Full Text of HB1124 103rd General Assembly
HB1124ham002 103RD GENERAL ASSEMBLY | Rep. Michelle Mussman Filed: 3/21/2023
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| 1 | | AMENDMENT TO HOUSE BILL 1124
| 2 | | AMENDMENT NO. ______. Amend House Bill 1124, AS AMENDED, | 3 | | by replacing everything after the enacting clause with the | 4 | | following:
| 5 | | "Section 5. The School Code is amended by changing Section | 6 | | 2-3.161 and by adding Sections 10-20.85 and 34-18.82 as | 7 | | follows: | 8 | | (105 ILCS 5/2-3.161) | 9 | | Sec. 2-3.161. Definition of dyslexia; reading instruction | 10 | | advisory group; handbook ; screening rules; support for | 11 | | screening . | 12 | | (a) In this Section, "universal screener" means a tool | 13 | | used to predict which students may be at risk for poor learning | 14 | | outcomes, including risk for reading difficulties, and is | 15 | | typically brief, valid, and reliable and conducted with all | 16 | | students at a particular grade level. |
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| 1 | | (a-5) The State Board of Education shall incorporate, in | 2 | | both general education and special education, the following | 3 | | definition of dyslexia: | 4 | | Dyslexia is a specific learning disability that is | 5 | | neurobiological in origin.
Dyslexia is characterized by | 6 | | difficulties with accurate and/or fluent word
recognition | 7 | | and by poor spelling and decoding abilities. These | 8 | | difficulties
typically result from a deficit in the | 9 | | phonological component of language
that is often | 10 | | unexpected in relation to other cognitive abilities and | 11 | | the
provision of effective classroom instruction. | 12 | | Secondary consequences may
include problems in reading | 13 | | comprehension and reduced reading experience that
can | 14 | | impede growth of vocabulary and background knowledge. | 15 | | (b) (Blank).
| 16 | | (c) The State Board of Education shall develop and | 17 | | maintain a handbook to be made available on its Internet | 18 | | website that provides guidance for pupils, parents or | 19 | | guardians, and teachers on the subject of dyslexia. The | 20 | | handbook shall include, but is not limited to: | 21 | | (1) guidelines for teachers and parents or guardians | 22 | | on how to identify signs of dyslexia; | 23 | | (2) a description of educational strategies that have | 24 | | been shown to improve the academic performance of pupils | 25 | | with dyslexia; and | 26 | | (3) a description of resources and services available |
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| 1 | | to pupils with dyslexia, parents or guardians of pupils | 2 | | with dyslexia, and teachers ; and . | 3 | | (4) guidelines on the administration of universal | 4 | | screeners and secondary reviews, the interpretation of | 5 | | data from these screeners and reviews, and the resulting | 6 | | appropriate instruction under Section 10-20.85 or 34-18.82 | 7 | | within a multi-tiered system of support framework. | 8 | | The State Board shall review the handbook on or before | 9 | | January 1, 2024 and at least once every 4 years to update , if | 10 | | necessary, the guidelines, educational strategies, or | 11 | | resources and services made available in the handbook. | 12 | | (d) The State Board shall adopt any rules necessary to | 13 | | ensure that a student will be screened, as provided under | 14 | | Section 10-20.85 or 34-18.82, for the risk factors of reading | 15 | | difficulties, including dyslexia, using a universal screener. | 16 | | For any student who is an English learner, the school's or | 17 | | school district's English learner team must be consulted prior | 18 | | to the administration of a universal screener. A universal | 19 | | screener administered under this Section shall be administered | 20 | | in English and the student's home language if a universal | 21 | | screener in the student's home language is available. Any | 22 | | student who is an English learner may be exempt from a | 23 | | universal screener based on the English learner team's input. | 24 | | Unless a student who is an English learner has been | 25 | | exempted under this subsection (d), a student shall be | 26 | | screened: |
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| 1 | | (1) if the student is enrolled in a public school in | 2 | | any of grades kindergarten through 2; | 3 | | (2) if the student is in any of grades kindergarten | 4 | | through 2 and: | 5 | | (A) transfers to a new public school; and | 6 | | (B) has not been screened previously during the | 7 | | school year; | 8 | | (3) if the student is in grade 3 or higher and the | 9 | | student's teacher, parent, or guardian requests that the | 10 | | student be screened for risk factors of reading | 11 | | difficulties, including dyslexia, using a universal | 12 | | screener; or | 13 | | (4) if the student is from another state and enrolls | 14 | | for the first time in any of grades kindergarten through 2 | 15 | | in a school district in this State. | 16 | | (e) The universal screener must include, as | 17 | | developmentally appropriate, all of the following: | 18 | | (1) phonological and phonemic awareness; | 19 | | (2) sound symbol recognition; | 20 | | (3) alphabet knowledge; | 21 | | (4) decoding skills; | 22 | | (5) rapid automatic naming skills; | 23 | | (6) encoding skills; and | 24 | | (7) oral reading fluency. | 25 | | (f) The State Board of Education is authorized, to the | 26 | | extent funds are available, to provide statewide support, |
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| 1 | | professional development, and technical assistance to school | 2 | | districts in relation to: | 3 | | (1) the administration of universal screeners and | 4 | | secondary reviews; | 5 | | (2) analyzing and interpreting data therefrom; | 6 | | (3) providing structured literacy intervention in | 7 | | accordance with Sections 10-20.85 and 34-18.82; and | 8 | | (4) dyslexia. | 9 | | (g) The State Board of Education shall adopt any rules | 10 | | necessary to ensure that a student receives intervention under | 11 | | Section 10-20.85 or 34-18.82. | 12 | | (Source: P.A. 102-539, eff. 8-20-21.) | 13 | | (105 ILCS 5/10-20.85 new) | 14 | | Sec. 10-20.85. Early literacy screening and support. | 15 | | (a) In this Section: | 16 | | "Secondary review" means a process, as determined by a | 17 | | school district, for gathering additional information to | 18 | | determine if risk factors of reading difficulties, including | 19 | | dyslexia, are present. | 20 | | "Universal screener" means a tool used to predict which | 21 | | students may be at risk for poor learning outcomes, including | 22 | | risk for reading difficulties, and is typically brief, valid, | 23 | | and reliable and conducted with all students at a particular | 24 | | grade level. | 25 | | (b) Beginning with the 2024-2025 school year, each school |
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| 1 | | district must screen students, no less than once each school | 2 | | year, in grades kindergarten through 2 for risk factors of | 3 | | reading difficulties, including dyslexia using a universal | 4 | | screener approved by the State Board of Education. | 5 | | (c) If a universal screener administered under subsection | 6 | | (b) indicates that a student may be at risk or at some risk for | 7 | | reading difficulties, including dyslexia, the school district | 8 | | must conduct a secondary review of the student within the | 9 | | district's multi-tiered system of support framework. Through | 10 | | the secondary review conducted by the multi-tiered system of | 11 | | support team, the school district must gather additional | 12 | | information to determine if the student has risk factors of | 13 | | reading difficulties, including dyslexia. The purpose of the | 14 | | secondary review is only to determine the need for | 15 | | intervention through the district's multi-tiered system of | 16 | | support framework, not to indicate a need to initiate an | 17 | | evaluation for special education. The additional information | 18 | | may include, but is not limited to, information from progress | 19 | | monitoring data, work samples, and teacher input. For any | 20 | | student who is an English learner, the school's or school | 21 | | district's English learner team must be included in the | 22 | | secondary review of the student. The additional information | 23 | | gathered through the secondary review for a student who is an | 24 | | English learner may also include, but is not limited to, | 25 | | information from any home language survey, information from | 26 | | any State English language proficiency screener or assessment, |
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| 1 | | and information regarding previous educational experiences | 2 | | inside or outside of the United States. | 3 | | (d) If the secondary review indicates that a student has | 4 | | risk factors of reading difficulties, including dyslexia, the | 5 | | school must use a multi-tiered system of support framework to | 6 | | address the needs of the student. | 7 | | (e) If a student's secondary review indicates that a | 8 | | student has risk factors of reading difficulties, the school | 9 | | district must notify the student's parent or guardian. | 10 | | (f) If a student's secondary review indicates that the | 11 | | student has risk factors for reading difficulties, including | 12 | | dyslexia, the intervention provided to the student must | 13 | | utilize a structured literacy approach as outlined in the | 14 | | State Board of Education's handbook under subsection (c) of | 15 | | Section 2-3.161. Within a multi-tiered system of support | 16 | | framework, the frequency and intensity of the intervention | 17 | | provided utilizing a structured literacy approach shall be | 18 | | discretionary to meet the individual needs of the student. The | 19 | | intervention must: | 20 | | (1) provide explicit, direct, systematic, sequential, | 21 | | and cumulative instruction that adheres to a logical plan | 22 | | about the alphabetic principle and is designed to | 23 | | accommodate the needs of each individual student without | 24 | | presuming prior skills or knowledge; | 25 | | (2) implement evidence-based practices that have been | 26 | | proven effective for students with weak foundational |
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| 1 | | literacy skills, including students with dyslexia; | 2 | | (3) engage the student in multi-modal language | 3 | | learning techniques; | 4 | | (4) include phonemic awareness activities to enable | 5 | | the student to detect, segment, blend, and manipulate | 6 | | sounds in the spoken language; | 7 | | (5) provide graphophonemic knowledge for teaching the | 8 | | letter sound plan of the English language; | 9 | | (6) teach the structure and patterns of the English | 10 | | language, including linguistic instruction in morphology, | 11 | | semantics, syntax, and pragmatics, that are directed | 12 | | toward proficiency and fluency with the patterns of | 13 | | language so that words and sentences are the carriers of | 14 | | meaning; | 15 | | (7) develop strategies that advance the student's | 16 | | ability in decoding, encoding, word recognition, fluency, | 17 | | and comprehension; and | 18 | | (8) provide meaning-based instruction directed at | 19 | | purposeful reading and writing, with an emphasis on | 20 | | comprehension and composition. | 21 | | (g) On or before July 1, 2024 and on or before each July 1 | 22 | | thereafter, each school district must report to the State | 23 | | Board of Education the universal screeners and the | 24 | | interventions that were used by the school district during the | 25 | | previous school year under this Section. | 26 | | The State Board of Education shall publish the information |
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| 1 | | collected from the report on its Internet website. | 2 | | (105 ILCS 5/34-18.82 new) | 3 | | Sec. 34-18.82. Early literacy screening and support. | 4 | | (a) In this Section: | 5 | | "Secondary review" means a process, as determined by the | 6 | | school district, for gathering additional information to | 7 | | determine if risk factors of reading difficulties, including | 8 | | dyslexia, are present. | 9 | | "Universal screener" means a screener conducted to | 10 | | identify or predict which students may be at risk for poor | 11 | | learning outcomes and is typically brief and conducted with | 12 | | all students at a particular grade level. | 13 | | (b) Beginning with the 2024-2025 school year, the school | 14 | | district must screen, no less than annually each school year, | 15 | | students in grades kindergarten through 2 for risk factors of | 16 | | reading difficulties, including dyslexia, using a universal | 17 | | screener approved by the State Board of Education. | 18 | | (c) If a universal screener administered under subsection | 19 | | (b) indicates that a student may be at risk or at some risk for | 20 | | reading difficulties, including dyslexia, the school district | 21 | | must conduct a secondary review of the student within the | 22 | | district's multi-tiered system of support framework. Through | 23 | | the secondary review conducted by the multi-tiered system of | 24 | | support team, the school district must gather additional | 25 | | information to determine if the student has risk factors of |
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| 1 | | reading difficulties, including dyslexia. The purpose of the | 2 | | secondary review is only to determine the need for | 3 | | intervention through the district's multi-tiered system of | 4 | | support framework, not to indicate a need to initiate an | 5 | | evaluation for special education. The additional information | 6 | | may include, but is not limited to, information from progress | 7 | | monitoring data, work samples, and teacher input. For any | 8 | | student who is an English learner, the school's or school | 9 | | district's English learner team must be included in the | 10 | | secondary review of the student. The additional information | 11 | | gathered through the secondary review for a student who is an | 12 | | English learner may also include, but is not limited to, | 13 | | information from any home language survey, information from | 14 | | any State English language proficiency screener or assessment, | 15 | | and information regarding previous educational experiences | 16 | | inside or outside of the United States. | 17 | | (d) If the secondary review indicates that a student has | 18 | | risk factors of reading difficulties, including dyslexia, the | 19 | | school must use a multi-tiered system of support framework to | 20 | | address the needs of the student. | 21 | | (e) If a student's secondary review indicates that a | 22 | | student has risk factors of reading difficulties, the school | 23 | | district must notify the student's parent or guardian. | 24 | | (f) If a student's secondary review indicates that the | 25 | | student has risk factors of reading difficulties, including | 26 | | dyslexia, the intervention provided to the student must |
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| 1 | | utilize a structured literacy approach as outlined in the | 2 | | State Board of Education's handbook under subsection (c) of | 3 | | Section. 2.3.161. Within a multi-tiered system of support | 4 | | framework, the frequency and intensity of the intervention | 5 | | provided utilizing a structured literacy approach shall be | 6 | | discretionary to meet the individual needs of the student. The | 7 | | intervention must: | 8 | | (1) provide explicit, direct, systematic, sequential, | 9 | | and cumulative instruction that adheres to a logical plan | 10 | | about the alphabetic principle and is designed to | 11 | | accommodate the needs of each individual student without | 12 | | presuming prior skills or knowledge; | 13 | | (2) implement evidence-based practices that have been | 14 | | proven effective for students with weak foundational | 15 | | literacy skills, including students with dyslexia; | 16 | | (3) engage the student in multi-modal language | 17 | | learning techniques; | 18 | | (4) include phonemic awareness activities to enable | 19 | | the student to detect, segment, blend, and manipulate | 20 | | sounds in the spoken language; | 21 | | (5) provide graphophonemic knowledge for teaching the | 22 | | letter sound plan of the English language; | 23 | | (6) teach the structure and patterns of the English | 24 | | language, including linguistic instruction in morphology, | 25 | | semantics, syntax, and pragmatics, that are directed | 26 | | toward proficiency and fluency with the patterns of |
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| 1 | | language so that words and sentences are the carriers of | 2 | | meaning; | 3 | | (7) develop strategies that advance the student's | 4 | | ability in decoding, encoding, word recognition, fluency, | 5 | | and comprehension; and | 6 | | (8) provide meaning-based instruction directed at | 7 | | purposeful reading and writing, with an emphasis on | 8 | | comprehension and composition. | 9 | | (g) On or before July 1, 2024 and on or before each July 1 | 10 | | thereafter, each school district must report to the State | 11 | | Board of Education the universal screeners and the | 12 | | interventions that were used by the school district during the | 13 | | previous school year under this Section. | 14 | | The State Board of Education shall publish the information | 15 | | collected from the report on its Internet website.
| 16 | | Section 99. Effective date. This Act takes effect upon | 17 | | becoming law.".
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