Assembly Actions -
Lowercase Senate Actions - UPPERCASE |
|
---|---|
Jan 08, 2020 |
referred to education |
Dec 18, 2019 |
print number 8786a |
Dec 18, 2019 |
amend and recommit to education |
Nov 25, 2019 |
referred to education |
Assembly Bill A8786A
2019-2020 Legislative Session
Sponsored By
CARROLL
Archive: Last Bill Status - In Assembly Committee
- Introduced
-
- In Committee Assembly
- In Committee Senate
-
- On Floor Calendar Assembly
- On Floor Calendar Senate
-
- Passed Assembly
- Passed Senate
- Delivered to Governor
- Signed By Governor
Actions
Bill Amendments
2019-A8786 - Details
2019-A8786 - Bill Text download pdf
S T A T E O F N E W Y O R K ________________________________________________________________________ 8786 2019-2020 Regular Sessions I N A S S E M B L Y November 25, 2019 ___________ Introduced by M. of A. CARROLL -- read once and referred to the Commit- tee on Education AN ACT to amend the education law, in relation to establishing a dysle- xia task force and implementing the findings of such task force THE PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND ASSEM- BLY, DO ENACT AS FOLLOWS: Section 1. The education law is amended by adding two new sections 4407-a and 4407-b to read as follows: § 4407-A. DYSLEXIA; TASK FORCE. 1. THE TASK FORCE ON DYSLEXIA IS HERE- BY CREATED WITHIN THE DEPARTMENT TO DEVELOP GUIDELINES FOR THE APPROPRI- ATE SCREENING OF STUDENTS FOR DYSLEXIA AND RELATED DISORDERS, PROVIDE GUIDELINES REGARDING THE APPROPRIATE INTERVENTIONS AND CLASSROOM SUPPORT FOR STUDENTS DEEMED AT RISK, AND TO DEVELOP A PROGRAM OF STUDY FOR TEACHERS TO BETTER HELP STUDENTS WITH DYSLEXIA. 2. FOR THE PURPOSES OF THIS SECTION, THE FOLLOWING TERMS SHALL HAVE THE FOLLOWING MEANINGS: (A) THE TERM "DYSLEXIA" SHALL MEAN A DISORDER THAT IS NEUROLOGICAL IN ORIGIN, CHARACTERIZED BY DIFFICULTIES WITH ACCURATE AND FLUENT WORD RECOGNITION AND POOR SPELLING AND DECODING ABILITIES THAT TYPICALLY RESULT FROM A DEFICIT IN THE PHONOLOGICAL COMPONENT OF LANGUAGE, OFTEN UNEXPECTED IN RELATION TO OTHER COGNITIVE ABILITIES AND THE PROVISION OF EFFECTIVE CLASSROOM INSTRUCTION, AND OF WHICH SECONDARY CONSEQUENCES MAY INCLUDE PROBLEMS IN READING COMPREHENSION AND REDUCED READING EXPERIENCE THAT CAN IMPEDE GROWTH OF VOCABULARY AND BACKGROUND KNOWLEDGE AS WELL AS OTHER RELATED DISORDERS. (B) THE TERM "SCREENING PROGRAM" SHALL MEAN A DYSLEXIA SCREENING PROGRAM WHICH IS: (I) EVIDENCE BASED WITH PROVEN PSYCHOMETRICS FOR VALIDITY; (II) EFFICIENT AND LOW COST; AND (III) READILY AVAILABLE. (C) THE TERM "RELATED DISORDERS" SHALL MEAN DISORDERS SIMILAR TO OR RELATED TO DYSLEXIA INCLUDING, BUT NOT LIMITED TO, DEVELOPMENTAL AUDITO- EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets [ ] is old law to be omitted. LBD14035-01-9
co-Sponsors
David Buchwald
William Colton
Rebecca Seawright
Jo Anne Simon
multi-Sponsors
Vivian Cook
Steven Englebright
Mathylde Frontus
Alicia Hyndman
2019-A8786A (ACTIVE) - Details
2019-A8786A (ACTIVE) - Bill Text download pdf
S T A T E O F N E W Y O R K ________________________________________________________________________ 8786--A 2019-2020 Regular Sessions I N A S S E M B L Y November 25, 2019 ___________ Introduced by M. of A. CARROLL -- read once and referred to the Commit- tee on Education -- committee discharged, bill amended, ordered reprinted as amended and recommitted to said committee AN ACT to amend the education law, in relation to establishing a dysle- xia task force and implementing the findings of such task force THE PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND ASSEM- BLY, DO ENACT AS FOLLOWS: Section 1. The education law is amended by adding two new sections 4407-a and 4407-b to read as follows: § 4407-A. DYSLEXIA; TASK FORCE. 1. THE TASK FORCE ON DYSLEXIA IS HERE- BY CREATED WITHIN THE DEPARTMENT TO DEVELOP GUIDELINES FOR THE APPROPRI- ATE SCREENING OF STUDENTS FOR DYSLEXIA AND RELATED DISORDERS, PROVIDE GUIDELINES REGARDING THE APPROPRIATE INTERVENTIONS AND CLASSROOM SUPPORT FOR STUDENTS DEEMED AT RISK, AND TO DEVELOP A PROGRAM OF STUDY FOR TEACHERS TO BETTER HELP STUDENTS WITH DYSLEXIA. 2. FOR THE PURPOSES OF THIS SECTION, THE FOLLOWING TERMS SHALL HAVE THE FOLLOWING MEANINGS: (A) THE TERM "DYSLEXIA" SHALL MEAN AN UNEXPECTED DIFFICULTY IN READING FOR AN INDIVIDUAL WHO HAS THE INTELLIGENCE TO BE A MUCH BETTER READER, MOST COMMONLY CAUSED BY A DIFFICULTY IN THE PHONOLOGICAL PROCESSING, THE APPRECIATION OF THE INDIVIDUAL SOUNDS OF SPOKEN LANGUAGE, WHICH AFFECTS THE ABILITY OF AN INDIVIDUAL TO SPEAK, READ, AND SPELL. (B) THE TERM "SCREENING PROGRAM" SHALL MEAN A DYSLEXIA SCREENING PROGRAM WHICH IS: (I) EVIDENCE BASED WITH PROVEN PSYCHOMETRICS FOR VALIDITY; (II) EFFICIENT AND LOW COST; AND (III) READILY AVAILABLE. (C) THE TERM "RELATED DISORDERS" SHALL MEAN DISORDERS SIMILAR TO OR RELATED TO DYSLEXIA INCLUDING, BUT NOT LIMITED TO, DEVELOPMENTAL AUDITO- RY IMPERCEPTION, DYSPHASIA, SPECIFIC DEVELOPMENTAL DYSLEXIA, DEVELOP- MENTAL DYSGRAPHIA, AND DEVELOPMENTAL SPELLING DISABILITY. (D) THE TERM "SUPPORT" SHALL MEAN LOW-COST AND EFFECTIVE BEST PRAC- TICES INCLUDING, BUT NOT LIMITED TO, ORAL EXAMINATIONS AND EXTENDED EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets [ ] is old law to be omitted.
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