Full Text of HB4406 101st General Assembly
HB4406 101ST GENERAL ASSEMBLY |
| | 101ST GENERAL ASSEMBLY
State of Illinois
2019 and 2020 HB4406 Introduced 1/29/2020, by Rep. Lindsay Parkhurst SYNOPSIS AS INTRODUCED: |
| 105 ILCS 5/2-3.161 | | 105 ILCS 5/10-20.73 new | | 105 ILCS 5/34-18.66 new | |
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Amends the School Code. Provides for dyslexia screening guidelines and rules. Requires the State Board of Education to employ at least 5 dyslexia specialists or dyslexia therapists with a minimum of 5 years of field experience in screening, identifying, and treating dyslexia and related disorders to provide technical assistance and training. Provides that, beginning with the 2020-2021 school year, each school district must screen students in grades kindergarten through second (and in higher grades under certain circumstances) for the risk factors of dyslexia using a universal screener approved by the State Board. Sets forth what the screening must include. Provides for additional screening for a student who is determined to be at risk, or at some risk, for dyslexia to determine if a student has the characteristics of dyslexia. Requires the use of a multi-tiered system of support framework if screening indicates that a student has some risk factors for dyslexia or has the characteristics of dyslexia. Sets forth provisions concerning exceptions to screening, dyslexia intervention services, and reporting. Effective July 1, 2020.
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| | FISCAL NOTE ACT MAY APPLY | | STATE MANDATES ACT MAY REQUIRE REIMBURSEMENT |
| | A BILL FOR |
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| | | HB4406 | | LRB101 17103 CMG 66503 b |
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| 1 | | AN ACT concerning education.
| 2 | | Be it enacted by the People of the State of Illinois,
| 3 | | represented in the General Assembly:
| 4 | | Section 5. The School Code is amended by changing Section | 5 | | 2-3.161 and by adding Sections 10-20.73 and 34-18.66 as | 6 | | follows: | 7 | | (105 ILCS 5/2-3.161) | 8 | | Sec. 2-3.161. Definition of dyslexia; reading instruction | 9 | | advisory group; handbook ; screening rules; employment of | 10 | | specialists . | 11 | | (a) The State Board of Education shall incorporate, in both | 12 | | general education and special education, the following | 13 | | definition of dyslexia: | 14 | | Dyslexia is a specific learning disability that is | 15 | | neurobiological in origin.
Dyslexia is characterized by | 16 | | difficulties with accurate and/or fluent word
recognition | 17 | | and by poor spelling and decoding abilities. These | 18 | | difficulties
typically result from a deficit in the | 19 | | phonological component of language
that is often | 20 | | unexpected in relation to other cognitive abilities and the
| 21 | | provision of effective classroom instruction. Secondary | 22 | | consequences may
include problems in reading comprehension | 23 | | and reduced reading experience that
can impede growth of |
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| 1 | | vocabulary and background knowledge. | 2 | | (b) Subject to specific State appropriation or the | 3 | | availability of private donations, the State Board of Education | 4 | | shall establish an advisory group to develop a training module | 5 | | or training modules to provide education and professional | 6 | | development to teachers, school administrators, and other | 7 | | education professionals regarding multi-sensory, systematic, | 8 | | and sequential instruction in reading. This advisory group | 9 | | shall complete its work before December 15, 2015 and is | 10 | | abolished on December 15, 2015. The State Board of Education | 11 | | shall reestablish the advisory group abolished on December 15, | 12 | | 2015 to complete the abolished group's work. The reestablished | 13 | | advisory group shall complete its work before December 31, 2016 | 14 | | and is abolished on December 31, 2016. The provisions of this | 15 | | subsection (b), other than this sentence, are inoperative after | 16 | | December 31, 2016.
| 17 | | (c) The State Board of Education shall develop and maintain | 18 | | a handbook to be made available on its Internet website that | 19 | | provides guidance for pupils, parents or guardians, and | 20 | | teachers on the subject of dyslexia. The handbook shall | 21 | | include, but is not limited to: | 22 | | (1) guidelines for teachers and parents or guardians on | 23 | | 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 Level I dyslexia screening, the | 6 | | interpretation of data from these screeners, and the | 7 | | resulting appropriate instruction within a multi-tiered | 8 | | system of support (MTSS) framework. | 9 | | The State Board shall review the handbook on or before | 10 | | January 1, 2021 and at least once every 4 years thereafter to | 11 | | update , if necessary, the guidelines, educational strategies, | 12 | | or resources and services made available in the handbook. | 13 | | (d) The State Board of Education shall adopt any rules | 14 | | necessary to ensure that a student will be screened, as | 15 | | provided under Section 10-20.73 or 34-18.66, for the risk | 16 | | factors of dyslexia using a universal screener: | 17 | | (1) if a student is in any of grades kindergarten | 18 | | through second in the public schools; | 19 | | (2) if a student in any of grades kindergarten through | 20 | | second: | 21 | | (A) transfers to a new public school; and | 22 | | (B) has not been screened previously during the | 23 | | school year; | 24 | | (3) if a student in grade 3 or higher in the public | 25 | | schools has difficulty, as determined by a classroom | 26 | | teacher, in: |
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| 1 | | (A) phonological and phonemic awareness; | 2 | | (B) sound symbol recognition; | 3 | | (C) alphabet knowledge; | 4 | | (D) decoding skills; | 5 | | (E) rapid naming skills; | 6 | | (F) encoding skills; or | 7 | | (G) oral reading fluency; and | 8 | | (4) if a student from another state enrolls for the | 9 | | first time in any of grades kindergarten through second in | 10 | | a school district in this State, unless the student | 11 | | presents documentation that the student: | 12 | | (A) had the dyslexia screening or a similar | 13 | | screening during the school year; or | 14 | | (B) is exempt from screening. | 15 | | (e) The State Board of Education shall adopt any rules | 16 | | necessary to ensure that a student receives dyslexia | 17 | | intervention services under Section 10-20.73 or 34-18.66. | 18 | | (f) No later than January 1, 2021, the State Board of | 19 | | Education shall employ at least 5 dyslexia specialists or | 20 | | dyslexia therapists with a minimum of 5 years of field | 21 | | experience in screening, identifying, and treating dyslexia | 22 | | and related disorders to provide both of the following: | 23 | | (1) Technical assistance for dyslexia and related | 24 | | disorders to the State Board and school districts. | 25 | | (2) Training to school district employees in: | 26 | | (A) administering a universal screener and Level I |
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| 1 | | dyslexia screening; | 2 | | (B) analyzing and interpreting screening data; and | 3 | | (C) determining, within the MTSS framework, | 4 | | appropriate dyslexia intervention services under | 5 | | Section 10-20.73 or 34-18.66. | 6 | | (Source: P.A. 99-65, eff. 7-16-15; 99-78, eff. 7-20-15; 99-602, | 7 | | eff. 7-22-16; 99-603, eff. 7-22-16; 100-201, eff. 8-18-17; | 8 | | 100-617, eff. 7-20-18.) | 9 | | (105 ILCS 5/10-20.73 new) | 10 | | Sec. 10-20.73. Dyslexia screening and support required. | 11 | | (a) In this Section: | 12 | | "Level I dyslexia screening" means a process, as determined | 13 | | by the school district, for gathering additional information to | 14 | | determine if the characteristics of dyslexia are present. | 15 | | "Universal screener" means an assessment used to aid | 16 | | educators in understanding the causes for student performance, | 17 | | learning strengths, and the needs that underlie student | 18 | | performance. The assessment is conducted to identify or predict | 19 | | students who may be at risk for poor learning outcomes and is | 20 | | typically brief and conducted with all students at a particular | 21 | | grade level. | 22 | | (b) Beginning with the 2020-2021 school year, each school | 23 | | district must screen students in grades kindergarten through | 24 | | second for the risk factors of dyslexia using a universal | 25 | | screener approved by the State Board of Education. The |
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| 1 | | screening of students must include, as developmentally | 2 | | appropriate, all of the following: | 3 | | (1) Phonological and phonemic awareness. | 4 | | (2) Sound symbol recognition. | 5 | | (3) Alphabet knowledge. | 6 | | (4) Decoding skills. | 7 | | (5) Rapid naming skills. | 8 | | (6) Encoding skills. | 9 | | (7) Oral reading fluency. | 10 | | (c) If a student is determined to be at risk, or at some | 11 | | risk, for dyslexia after the universal screener has been | 12 | | administered under subsection (b), the school district must | 13 | | administer a Level I dyslexia screening of the student. Through | 14 | | the Level I dyslexia screening, the school district must gather | 15 | | additional information to determine if the student has the | 16 | | characteristics of dyslexia. The additional information may | 17 | | include, but is not limited to, information from progress | 18 | | monitoring data, work samples, additional age and | 19 | | grade-appropriate assessments related to dyslexia, teacher | 20 | | questionnaires, parent interviews, information regarding the | 21 | | student's family history related to dyslexia, and speech and | 22 | | language assessments. | 23 | | (d) If the universal screener or the Level I dyslexia | 24 | | screening indicates that a student has some risk factors for | 25 | | dyslexia or the characteristics of dyslexia, the school must | 26 | | use a multi-tiered system of support (MTSS) framework to |
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| 1 | | address the needs of the student. | 2 | | (e) Before a school district administers a Level I dyslexia | 3 | | screening to a student, the parent or guardian of the student | 4 | | must consent to the screening. A school district is not | 5 | | required to administer a Level I dyslexia screening to a | 6 | | student if: | 7 | | (1) the parent or guardian of the student objects to | 8 | | the screening; or | 9 | | (2) the student is receiving dyslexia intervention | 10 | | services. | 11 | | (f) If a student's performance on a Level I dyslexia | 12 | | screening indicates a need for dyslexia intervention services, | 13 | | the school district must do both of the following: | 14 | | (1) Notify the student's parent or guardian of the | 15 | | results of all screenings. | 16 | | (2) Provide the student's parent or guardian with | 17 | | information and resource material that includes all of the | 18 | | following: | 19 | | (A) The characteristics of dyslexia. | 20 | | (B) The appropriate classroom interventions and | 21 | | accommodations for students with dyslexia. | 22 | | (C) A statement that the parent or guardian may | 23 | | elect to have the student receive an educational | 24 | | evaluation by the school. | 25 | | (g) If the student's Level I dyslexia screening indicates | 26 | | that the student has characteristics of dyslexia and needs |
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| 1 | | dyslexia intervention services, the dyslexia intervention | 2 | | services provided to the student must be implemented using | 3 | | diagnostic teaching guidelines outlined in the Knowledge and | 4 | | Practice Standards for Teachers of Reading created by the | 5 | | International Dyslexia Association. The dyslexia intervention | 6 | | services must: | 7 | | (1) provide explicit, direct, systematic, sequential, | 8 | | and cumulative instruction that adheres to a logical plan | 9 | | about the alphabetic principle and is designed to | 10 | | accommodate the needs of each individual student without | 11 | | presuming prior skills or knowledge; each teaching plan | 12 | | must be flexible, must be based on the individualized | 13 | | instructional needs of the student through continuous | 14 | | assessment, and must include a periodic evaluation of the | 15 | | student's progress; | 16 | | (2) implement evidence-based practices that have been | 17 | | proven effective in the treatment of dyslexia; | 18 | | (3) engage the student in multi-sensory and hands-on | 19 | | activities; | 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 is directed toward | 2 | | proficiency and fluency with the patterns of language so | 3 | | that words and sentences are the carriers of meaning; | 4 | | (7) develop strategies that advance the student's | 5 | | ability in decoding, encoding, word recognition, fluency, | 6 | | and comprehension; and | 7 | | (8) provide meaning-based instruction directed at | 8 | | purposeful reading and writing, with an emphasis on | 9 | | comprehension and composition. | 10 | | (h) On or before July 1, 2021 and on or before each July 1 | 11 | | thereafter, each school district must report to the State Board | 12 | | of Education the number of students who were: | 13 | | (1) administered a universal screener during the | 14 | | school year; and | 15 | | (2) determined to be at risk, or at some risk, for | 16 | | dyslexia. | 17 | | (i) On or before July 1, 2021 and on or before each July 1 | 18 | | thereafter, each school district must report on its Internet | 19 | | website all of the following information: | 20 | | (1) The dyslexia intervention services that were used | 21 | | during the previous school year to assist students with | 22 | | dyslexia. | 23 | | (2) The number of students during the previous school | 24 | | year who received dyslexia intervention services under | 25 | | this Section. | 26 | | (3) The total number of students identified with the |
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| 1 | | characteristics of dyslexia during the school year. | 2 | | (105 ILCS 5/34-18.66 new) | 3 | | Sec. 34-18.66. Dyslexia screening and support required. | 4 | | (a) In this Section: | 5 | | "Level I dyslexia screening" means a process, as determined | 6 | | by the school district, for gathering additional information to | 7 | | determine if the characteristics of dyslexia are present. | 8 | | "Universal screener" means an assessment used to aid | 9 | | educators in understanding the causes for student performance, | 10 | | learning strengths, and the needs that underlie student | 11 | | performance. The assessment is conducted to identify or predict | 12 | | students who may be at risk for poor learning outcomes and is | 13 | | typically brief and conducted with all students at a particular | 14 | | grade level. | 15 | | (b) Beginning with the 2020-2021 school year, the school | 16 | | district must screen students in grades kindergarten through | 17 | | second for the risk factors of dyslexia using a universal | 18 | | screener approved by the State Board of Education. The | 19 | | screening of students must include, as developmentally | 20 | | appropriate, all of the following: | 21 | | (1) Phonological and phonemic awareness. | 22 | | (2) Sound symbol recognition. | 23 | | (3) Alphabet knowledge. | 24 | | (4) Decoding skills. | 25 | | (5) Rapid naming skills. |
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| 1 | | (6) Encoding skills. | 2 | | (7) Oral reading fluency. | 3 | | (c) If a student is determined to be at risk, or at some | 4 | | risk, for dyslexia after the universal screener has been | 5 | | administered under subsection (b), the school district must | 6 | | administer a Level I dyslexia screening of the student. Through | 7 | | the Level I dyslexia screening, the school district must gather | 8 | | additional information to determine if the student has the | 9 | | characteristics of dyslexia. The additional information may | 10 | | include, but is not limited to, information from progress | 11 | | monitoring data, work samples, additional age and | 12 | | grade-appropriate assessments related to dyslexia, teacher | 13 | | questionnaires, parent interviews, information regarding the | 14 | | student's family history related to dyslexia, and speech and | 15 | | language assessments. | 16 | | (d) If the universal screener or the Level I dyslexia | 17 | | screening indicates that a student has some risk factors for | 18 | | dyslexia or the characteristics of dyslexia, the school must | 19 | | use a multi-tiered system of support (MTSS) framework to | 20 | | address the needs of the student. | 21 | | (e) Before a school district administers a Level I dyslexia | 22 | | screening to a student, the parent or guardian of the student | 23 | | must consent to the screening. The school district is not | 24 | | required to administer a Level I dyslexia screening to a | 25 | | student if: | 26 | | (1) the parent or guardian of the student objects to |
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| 1 | | the screening; or | 2 | | (2) the student is receiving dyslexia intervention | 3 | | services. | 4 | | (f) If a student's performance on a Level I dyslexia | 5 | | screening indicates a need for dyslexia intervention services, | 6 | | the school district must do both of the following: | 7 | | (1) Notify the student's parent or guardian of the | 8 | | results of all screenings. | 9 | | (2) Provide the student's parent or guardian with | 10 | | information and resource material that includes all of the | 11 | | following: | 12 | | (A) The characteristics of dyslexia. | 13 | | (B) The appropriate classroom interventions and | 14 | | accommodations for students with dyslexia. | 15 | | (C) A statement that the parent or guardian may | 16 | | elect to have the student receive an educational | 17 | | evaluation by the school. | 18 | | (g) If the student's Level I dyslexia screening indicates | 19 | | that the student has characteristics of dyslexia and needs | 20 | | dyslexia intervention services, the dyslexia intervention | 21 | | services provided to the student must be implemented using | 22 | | diagnostic teaching guidelines outlined in the Knowledge and | 23 | | Practice Standards for Teachers of Reading created by the | 24 | | International Dyslexia Association. The dyslexia intervention | 25 | | services must: | 26 | | (1) provide explicit, direct, systematic, sequential, |
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| 1 | | and cumulative instruction that adheres to a logical plan | 2 | | about the alphabetic principle and is designed to | 3 | | accommodate the needs of each individual student without | 4 | | presuming prior skills or knowledge; each teaching plan | 5 | | must be flexible, must be based on the individualized | 6 | | instructional needs of the student through continuous | 7 | | assessment, and must include a periodic evaluation of the | 8 | | student's progress; | 9 | | (2) implement evidence-based practices that have been | 10 | | proven effective in the treatment of dyslexia; | 11 | | (3) engage the student in multi-sensory and hands-on | 12 | | activities; | 13 | | (4) include phonemic awareness activities to enable | 14 | | the student to detect, segment, blend, and manipulate | 15 | | sounds in the spoken language; | 16 | | (5) provide graphophonemic knowledge for teaching the | 17 | | letter sound plan of the English language; | 18 | | (6) teach the structure and patterns of the English | 19 | | language, including linguistic instruction in morphology, | 20 | | semantics, syntax, and pragmatics, that is directed toward | 21 | | proficiency and fluency with the patterns of language so | 22 | | that words and sentences are the carriers of meaning; | 23 | | (7) develop strategies that advance the student's | 24 | | ability in decoding, encoding, word recognition, fluency, | 25 | | and comprehension; and | 26 | | (8) provide meaning-based instruction directed at |
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| 1 | | purposeful reading and writing, with an emphasis on | 2 | | comprehension and composition. | 3 | | (h) On or before July 1, 2021 and on or before each July 1 | 4 | | thereafter, the school district must report to the State Board | 5 | | of Education the number of students who were: | 6 | | (1) administered a universal screener during the | 7 | | school year; and | 8 | | (2) determined to be at risk, or at some risk, for | 9 | | dyslexia. | 10 | | (i) On or before July 1, 2021 and on or before each July 1 | 11 | | thereafter, the school district must report on its Internet | 12 | | website all of the following information: | 13 | | (1) The dyslexia intervention services that were used | 14 | | during the previous school year to assist students with | 15 | | dyslexia. | 16 | | (2) The number of students during the previous school | 17 | | year who received dyslexia intervention services under | 18 | | this Section. | 19 | | (3) The total number of students identified with the | 20 | | characteristics of dyslexia during the school year.
| 21 | | Section 99. Effective date. This Act takes effect July 1, | 22 | | 2020.
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