORIGINAL
 APPOINTMENTS.
   (B) SUCH MEMBERS SHALL INCLUDE: TWO PHYSICIANS AND/OR  SCIENTISTS  WHO
 WORK  WITH  DYSLEXIC  PERSONS; TWO EDUCATORS WHO SPECIALIZE IN EDUCATING
 DYSLEXIC PERSONS; ONE PARENT ADVOCATE;  ONE  DYSLEXIC  PERSON;  AND  ONE
 PERSON  WHO WORKS FOR THE STATE UNIVERSITY WHO IS AN EXPERT IN DYSLEXIA.
 ALL APPOINTMENTS SHALL BE COORDINATED  TO  ENSURE  GEOGRAPHIC  REPRESEN-
 TATION FROM THE ENTIRE STATE.
   (C)  THE TASK FORCE SHALL CONSIST OF A CHAIR, VICE-CHAIR AND ANY OTHER
 NECESSARY OFFICERS  SHALL  BE  ELECTED  FROM  AMONG  ALL  THE  APPOINTED
 MEMBERS.
   (D)  A  MAJORITY OF THE MEMBERS OF THE TASK FORCE THEN IN OFFICE SHALL
 CONSTITUTE A QUORUM FOR THE TRANSACTION OF BUSINESS OR THE  EXERCISE  OF
 ANY  POWER OR FUNCTION OF THE TASK FORCE. AN ACT, DETERMINATION OR DECI-
 SION OF THE MAJORITY OF THE MEMBERS PRESENT DURING  THE  PRESENCE  OF  A
 QUORUM  SHALL  BE  HELD TO BE THE ACT, DETERMINATION, OR DECISION OF THE
 TASK FORCE.
   (E) THE TASK FORCE SHALL MEET AT LEAST QUARTERLY AT THE  CALL  OF  THE
 CHAIR.  MEETINGS MAY BE HELD VIA TELECONFERENCE. SPECIAL MEETINGS MAY BE
 CALLED BY THE CHAIR AT THE REQUEST OF A MAJORITY OF THE MEMBERS  OF  THE
 TASK FORCE.
   (F)  MEMBERS OF THE TASK FORCE SHALL RECEIVE NO COMPENSATION FOR THEIR
 SERVICES BUT SHALL BE REIMBURSED FOR THEIR ACTUAL EXPENSES  INCURRED  IN
 THE PERFORMANCE OF THEIR DUTIES IN THE WORK OF THE TASK FORCE.
   4. THE TASK FORCE ESTABLISHED SHALL:
   (A) STUDY SCREENING PROGRAMS FOR IDENTIFYING DYSLEXIC PERSONS;
   (B)  STUDY  INTERVENTION  AND  CLASSROOM SUPPORT SERVICES FOR DYSLEXIC
 PERSONS;
   (C) DEVELOP GUIDELINES  FOR  APPROPRIATE  SCREENING  PROGRAMS,  INTER-
 VENTION SERVICES AND CLASSROOM SUPPORT FOR DYSLEXIC PERSONS; AND
   (D)  DEVELOP  A  PROGRAM  OF STUDY IN THE DIAGNOSIS AND REMEDIATION OF
 READING AND LANGUAGE ARTS THAT INCLUDES SUPERVISED PRACTICUM  HOURS  AND
 INSTRUCTION  IN  THE  DETECTION  AND  RECOGNITION OF, AND EVIDENCE-BASED
 STRUCTURED LITERACY INTERVENTIONS FOR, STUDENTS WITH DYSLEXIA AND  OTHER
 RELATED DISORDERS.
   5.  THE TASK FORCE MAY, AS IT DEEMS APPROPRIATE, REQUEST THAT STUDIES,
 SURVEYS, OR ANALYSES RELATING TO THE TASK FORCE'S POWERS AND  DUTIES  BE
 PERFORMED BY ANY STATE DEPARTMENT, COMMISSION, AGENCY OR PUBLIC AUTHORI-
 TY.  ALL  STATE DEPARTMENTS, COMMISSIONS, AGENCIES OR PUBLIC AUTHORITIES
 SHALL PROVIDE INFORMATION AND ADVICE IN A TIMELY  MANNER  AND  OTHERWISE
 ASSIST THE TASK FORCE WITH ITS WORK.
   6.  THE  DEPARTMENT SHALL PROVIDE STAFF SERVICES TO THE TASK FORCE AND
 SUCH OTHER ADMINISTRATIVE ASSISTANCE AS MAY BE NECESSARY  FOR  THE  TASK
 FORCE TO CARRY OUT ITS DUTIES, FUNCTIONS AND POWERS.

 S. 441                              3
 
   7.  THE  TASK FORCE SHALL HOLD A MINIMUM OF THREE PUBLIC HEARINGS EACH
 YEAR: ONE IN NEW YORK CITY; ONE IN WESTERN NEW YORK; AND ONE IN  UPSTATE
 EASTERN NEW YORK.  THE TASK FORCE MAY HOLD ADDITIONAL PUBLIC HEARINGS IN
 OTHER LOCATIONS AS IT DEEMS APPROPRIATE.
   8.  THE TASK FORCE SHALL ISSUE A REPORT TO THE GOVERNOR AND THE LEGIS-
 LATURE OF ITS  FINDINGS,  CONCLUSIONS,  RECOMMENDATIONS  AND  ACTIVITIES
 ALREADY  UNDERTAKEN  BY  THE TASK FORCE, NOT LATER THAN SEPTEMBER FIRST,
 TWO THOUSAND TWENTY-TWO AND SHALL SUBMIT WITH  ITS  REPORTS  LEGISLATIVE
 PROPOSALS  AS  IT  DEEMS NECESSARY TO IMPLEMENT ITS RECOMMENDATIONS, THE
 GUIDELINES DEVELOPED UNDER PARAGRAPH (C) OF  SUBDIVISION  FOUR  OF  THIS
 SECTION,  AND  THE  PROGRAM  OF  STUDY  DEVELOPED UNDER PARAGRAPH (D) OF
 SUBDIVISION FOUR OF THIS SECTION.
   9. ON OR BEFORE DECEMBER THIRTY-FIRST, TWO  THOUSAND  TWENTY-TWO,  THE
 DEPARTMENT  SHALL  PROMULGATE  RULES  AND  REGULATIONS  TO IMPLEMENT THE
 GUIDELINES AND PROGRAM OF STUDY DEVELOPED BY THE TASK FORCE  WHICH  WERE
 SUBMITTED IN THE TASK FORCE'S REPORT.
   10.  NOTHING  IN THIS SECTION SHALL REQUIRE A STUDENT WITH DYSLEXIA TO
 OBTAIN AN INDIVIDUALIZED EDUCATION PROGRAM UNLESS THE STUDENT HAS OTHER-
 WISE MET THE FEDERAL CONDITIONS NECESSARY.
   § 4407-B. DYSLEXIA; SCREENING AND INTERVENTION. 1. FOR THE PURPOSES OF
 THIS SECTION, THE FOLLOWING TERMS SHALL HAVE THE FOLLOWING MEANINGS:
   (A) THE TERM "DYSLEXIA" SHALL MEAN AN UNEXPECTED DIFFICULTY IN READING
 FOR AN INDIVIDUAL WHO HAS THE INTELLIGENCE TO BE A MUCH  BETTER  READER,
 MOST COMMONLY CAUSED BY A DIFFICULTY IN THE PHONOLOGICAL PROCESSING, THE
 APPRECIATION  OF THE INDIVIDUAL SOUNDS OF SPOKEN LANGUAGE, WHICH AFFECTS
 THE ABILITY OF AN INDIVIDUAL TO SPEAK, READ, AND SPELL.
   (B) THE TERM "SCREENING  PROGRAM"  SHALL  MEAN  A  DYSLEXIA  SCREENING
 PROGRAM  WHICH  IS:  (I)  EVIDENCE  BASED  WITH PROVEN PSYCHOMETRICS FOR
 VALIDITY; (II) EFFICIENT AND LOW COST; AND (III) READILY AVAILABLE.
   (C) THE TERM "RELATED DISORDERS" SHALL MEAN DISORDERS  SIMILAR  TO  OR
 RELATED TO DYSLEXIA INCLUDING, BUT NOT LIMITED TO, DEVELOPMENTAL AUDITO-
 RY  IMPERCEPTION,  DYSPHASIA,  SPECIFIC DEVELOPMENTAL DYSLEXIA, DEVELOP-
 MENTAL DYSGRAPHIA, AND DEVELOPMENTAL SPELLING DISABILITY.
   (D) THE TERM "SUPPORT" SHALL MEAN LOW-COST AND  EFFECTIVE  BEST  PRAC-
 TICES  INCLUDING,  BUT  NOT  LIMITED  TO, ORAL EXAMINATIONS AND EXTENDED
 TEST-TAKING PERIODS USED TO SUPPORT STUDENTS WHO HAVE  DYSLEXIA  OR  ANY
 RELATED DISORDER.
   2.  ON  OR  BEFORE  JULY FIRST, TWO THOUSAND TWENTY-THREE, EACH PUBLIC
 SCHOOL SHALL CONDUCT A DYSLEXIA  SCREENING  PROGRAM  AND  SHALL  PROVIDE
 INTERVENTIONS  BASED  ON  THE  RULES  AND  REGULATIONS PROMULGATED UNDER
 SUBDIVISION NINE OF SECTION FORTY-FOUR HUNDRED SEVEN-A OF THIS ARTICLE.
   3. ON OR BEFORE JULY FIRST, TWO THOUSAND TWENTY-THREE,  ANY  CERTIFIED
 EDUCATOR  APPLYING  FOR  A COMPREHENSIVE SPECIAL EDUCATION OR INTEGRATED
 EARLY CHILDHOOD AND SPECIAL EDUCATION ENDORSEMENT OR  APPLICANT  FOR  AN
 INITIAL,  PROVISIONAL OR PROFESSIONAL EDUCATOR CERTIFICATE AND A COMPRE-
 HENSIVE SPECIAL EDUCATION OR  INTEGRATED  EARLY  CHILDHOOD  AND  SPECIAL
 EDUCATION  ENDORSEMENT  SHALL  HAVE  COMPLETED A PROGRAM OF STUDY IN THE
 DIAGNOSIS AND REMEDIATION OF READING AND  LANGUAGE  ARTS  THAT  INCLUDES
 SUPERVISED PRACTICUM HOURS AND INSTRUCTION IN THE DETECTION AND RECOGNI-
 TION  OF,  AND  EVIDENCE-BASED  STRUCTURED  LITERACY  INTERVENTIONS FOR,
 STUDENTS WITH DYSLEXIA AND OTHER RELATED DISORDERS.
   4. NOTHING IN THIS ACT SHALL REQUIRE A STUDENT WITH DYSLEXIA TO OBTAIN
 AN INDIVIDUALIZED EDUCATION PROGRAM UNLESS THE STUDENT HAS OTHERWISE MET
 THE FEDERAL CONDITIONS NECESSARY.
   § 2. This act shall take effect immediately.

                            
 
                     S T A T E   O F   N E W   Y O R K
 ________________________________________________________________________
 
                                  441--A
 
                        2021-2022 Regular Sessions
 
                             I N  S E N A T E
 
                                (PREFILED)
 
                              January 6, 2021
                                ___________
 
 Introduced  by  Sens.  HOYLMAN, HINCHEY, JACKSON, MYRIE, SKOUFIS -- read
   twice and ordered printed, and when printed to  be  committed  to  the
   Committee  on Education -- committee discharged, bill amended, ordered
   reprinted as amended and recommitted to said committee

 AN ACT to amend the education law, in relation to establishing a  dysle-
   xia task force
 
   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. DYSLEXIA; TASK FORCE. 1. THE TASK FORCE ON DYSLEXIA IS HERE-
 BY CREATED WITHIN THE DEPARTMENT TO PROVIDE RECOMMENDATIONS  FOR  APPRO-
 PRIATE  SCREENING OF STUDENTS FOR DYSLEXIA AND RELATED DISORDERS, APPRO-
 PRIATE INTERVENTIONS AND CLASSROOM SUPPORT FOR  STUDENTS  WITH  DYSLEXIA
 AND  RELATED  DISORDERS, AND TO RECOMMEND RESOURCES FOR EDUCATORS, STAFF
 AND ADMINISTRATORS TO BETTER HELP STUDENTS WITH DYSLEXIA.
   2. FOR THE PURPOSES OF THIS SECTION, THE FOLLOWING  TERMS  SHALL  HAVE
 THE FOLLOWING MEANINGS:
   (A) THE TERM "DYSLEXIA" SHALL MEAN AN UNEXPECTED DIFFICULTY IN READING
 FOR  AN  INDIVIDUAL WHO HAS THE INTELLIGENCE TO BE A MUCH BETTER READER,
 MOST COMMONLY CAUSED BY A DIFFICULTY IN THE PHONOLOGICAL PROCESSING, THE
 APPRECIATION OF THE INDIVIDUAL SOUNDS OF SPOKEN LANGUAGE, WHICH  AFFECTS
 THE ABILITY OF AN INDIVIDUAL TO SPEAK, READ, AND SPELL.
   (B)  THE  TERM  "RELATED DISORDERS" SHALL MEAN DISORDERS SIMILAR TO OR
 RELATED TO DYSLEXIA INCLUDING, BUT NOT LIMITED TO, DEVELOPMENTAL AUDITO-
 RY IMPERCEPTION, DYSPHASIA, SPECIFIC  DEVELOPMENTAL  DYSLEXIA,  DEVELOP-
 MENTAL DYSGRAPHIA, AND DEVELOPMENTAL SPELLING DISABILITY.
   3.  (A)  THE  TASK FORCE SHALL CONSIST OF THIRTEEN MEMBERS AS FOLLOWS:
 (I) THE COMMISSIONER OF EDUCATION OR HIS OR HER DESIGNEE WHO SHALL SERVE
 AS CHAIR; (II) THE CHANCELLOR OF THE BOARD OF  REGENTS  OR  HIS  OR  HER
 
  EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
              

                       [ ] is old law to be omitted.
                                                            LBD02478-04-1

 S. 441--A                           2
 
 DESIGNEE WHO SHALL SERVE AS VICE CHAIR; (III) THREE MEMBERS APPOINTED BY
 THE GOVERNOR; (IV) THREE MEMBERS APPOINTED BY THE TEMPORARY PRESIDENT OF
 THE  SENATE; (V) THREE MEMBERS APPOINTED BY THE SPEAKER OF THE ASSEMBLY;
 (VI)  ONE  MEMBER  APPOINTED BY THE MINORITY LEADER OF THE SENATE; (VII)
 AND ONE MEMBER  APPOINTED  BY  THE  MINORITY  LEADER  OF  THE  ASSEMBLY.
 MEMBERS  SHALL  HAVE  EXPERIENCE IN DYSLEXIA AND MAY INCLUDE PHYSICIANS,
 SCIENTISTS, EDUCATORS WHO WORK WITH DYSLEXIC STUDENTS,  AND  PARENTS  OF
 CHILDREN  WITH  DYSLEXIA. VACANCIES IN THE TASK FORCE SHALL BE FILLED IN
 THE MANNER PROVIDED FOR ORIGINAL APPOINTMENTS.
   (B) APPOINTMENTS TO THE TASK FORCE SHALL BE MADE WITHIN NINETY DAYS OF
 THE EFFECTIVE DATE OF THIS SECTION. THE TASK FORCE MAY BEGIN ITS  DUTIES
 WHEN  A  MAJORITY  OF THE TOTAL NUMBER OF POSITIONS HAVE BEEN APPOINTED.
 MEMBERS OF THE TASK FORCE SHALL RECEIVE NO COMPENSATION.
   4. THE TASK FORCE SHALL HAVE THE FOLLOWING DUTIES:
   (A) REVIEW THE NUMBER OF STUDENTS IN NEW YORK STATE THAT HAVE DYSLEXIA
 OR RELATED DISORDER;
   (B) STUDY AND EVALUATE CURRENT SCREENING PROGRAMS  USED  IN  NEW  YORK
 STATE  AND  NATIONALLY  TO  IDENTIFY  DYSLEXIA  OR  RELATED DISORDERS IN
 STUDENTS;
   (C) STUDY  AND  EVALUATE  EVIDENCE-BASED  INTERVENTION  AND  CLASSROOM
 SUPPORT SERVICES FOR STUDENTS WHO HAVE DYSLEXIA OR RELATED DISORDERS;
   (D)  PROVIDE  RECOMMENDATIONS FOR APPROPRIATE EVIDENCE-BASED SCREENING
 PROGRAMS, INTERVENTION SERVICES AND CLASSROOM SUPPORT FOR STUDENTS  WITH
 DYSLEXIA AND RELATED DISORDERS; AND
   (E)  EVALUATE AND RECOMMEND THE ANTICIPATED STAFFING NEEDS AND PROFES-
 SIONAL DEVELOPMENT NEEDS FOR STAFF, INCLUDING CERTIFIED CLASSROOM TEACH-
 ERS, READING  AND  LITERACY  SPECIALISTS,  MULTI-LINGUAL  TEACHERS,  AND
 SCHOOL  ADMINISTRATORS  IN RELATION TO SCREENING TO IDENTIFY STUDENTS IN
 NEED OF INSTRUCTIONAL SUPPORT SERVICES  IN  THE  AREA  OF  DYSLEXIA  AND
 RELATED DISORDERS.
   5.  THE  TASK  FORCE  SHALL  ISSUE A REPORT TO THE GOVERNOR, TEMPORARY
 PRESIDENT OF THE SENATE AND SPEAKER OF THE  ASSEMBLY  OF  ITS  FINDINGS,
 CONCLUSIONS,  AND  RECOMMENDATIONS, INCLUDING ANY LEGISLATIVE PROPOSALS,
 NO LATER THAN ONE YEAR AFTER THE EFFECTIVE DATE OF THIS SECTION.
   § 2. This act shall take effect immediately.

                             
                     S T A T E   O F   N E W   Y O R K
 ________________________________________________________________________
 
                                  441--B
 
                        2021-2022 Regular Sessions
 
                             I N  S E N A T E
 
                                (PREFILED)
 
                              January 6, 2021
                                ___________
 
 Introduced  by  Sens.  HOYLMAN, HINCHEY, JACKSON, MYRIE, SKOUFIS -- read
   twice and ordered printed, and when printed to  be  committed  to  the
   Committee  on Education -- committee discharged, bill amended, ordered
   reprinted as amended and recommitted to said committee --  recommitted
   to the Committee on Education in accordance with Senate Rule 6, sec. 8
   --  committee  discharged,  bill amended, ordered reprinted as amended
   and recommitted to said committee
 
 AN ACT in relation to establishing a dyslexia task force
 
   THE PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND  ASSEM-
 BLY, DO ENACT AS FOLLOWS:
 
   Section 1. Dyslexia task force. 1. The commissioner of education shall
 establish  a  task  force to examine appropriate and effective evidence-
 based screening methods, reading interventions,  and  other  educational
 supports for dyslexia and related disorders for students in kindergarten
 through  grade  five.    Such  task  force shall consist of at least ten
 members, including the commissioner of education or their designee,  who
 shall  serve  as chair of the task force. The remaining members shall be
 appointed by the commissioner of education in such a  manner  to  ensure
 that all regions of the state are represented, and shall include: (a) at
 least  two  professionals who specialize in identifying, evaluating, and
 diagnosing individuals with dyslexia and related disorders; (b) at least
 one member who specializes in educating individuals  with  dyslexia  and
 related  disorders;  (c) at least one parent of a student with dyslexia;
 (d) at least one individual with dyslexia; and (e) at least  one  repre-
 sentative  from  an  institute  of  higher education who is an expert in
 dyslexia and related disorders. All  members  shall  have  expertise  in
 fields  or  disciplines  related  to the identification of students with
 learning disabilities including the unique educational needs of students
 with dyslexia, dyscalculia, and dysgraphia.

  EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
                       [ ] is old law to be omitted.
                                                            LBD02478-09-2
              

 S. 441--B                           2
 
   2. The task force shall conduct at least two public hearings  for  the
 purpose  of obtaining information from stakeholders and other interested
 parties including  but  not  limited  to  speech  pathologists,  reading
 specialists, teachers, school administrators, and parents.
   3.  The  task  force shall prepare and submit a report of its findings
 and recommendations to the governor, temporary president of  the  senate
 and  speaker  of  the assembly eighteen months after the date upon which
 this section shall have become a law.
   4. For the purposes of this section, the term "screening methods"  may
 include  examining  the use and frequency of dyslexia screeners that are
 valid, reliable, low cost, and developmentally appropriate that  measure
 deficits  in areas including: (a) phonological awareness; (b) phonologi-
 cal or language-based memory; (c) rapid automatic naming; (d)  receptive
 vocabulary; (e) phonics skills; (f) decoding and encoding real and pseu-
 do-words;  (g) oral reading fluency; and (h) writing at the sentence and
 paragraph level. Dyslexia screeners shall be inclusive of students  with
 diverse  racial,  linguistic, and socio-economic backgrounds, and factor
 familial history.
   § 2. This act shall take effect immediately.