Legislation

* § 319. Center for dyslexia and dysgraphia. 1. As used in this
section, unless another meaning clearly appears from the context:

a. "Center" shall mean the center for dyslexia and dysgraphia
established under this section.

b. "Director" shall mean the executive director of the center.

c. "Guidebook" shall mean the comprehensive guidebook on dyslexia and
dysgraphia created by the center under paragraph h of subdivision three
of this section.

d. "Local education agencies" shall mean school districts, boards of
cooperative educational services, and other educational services
providers designated as such by the director.

2. There is hereby established within the department the center for
dyslexia and dysgraphia. The center shall be led by the executive
director of the center who shall be appointed by the commissioner.

3. The center's duties shall include, but not be limited to:

a. Establishing a definition of dyslexia and dysgraphia in
consultation with nationally recognized dyslexia and dysgraphia advocacy
groups, physicians and scientists who specialize in dyslexia and
dysgraphia, and educators who specialize in remediating dyslexia and
dysgraphia.

b. Collecting data to inventory, synthesize, and publicize best
practices for serving students with dyslexia, dysgraphia, and other
related reading or writing difficulties.

c. Developing and disseminating of informational tools and briefs on
dyslexia and dysgraphia.

d. Setting explicit standards and requirements for peer-reviewed
evidence-based teacher preparation programs and certifications that
address dyslexia and dysgraphia.

e. Setting explicit standards for annual peer-reviewed evidence-based
universal screening for all students in grades kindergarten through
fifth and new entrants to schools within the state for reading and
writing difficulties and for screening students identified as at risk
for dyslexia and/or dysgraphia.

f. Setting explicit standards for peer-reviewed evidence-based
dyslexia and dysgraphia interventions and other educational supports for
use by local education agencies.

g. Issuing a public report on the state's progress on implementing
policies and practices regarding dyslexia and dysgraphia screenings,
interventions, and supports within two years from the effective date of
this section and every two years thereafter.

h. Creating a comprehensive guidebook on dyslexia and dysgraphia for
professional development providers, leaders of local education agencies,
school administrators, educators, and specialists.

i. Perform any other duties the commissioner or the director deems
necessary to identify students as at risk for dyslexia and/or dysgraphia
or to reduce barriers to education for those with dyslexia and/or
dysgraphia.

4. The guidebook shall be created within two years of the effective
date of this section and shall be updated at least every five years. The
center shall release a draft version of the guidebook for public comment
sixty days prior to its publication. The guidebook shall include, but
not be limited to, information related to:

a. Definitions regarding dyslexia and dysgraphia.

b. Legal responsibilities of the local education agencies and school
to address the needs of students with diagnosed or suspected dyslexia
and/or dysgraphia.

c. Universal screening policies, procedures, and evidence-based
practices.

d. Dyslexia and dysgraphia screening policies, procedures, and
evidence-based practices.

e. Screening modifications and adaptations for English language
learners and multilingual learners and students with disabilities that
impact oral language development and/or graphomotor skill development.

f. Appropriate use of data to guide practices and protocols for local
education agencies.

g. Regulations, guidance, and support for communicating and meeting
with parents or guardians to share and discuss screening results,
options for next steps, and making data-based decisions about
interventions aligned with identified reading and/or writing
difficulties.

h. Classroom instruction and interventions grounded in the science of
reading and structured literacy.

i. Development of effective individualized education plans goals,
progress monitoring, and accommodations for students with diagnosed or
suspected dyslexia and/or dysgraphia and related reading and/or writing
difficulties.

j. Professional development opportunities.

k. Decision criteria and steps from universal screening through
supports and progress monitoring.

* NB There are 2 § 319's