Rep. Michelle Mussman

Filed: 3/6/2023

 

 


 

 


 
10300HB1124ham001LRB103 05755 RJT 58441 a

1
AMENDMENT TO HOUSE BILL 1124

2    AMENDMENT NO. ______. Amend House Bill 1124 by replacing
3everything after the enacting clause with the following:
 
4    "Section 5. The School Code is amended by changing Section
52-3.161 and by adding Sections 10-20.85 and 34-18.82 as
6follows:
 
7    (105 ILCS 5/2-3.161)
8    Sec. 2-3.161. Definition of dyslexia; reading instruction
9advisory group; handbook; screening rules; employment of
10specialists.
11    (a) In this Section, "universal screener" means a screener
12used to aid educators in understanding the causes for student
13performance, learning strengths, and the needs that underlie
14student performance. The screener is conducted to identify or
15predict which students may be at risk for poor learning
16outcomes and is typically brief and conducted with all

 

 

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1students at a particular grade level.
2    (a-5) The State Board of Education shall incorporate, in
3both general education and special education, the following
4definition of dyslexia:
5        Dyslexia is a specific learning disability that is
6    neurobiological in origin. Dyslexia is characterized by
7    difficulties with accurate and/or fluent word recognition
8    and by poor spelling and decoding abilities. These
9    difficulties typically result from a deficit in the
10    phonological component of language that is often
11    unexpected in relation to other cognitive abilities and
12    the provision of effective classroom instruction.
13    Secondary consequences may include problems in reading
14    comprehension and reduced reading experience that can
15    impede growth of vocabulary and background knowledge.
16    (b) (Blank).
17    (c) The State Board of Education shall develop and
18maintain a handbook to be made available on its Internet
19website that provides guidance for pupils, parents or
20guardians, and teachers on the subject of dyslexia. The
21handbook shall include, but is not limited to:
22        (1) guidelines for teachers and parents or guardians
23    on how to identify signs of dyslexia;
24        (2) a description of educational strategies that have
25    been shown to improve the academic performance of pupils
26    with dyslexia; and

 

 

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1        (3) a description of resources and services available
2    to pupils with dyslexia, parents or guardians of pupils
3    with dyslexia, and teachers; and .
4        (4) guidelines on the administration of a universal
5    screener and secondary reviews, the interpretation of data
6    from these screeners and reviews, and the resulting
7    appropriate instruction under Section 10-20.85 or 34-18.82
8    within a multi-tiered system of support framework.
9    The State Board shall review the handbook on or before
10January 1, 2024 and at least once every 4 years to update, if
11necessary, the guidelines, educational strategies, or
12resources and services made available in the handbook.
13    (d) The State Board of Education shall adopt any rules
14necessary to ensure that a student will be screened, as
15provided under Section 10-20.85 or 34-18.82, for the risk
16factors of reading difficulties, including dyslexia, using a
17universal screener. A student shall be screened:
18        (1) if a student is enrolled in a public school in any
19    of grades kindergarten through 2;
20        (2) if a student in any of the grades kindergarten
21    through 2:
22            (A) transfers to a new public school; and
23            (B) has not been screened previously during the
24        school year;
25        (3) if a teacher, parent, or guardian of a student in
26    grade 3 or higher requests the student be screened for

 

 

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1    risk factors of reading difficulties, including dyslexia,
2    using a universal screener; and
3        (4) if a student from another state enrolls for the
4    first time in any of grades kindergarten through 2 in a
5    school district in this State provided that if a student's
6    score is below 3.0 on either the listening or the speaking
7    portion of the ACCESS for ELLs assessment, the student may
8    be exempt from a universal screener as determined by the
9    school's or school district's English language learner
10    team.
11    (e) The universal screener must include, as
12developmentally appropriate, all of the following:
13        (1) phonological and phonemic awareness;
14        (2) sound symbol recognition;
15        (3) alphabet knowledge;
16        (4) decoding skills;
17        (5) rapid naming skills;
18        (6) encoding skills; and
19        (7) oral reading fluency.
20    (f) No later than January 1, 2024, the State Board of
21Education shall employ at least 5 dyslexia specialists or
22dyslexia therapists with a minimum of 5 years of field
23experience in screening, identifying, and treating dyslexia
24and related disorders to provide both of the following:
25        (1) technical assistance for dyslexia and related
26    disorders to the State Board of Education and school

 

 

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1    districts; and
2        (2) training to school district employees in:
3            (A) administering a universal screener and
4        secondary review;
5            (B) analyzing and interpreting screening and
6        secondary review data; and
7            (C) determining, within the multi-tiered system of
8        support framework, appropriate intervention services
9        in accordance with Sections 10-20.85 and 34-18.82.
10    (g) The State Board of Education shall adopt any rules
11necessary to ensure that a student receives intervention under
12Section 10-20.85 or 34-18.82.
13(Source: P.A. 102-539, eff. 8-20-21.)
 
14    (105 ILCS 5/10-20.85 new)
15    Sec. 10-20.85. Dyslexia screening and support.
16    (a) In this Section:
17    "Secondary review" means a process, as determined by a
18school district, for gathering additional information to
19determine if risk factors of reading difficulties, including
20dyslexia, are present.
21    "Universal screener" means a screener used to aid
22educators in understanding the causes for student performance,
23learning strengths, and the needs that underlie student
24performance. The screener is conducted to identify or predict
25which students may be at risk for poor learning outcomes and is

 

 

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1typically brief and conducted with all students at a
2particular grade level.
3    (b) Beginning with the 2024-2025 school year, each school
4district must screen students, no less than once each school
5year, in grades kindergarten through 2 for risk factors of
6reading difficulties, including dyslexia using a universal
7screener approved by the State Board of Education.
8    (c) If a universal screener administered under subsection
9(b) indicates that a student is at risk or at some risk for
10dyslexia reading difficulties, including dyslexia, the school
11district must conduct a secondary review of the student.
12Through the secondary review, the school district must gather
13additional information to determine if the student has risk
14factors of reading difficulties, including dyslexia. The
15additional information may include, but is not limited to,
16information from progress monitoring data, work samples,
17additional age and grade appropriate literacy assessments,
18teacher questionnaires, parent interviews, information
19regarding the student's family history related to dyslexia,
20and speech and language assessments. For any student who is an
21English language learner, the school's or school district's
22English language learner team must be included in the
23secondary review of the student.
24    (d) If the secondary review indicates that a student has
25some risk factors of reading difficulties, including dyslexia,
26the school must use a multi-tiered system of support framework

 

 

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1to address the needs of the student.
2    (e) If a student's secondary review indicates that a
3student has risk factors of reading difficulties, the school
4district must notify the student's parent or guardian.
5    (f) If a student's secondary review indicates that the
6student has risk factors for reading difficulties, including
7dyslexia, the intervention provided to the student must
8utilize a structured literacy approach as outlined in the
9State Board of Education's handbook under subsection (c) of
10Section 2-3.161. The intervention must:
11        (1) provide explicit, direct, systematic, sequential,
12    and cumulative instruction that adheres to a logical plan
13    about the alphabetic principle and is designed to
14    accommodate the needs of each individual student without
15    presuming prior skills or knowledge;
16        (2) implement evidence-based practices that have been
17    proven effective in the treatment of dyslexia;
18        (3) engage the student in multi-modal language
19    learning techniques;
20        (4) include phonemic awareness activities to enable
21    the student to detect, segment, blend, and manipulate
22    sounds in the spoken language;
23        (5) provide graphophonemic knowledge for teaching the
24    letter sound plan of the English language;
25        (6) teach the structure and patterns of the English
26    language, including linguistic instruction in morphology,

 

 

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1    semantics, syntax, and pragmatics, that are directed
2    toward proficiency and fluency with the patterns of
3    language so that words and sentences are the carriers of
4    meaning;
5        (7) develop strategies that advance the student's
6    ability in decoding, encoding, word recognition, fluency,
7    and comprehension; and
8        (8) provide meaning-based instruction directed at
9    purposeful reading and writing, with an emphasis on
10    comprehension and composition.
11    (g) On or before July 1, 2024 and on or before each July 1
12thereafter, each school district must report to the State
13Board of Education the universal screener and intervention
14that were used during the previous school year under this
15Section.
16    The State Board of Education shall publish the information
17collected from the report on its Internet website.
 
18    (105 ILCS 5/34-18.82 new)
19    Sec. 34-18.82. Dyslexia screening and support.
20    (a) In this Section:
21    "Secondary review" means a process, as determined by the
22school district, for gathering additional information to
23determine if risk factors of reading difficulties, including
24dyslexia, are present.
25    "Universal screener" means a screener used to aid

 

 

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1educators in understanding the causes for student performance,
2learning strengths, and the needs that underlie student
3performance. The screener is conducted to identify or predict
4which students may be at risk for poor learning outcomes and is
5typically brief and conducted with all students at a
6particular grade level.
7    (b) Beginning with the 2024-2025 school year, the school
8district must screen, no less than annually each school year,
9students in grades kindergarten through 2 for risk factors of
10reading difficulties, including dyslexia, using a universal
11screener approved by the State Board of Education.
12    (c) If a universal screener administered under subsection
13(b) indicates that a student is at risk or at some risk for
14reading difficulties, including dyslexia, the school district
15must conduct a secondary review of the student. Through the
16secondary review, the school district must gather additional
17information to determine if the student has risk factors of
18reading difficulties, including dyslexia. The additional
19information may include, but is not limited to, information
20from progress monitoring data, work samples, additional age
21and grade appropriate literacy assessments, teacher
22questionnaires, parent interviews, information regarding the
23student's family history related to dyslexia, and speech and
24language assessments. For any student who is an English
25language learner, the school's or school district's English
26language learner team must be included in the secondary review

 

 

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1of the student.
2    (d) If the secondary review indicates that a student has
3some risk factors of reading difficulties, including dyslexia,
4the school must use a multi-tiered system of support framework
5to address the needs of the student.
6    (e) If a student's secondary review indicates that a
7student has risk factors of reading difficulties, the school
8district must notify the student's parent or guardian.
9    (f) If a student's secondary review indicates that the
10student has risk factors of reading difficulties, including
11dyslexia, the intervention provided to the student must
12utilize a structured literacy approach as outlined in the
13State Board of Education's handbook under subsection (c) of
14Section 2-3.161. The intervention must:
15        (1) provide explicit, direct, systematic, sequential,
16    and cumulative instruction that adheres to a logical plan
17    about the alphabetic principle and is designed to
18    accommodate the needs of each individual student without
19    presuming prior skills or knowledge;
20        (2) implement evidence-based practices that have been
21    proven effective in the treatment of dyslexia;
22        (3) engage the student in multi-modal language
23    learning techniques;
24        (4) include phonemic awareness activities to enable
25    the student to detect, segment, blend, and manipulate
26    sounds in the spoken language;

 

 

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1        (5) provide graphophonemic knowledge for teaching the
2    letter sound plan of the English language;
3        (6) teach the structure and patterns of the English
4    language, including linguistic instruction in morphology,
5    semantics, syntax, and pragmatics, that are directed
6    toward proficiency and fluency with the patterns of
7    language so that words and sentences are the carriers of
8    meaning;
9        (7) develop strategies that advance the student's
10    ability in decoding, encoding, word recognition, fluency,
11    and comprehension; and
12        (8) provide meaning-based instruction directed at
13    purposeful reading and writing, with an emphasis on
14    comprehension and composition.
15    (g) On or before July 1, 2024 and on or before each July 1
16thereafter, the school district must report to the State Board
17of Education the universal screener and the intervention that
18were used during the previous school year under this Section.
19    The State Board of Education shall publish the information
20collected from the report on its Internet website.".