NY State Senate Bill S2599

Current Bill Status - Passed Senate & Assembly

Introduced
In Committee
On Floor Calendar
- Passed Senate
- Passed Assembly
Delivered to Governor
Signed/Vetoed by Governor

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Actions

view actions (11)

	Assembly Actions - Lowercase Senate Actions - UPPERCASE
May 15, 2023	returned to senate passed assembly ordered to third reading cal.190 substituted for a133
Apr 26, 2023	referred to ways and means delivered to assembly passed senate
Mar 08, 2023	advanced to third reading
Mar 01, 2023	2nd report cal.
Feb 28, 2023	1st report cal.405
Jan 23, 2023	referred to education

Votes

view votes

Apr 26, 2023 - floor Vote

S2599

floor

Aye

Nay

Absent

Excused

Abstained

Feb 28, 2023 - Education committee Vote

S2599

committee

Aye

Nay

Aye with Reservations

Absent

Excused

Abstained

Co-Sponsors

view additional co-sponsors

S2599 (ACTIVE) - Details

See Assembly Version of this Bill:: A133
Law Section:: Education
Versions Introduced in Other Legislative Sessions:: 2019-2020: S7093, A8786
2021-2022: S441, A2185

S2599 (ACTIVE) - Summary

Establishes a dyslexia and dysgraphia task force; implements the findings of such task force.

S2599 (ACTIVE) - Sponsor Memo

 
BILL NUMBER: S2599

SPONSOR: HOYLMAN-SIGAL
 
TITLE OF BILL:

An act in relation to establishing a dyslexia and dysgraphia task force;
and providing for the repeal of such provisions upon expiration thereof

 
PURPOSE OR GENERAL IDEA OF BILL:

To establish a task force to develop recommendations for appropriate
screening, intervention, and support for students with and at risk of
dyslexia and related disorders, and to develop a program of study for
teachers to better help students with dyslexia.

 
SUMMARY OF PROVISIONS:

Section 1 amends the education law by adding a new section 4407-a creat-
ing a task force on dyslexia within the department of education to
develop recommendations for appropriate screening of students with
dyslexia and related disorders, appropriate interventions and classroom
support for students with dyslexia and related disorders, and to recom-

mend resources for educators, staff and administrators to better help
students with dyslexia.

Section 2 is the effective date.

 
JUSTIFICATION:

One in five students has dyslexia or another phonemic awareness issue
that requires them to learn to read through a directed multi-sensory
sequential phonics or Orton-Gillingham approach. The current education
system teaches reading with a balanced literacy approach, which is
essentially whole language by another name and ineffective at teaching
reading to the roughly 20% of students who have dyslexia or another
phonemic based learning difference. This bill will establish a task
force to study and recommend the best methods to provide these students
the classroom resources they require for a lifetime of literacy.

 
PRIOR LEGISLATIVE HISTORY:

S.441-C OF 2021-2022 (Hoylman):Vetoed by Governor

A.2185-B of 2021-2022 (Carroll): Vetoed by Governor

S.7093 of 2020 (Hoylman): Died in Education

A.8786-A of 2019-2020 (Carroll): Died in Education

 
FISCAL IMPLICATIONS:

To be determined.   
EFFECTIVE DATE:
This act shall take effect immediately.

S2599 (ACTIVE) - Bill Text download pdf

 
                     S T A T E   O F   N E W   Y O R K
 ________________________________________________________________________
 
                                   2599
 
                        2023-2024 Regular Sessions
 
                             I N  S E N A T E
 
                             January 23, 2023
                                ___________
 
 Introduced  by  Sens.  HOYLMAN-SIGAL,  CLEARE,  HINCHEY, JACKSON, MAYER,
   MYRIE, SKOUFIS -- read twice and ordered printed, and when printed  to
   be committed to the Committee on Education
 
 AN ACT in relation to establishing a dyslexia and dysgraphia task force;
   and providing for the repeal of such provisions upon expiration there-
   of

   THE  PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND ASSEM-
 BLY, DO ENACT AS FOLLOWS:
 
   Section 1. Dyslexia and dysgraphia task force. 1. The commissioner  of
 education shall establish a task force to examine appropriate and effec-
 tive  evidence-based  dyslexia and dysgraphia screening methods, reading
 interventions, and other educational supports for students in kindergar-
 ten through grade five. The 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 members who specialize in identifying, evaluating,  and  diag-
 nosing  individuals with dyslexia or dysgraphia; (b) at least one member
 who specializes in educating individuals with  dyslexia  or  dysgraphia;
 (c)  at  least  one member who is a parent of a student with dyslexia or
 dysgraphia; (d) at least one member with dyslexia or dysgraphia; (e)  at
 least  one member from an institute of higher education who is an expert
 in dyslexia or dysgraphia; and (f) at least one member who is  a  public
 school  teacher  who specializes in teaching literacy and evidence-based
 reading instruction. 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 or dysgraphia.
   2.  The  task force shall conduct at least two public hearings for the
 purpose of obtaining information from stakeholders and other  interested
 
  EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
                       [ ] is old law to be omitted.
                                                            LBD00296-01-3

 S. 2599                             2
 
 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 effective date of
 this act.
   4. For the purposes of this act,  the  term  "screening  methods"  may
 include  examining  the  use  and  frequency  of  dyslexia or dysgraphia
 screeners that are valid, reliable, low cost, and developmentally appro-
 priate that measure deficits in areas including: (a) phonological aware-
 ness; (b) phonological or language-based  memory;  (c)  rapid  automatic
 naming;  (d)  receptive vocabulary; (e) phonics skills; (f) decoding and
 encoding real and pseudo-words; (g) oral reading fluency; and (h)  writ-
 ing  at the sentence and paragraph level. Such screeners shall be inclu-
 sive of students with diverse  racial,  linguistic,  and  socio-economic
 backgrounds, and factor familial history.
   §  2.  This act shall take effect January 1, 2024 and shall expire and
 be deemed repealed August 1, 2025.

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The New York State Senate

senate Bill S2599

Sponsored By

Current Bill Status - Passed Senate & Assembly

Your Voice

Actions

Votes

Apr 26, 2023 - floor Vote

Floor Vote: Apr 26, 2023

Feb 28, 2023 - Education committee Vote

Education Committee Vote: Feb 28, 2023

Co-Sponsors

S2599 (ACTIVE) - Details

S2599 (ACTIVE) - Summary

S2599 (ACTIVE) - Sponsor Memo

S2599 (ACTIVE) - Bill Text download pdf

Comments

senate Bill S2599

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Sponsored By

Current Bill Status - Passed Senate & Assembly

Your Voice

Actions

Votes

Apr 26, 2023 - floor Vote

Floor Vote: Apr 26, 2023

Feb 28, 2023 - Education committee Vote

Education Committee Vote: Feb 28, 2023

Co-Sponsors

S2599 (ACTIVE) - Details

S2599 (ACTIVE) - Summary

S2599 (ACTIVE) - Sponsor Memo

S2599 (ACTIVE) - Bill Text download pdf

Comments