S T A T E O F N E W Y O R K
________________________________________________________________________
8089
I N S E N A T E
January 5, 2024
___________
Introduced by Sen. HOYLMAN-SIGAL -- read twice and ordered printed, and
when printed to be committed to the Committee on Rules
AN ACT to amend a chapter of the laws of 2023 relating to establishing a
dyslexia and dysgraphia task force, as proposed in legislative bills
numbers S. 2599 and A. 133, in relation to establishing a dyslexia and
dysgraphia task force and in relation to the effectiveness thereof
THE PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND ASSEM-
BLY, DO ENACT AS FOLLOWS:
Section 1. Section 1 of a chapter of the laws of 2023 relating to
establishing a dyslexia and dysgraphia task force, as proposed in legis-
lative bills numbers S. 2599 and A. 133, is amended to read 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. THE TASK FORCE SHALL BE DISSOLVED UPON
SUBMISSION OF ITS REPORT PURSUANT TO SUBDIVISION THREE OF THIS SECTION.
EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
[ ] is old law to be omitted.
LBD00296-02-4
S. 8089 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 COMMISSIONER OF EDUCATION, THE governor,
temporary president of the senate and speaker of the assembly [eighteen
months after the effective date of this act] ON OR BEFORE TWELVE MONTHS
AFTER THE EFFECTIVE DATE OF THIS ACT. THE REPORT SHALL INCLUDE BUT NOT
BE LIMITED TO THE FOLLOWING RECOMMENDATIONS: (A) PEER-REVIEWED,
EVIDENCE-BASED SCREENING METHODS FOR DYSLEXIA AND DYSGRAPHIA FOR USE BY
SCHOOL DISTRICTS; (B) PEER-REVIEWED, EVIDENCE-BASED DYSLEXIA AND
DYSGRAPHIA INTERVENTIONS AND OTHER EDUCATIONAL SUPPORTS FOR USE BY
SCHOOL DISTRICTS; AND (C) BEST PRACTICES THAT MAY BE USED BY SCHOOL
DISTRICTS TO ENSURE EFFECTIVE SCREENING METHODS, INTERVENTIONS, AND
OTHER EDUCATIONAL SUPPORTS FOR DYSLEXIA AND DYSGRAPHIA.
4. THE COMMISSIONER OF EDUCATION SHALL MAKE PUBLICLY AVAILABLE ON THE
STATE EDUCATION DEPARTMENT'S WEBSITE INFORMATION REGARDING THE RECOM-
MENDED EVIDENCE-BASED SCREENING METHODS, INTERVENTIONS, AND EDUCATIONAL
SUPPORTS FOR DYSLEXIA AND DYSGRAPHIA SUBMITTED IN THE REPORT PURSUANT TO
SUBDIVISION THREE OF THIS SECTION.
5. 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. Section 2 of a chapter of the laws of 2023 relating to establish-
ing a dyslexia and dysgraphia task force, as proposed in legislative
bills numbers S. 2599 and A. 133, is amended to read as follows:
§ 2. This act shall take effect [January 1, 2024 and shall expire and
be deemed repealed August 1, 2025] IMMEDIATELY.
§ 3. This act shall take effect immediately; provided however the
provisions of section one of this act shall take effect on the same date
and in the same manner as a chapter of the laws of 2023 relating to
establishing a dyslexia and dysgraphia task force, as proposed in legis-
lative bills numbers S. 2599 and A. 133, takes effect.
