HB3700 98TH GENERAL ASSEMBLY

LRB098 13980 NHT 48532 b

98TH GENERAL ASSEMBLY
State of Illinois
2013 and 2014
HB3700

Introduced , by Rep. JoAnn D. Osmond

SYNOPSIS AS INTRODUCED:

105 ILCS 5/2-3.160 new

Amends the School Code. Requires the State Board of Education to distribute to each school board information on screening instruments available to identify students who exhibit potential indicators of dyslexia and other reading disabilities. Requires a school board to select and implement age-appropriate screening instruments for the early diagnosis of dyslexia and other reading disabilities and to ensure that each kindergarten student enrolled in the school district is screened for dyslexia and other reading disabilities. Requires the State Board to develop and distribute to each school board guidance on appropriate intervention strategies for students diagnosed with dyslexia or other reading disabilities. Provides that, in the event that a student is determined to exhibit potential indicators of dyslexia or another reading disability, the school board shall ensure that the student receives a comprehensive assessment for the learning disorder and, in the event that a diagnosis is confirmed, the school board shall provide appropriate intervention strategies to the student. Sets forth requirements concerning professional development related to reading disabilities, the incorporation of the International Dyslexia Association's definition of dyslexia into administrative rules, and an additional written test for certain educator licensure candidates. Effective immediately.

FISCAL NOTE ACT MAY APPLY

STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT

A BILL FOR

AN ACT concerning education.

Be it enacted by the People of the State of Illinois, represented in the General Assembly:

Section 5. The School Code is amended by adding Section 2-3.160 as follows:

(105 ILCS 5/2-3.160 new)

Sec. 2-3.160. Dyslexia and other reading disabilities; requirements.

(a) This subsection (a) applies beginning with the 2014-2015 school year. The State Board of Education shall distribute to each school board information on screening instruments available to identify students who exhibit potential indicators of dyslexia and other reading disabilities pursuant to subsection (b) of this Section. The State Board shall provide information on the screening instruments appropriate for kindergarten students and on screening instruments that may be suitably used for older students. A school board shall select and implement age-appropriate screening instruments for the early diagnosis of dyslexia and other reading disabilities.

The State Board of Education shall develop and distribute to each school board guidance on appropriate intervention strategies for students diagnosed with dyslexia or other reading disabilities.

(b) This subsection (b) applies beginning with the 2014-2015 school year. A school board shall ensure that each kindergarten student enrolled in the school district is screened for dyslexia and other reading disabilities using a screening instrument selected pursuant to subsection (a) of this Section.

In the event that a student who would have been enrolled in kindergarten during or after the 2014-2015 school year enrolls in the district in grades one through 6 on or after the effective date of this amendatory Act of the 98th General Assembly and has no record of being previously screened for dyslexia or other reading disabilities pursuant to this Section, the school board shall ensure that the newly enrolled student is screened for dyslexia and other reading disabilities using a screening instrument selected pursuant to subsection (a) of this Section.

The screening must be administered by a teacher or other teaching staff member properly trained in the screening process for dyslexia and other reading disabilities.

(c) This subsection (c) applies beginning with the 2014-2015 school year. In the event that a student is determined through the screening conducted pursuant to subsection (b) of this Section to exhibit potential indicators of dyslexia or another reading disability, the school board shall ensure that the student receives a comprehensive assessment for the learning disorder. In the event that a diagnosis is confirmed, the school board shall provide appropriate intervention strategies to the student, including intense instruction on phonemic awareness, phonics and fluency, vocabulary, and reading comprehension.

(d) This subsection (d) applies beginning on September 1, 2016. The State Board of Education shall, as part of the professional development requirements for public school teachers, require each public school teacher to complete at least 20 hours of professional development instruction on the screening, intervention, accommodation, and use of technology for students with reading disabilities, including dyslexia, during each 5-year renewal cycle.

(e) Beginning in the 2014-2015 school year, the State Board of Education shall provide professional development opportunities related to reading disabilities, including dyslexia, to school district personnel. The professional development must be provided to general education, special education, and English as a second language teachers, instructional support staff, administrators, supervisors, child study team members, and speech and language specialists. The professional development opportunities must be designed to account for the various manners in which different school district personnel interact with or develop instructional programs for students with reading disabilities.

(f) The State Board of Education shall incorporate the International Dyslexia Association's definition of dyslexia into its administrative rules.

(g) Beginning on January 1, 2016, in addition to any other requirements set forth by the State Board of Education under Article 21B of this Code, candidates for licensure requesting a preschool through grade 3 endorsement, elementary school endorsement, or reading specialist endorsement shall pass a written test that includes, at a minimum, the following topics:

(1) the foundations of teaching reading;

(2) the basic rules of phonology, morphology, syntax, and semantics of the English language;

(3) the diagnosis of reading difficulties;

(4) the development of reading comprehension; and

(5) reading assessment.

The State Board of Education shall adopt rules to effectuate this subsection (g), including any rules specifying additional topics deemed appropriate for inclusion on the written test.

Section 99. Effective date. This Act takes effect upon becoming law.