NY State Senate Bill 2019-S7093

Senate Bill S7093

2019-2020 Legislative Session

Relates to establishing a dyslexia task force and implementing the findings of such task force

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Archive: Last Bill Status - In Senate Committee Education 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

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	Assembly Actions - Lowercase Senate Actions - UPPERCASE
Jan 08, 2020	referred to education

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2019-S7093 (ACTIVE) - Details

See Assembly Version of this Bill:: A8786
Current Committee:: Senate Education
Law Section:: Education Law
Laws Affected:: Add §§4407-a & 4407-b, Ed L
Versions Introduced in Other Legislative Sessions:: 2021-2022: S441, A2185
2023-2024: S2599, A133

2019-S7093 (ACTIVE) - Summary

Relates to establishing a dyslexia task force and implementing the findings of such task force.

2019-S7093 (ACTIVE) - Sponsor Memo

                                
 
BILL NUMBER: S7093

SPONSOR: HOYLMAN
 
TITLE OF BILL:

An act to amend the education law, in relation to establishing a dysle-
xia task force and implementing the findings of such task force

 
PURPOSE OR GENERAL IDEA OF BILL:

To establish a task force to develop guidelines for appropriate screen-
ing, intervention, and support for students with and at risk of dyslexia
and related disorders, and to develop a program of study for teachers to
better help students with dyslexia.

 
SUMMARY OF PROVISIONS:

Section 1 amends the education law by adding two new sections 4407-a and
4407-b:

44007-a.1 creates the task force on dyslexia within the department to

develop guidelines for the appropriate screening 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.

4407-a.2 defines the terms dyslexia, screening program, related disor-
ders, and support.

4407-a.3 defines the size, length of service, appointment and service
calendar, constituency, and operational details of the task force, and
related details.

4407-a.4 details the topics undertaken by the task force, including
screening programs, intervention and classroom support services, guide-
line development, and program of study development.

4407-a.5 empowers the task force to request studies and or surveys where
additional data is needed.

4407-a.6 requires the department to provide staff services to the task
force as needed.

4407-a.7 requires at least three public hearings around the state.

4407-a.8 mandates a report submitted to the governor and legislature no
later than September 1, 2021 and details some of the required elements
of the report.

4407-a.9 requires the department to adopt rules and regulations put
forth by the task force no later that December 31, 2021.

4407-a.10 states nothing in the above section shall require a student
with dyslexia to obtain an individualized education program unless the
student has otherwise met the federal conditions necessary.

4407-b.1 defines the terms dyslexia, screening program, related disor-
ders, and support.

4407-b.2 sets the date of no later than July 1, 2022 for each public
school to implement screening programs and interventions based on the
task force findings.

4407-b.3 requires on or before July 1, 2022 applicants for a number of
specialized educator certifications fulfill a set of requirements
including a complete program of study in the diagnosis and remediation
of reading and language arts.

4407-a.4 states nothing in the above section shall require a student
with dyslexia to obtain an individualized education program unless the
student has otherwise met the federal conditions necessary.

Section 2 Sets an immediate effective date.

 
JUSTIFICATION:

One in five students has dyslexia or another phonemic awareness issue
that requires them to learn to read through a directed multi-sensory
sequential phonics or Orton-Gillingham approach. The current education
system teaches reading with a balanced literacy approach, which is
essentially whole language by another name and ineffective at teaching
reading to the roughly 20% of students who have dyslexia or another
phonemic based learning difference. This bill will establish a task
force to study and implement the best methods to provide these students
the classroom resources they require for a lifetime of literacy.

 
PRIOR LEGISLATIVE HISTORY:

This is a new bill

 
FISCAL IMPLICATIONS:

To be determined.

 
EFFECTIVE DATE:
Immediate

2019-S7093 (ACTIVE) - Bill Text download pdf

                            
 
                     S T A T E   O F   N E W   Y O R K
 ________________________________________________________________________
 
                                   7093
 
                             I N  S E N A T E
 
                                (PREFILED)
 
                              January 8, 2020
                                ___________
 
 Introduced  by  Sen. HOYLMAN -- read twice and ordered printed, and when
   printed to be committed to the Committee 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 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
 TEST-TAKING PERIODS USED TO SUPPORT STUDENTS WHO HAVE  DYSLEXIA  OR  ANY
 RELATED DISORDER.
 
  EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets

                       [ ] is old law to be omitted.
                                                            LBD14035-03-9

 S. 7093                             2
 
   3. (A) SUCH TASK FORCE SHALL CONSIST OF TEN MEMBERS, EACH TO SERVE FOR
 A  TERM  OF  THREE  CALENDAR  YEARS.  SUCH MEMBERS SHALL BE APPOINTED AS
 FOLLOWS: FOUR MEMBERS SHALL BE APPOINTED BY THE  GOVERNOR;  TWO  MEMBERS
 SHALL  BE APPOINTED BY THE TEMPORARY PRESIDENT OF THE SENATE; ONE MEMBER
 SHALL  BE  APPOINTED  BY  THE MINORITY LEADER OF THE SENATE; TWO MEMBERS
 SHALL BE APPOINTED BY THE SPEAKER OF THE ASSEMBLY; AND ONE MEMBER  SHALL
 BE APPOINTED BY THE MINORITY LEADER OF THE ASSEMBLY.  APPOINTMENTS SHALL
 BE  MADE  ON OR BEFORE JULY FIRST, TWO THOUSAND TWENTY. VACANCIES IN THE
 TASK FORCE SHALL BE FILLED IN THE MANNER PROVIDED FOR ORIGINAL  APPOINT-
 MENTS.
   (B)  SUCH  MEMBERS SHALL INCLUDE: TWO PHYSICIANS AND/OR SCIENTISTS WHO
 WORK WITH DYSLEXIC PERSONS; TWO EDUCATORS WHO  SPECIALIZE  IN  EDUCATING
 DYSLEXIC  PERSONS;  ONE  PARENT  ADVOCATE;  ONE DYSLEXIC PERSON; AND ONE
 PERSON WHO WORKS FOR THE STATE UNIVERSITY WHO IS AN EXPERT IN  DYSLEXIA.
 ALL  APPOINTMENTS  SHALL  BE  COORDINATED TO ENSURE GEOGRAPHIC REPRESEN-
 TATION FROM THE ENTIRE STATE.
   (C) THE TASK FORCE SHALL CONSIST OF A CHAIR, VICE-CHAIR AND ANY  OTHER
 NECESSARY  OFFICERS  SHALL  BE  ELECTED  FROM  AMONG  ALL  THE APPOINTED
 MEMBERS.
   (D) A MAJORITY OF THE MEMBERS OF THE TASK FORCE THEN IN  OFFICE  SHALL
 CONSTITUTE  A  QUORUM FOR THE TRANSACTION OF BUSINESS OR THE EXERCISE OF
 ANY POWER OR FUNCTION OF THE TASK FORCE. AN ACT, DETERMINATION OR  DECI-
 SION  OF  THE  MAJORITY  OF THE MEMBERS PRESENT DURING THE PRESENCE OF A
 QUORUM SHALL BE HELD TO BE THE ACT, DETERMINATION, OR  DECISION  OF  THE
 TASK FORCE.
   (E)  THE  TASK  FORCE SHALL MEET AT LEAST QUARTERLY AT THE CALL OF THE
 CHAIR. MEETINGS MAY BE HELD VIA TELECONFERENCE. SPECIAL MEETINGS MAY  BE
 CALLED  BY  THE CHAIR AT THE REQUEST OF A MAJORITY OF THE MEMBERS OF THE
 TASK FORCE.
   (F) MEMBERS OF THE TASK FORCE SHALL RECEIVE NO COMPENSATION FOR  THEIR
 SERVICES  BUT  SHALL BE REIMBURSED FOR THEIR ACTUAL EXPENSES INCURRED IN
 THE PERFORMANCE OF THEIR DUTIES IN THE WORK OF THE TASK FORCE.
   4. THE TASK FORCE ESTABLISHED SHALL:
   (A) STUDY SCREENING PROGRAMS FOR IDENTIFYING DYSLEXIC PERSONS;
   (B) STUDY INTERVENTION AND CLASSROOM  SUPPORT  SERVICES  FOR  DYSLEXIC
 PERSONS;
   (C)  DEVELOP  GUIDELINES  FOR  APPROPRIATE  SCREENING PROGRAMS, INTER-
 VENTION SERVICES AND CLASSROOM SUPPORT FOR DYSLEXIC PERSONS; AND
   (D) DEVELOP A PROGRAM OF STUDY IN THE  DIAGNOSIS  AND  REMEDIATION  OF
 READING  AND  LANGUAGE ARTS THAT INCLUDES SUPERVISED PRACTICUM HOURS AND
 INSTRUCTION IN THE DETECTION  AND  RECOGNITION  OF,  AND  EVIDENCE-BASED
 STRUCTURED  LITERACY INTERVENTIONS FOR, STUDENTS WITH DYSLEXIA AND OTHER
 RELATED DISORDERS.
   5. THE TASK FORCE MAY, AS IT DEEMS APPROPRIATE, REQUEST THAT  STUDIES,
 SURVEYS,  OR  ANALYSES RELATING TO THE TASK FORCE'S POWERS AND DUTIES BE
 PERFORMED BY ANY STATE DEPARTMENT, COMMISSION, AGENCY OR PUBLIC AUTHORI-
 TY. ALL STATE DEPARTMENTS, COMMISSIONS, AGENCIES OR  PUBLIC  AUTHORITIES
 SHALL  PROVIDE  INFORMATION  AND ADVICE IN A TIMELY MANNER AND OTHERWISE
 ASSIST THE TASK FORCE WITH ITS WORK.
   6. THE DEPARTMENT SHALL PROVIDE STAFF SERVICES TO THE TASK  FORCE  AND
 SUCH  OTHER  ADMINISTRATIVE  ASSISTANCE AS MAY BE NECESSARY FOR THE TASK
 FORCE TO CARRY OUT ITS DUTIES, FUNCTIONS AND POWERS.
   7. THE TASK FORCE SHALL HOLD A MINIMUM OF THREE PUBLIC  HEARINGS  EACH
 YEAR:  ONE IN NEW YORK CITY; ONE IN WESTERN NEW YORK; AND ONE IN UPSTATE
 EASTERN NEW YORK.  THE TASK FORCE MAY HOLD ADDITIONAL PUBLIC HEARINGS IN
 OTHER LOCATIONS AS IT DEEMS APPROPRIATE.

 S. 7093                             3
 
   8. THE TASK FORCE SHALL ISSUE A REPORT TO THE GOVERNOR AND THE  LEGIS-
 LATURE  OF  ITS  FINDINGS,  CONCLUSIONS,  RECOMMENDATIONS AND ACTIVITIES
 ALREADY UNDERTAKEN BY THE TASK FORCE, NOT LATER  THAN  SEPTEMBER  FIRST,
 TWO  THOUSAND  TWENTY-ONE  AND SHALL SUBMIT WITH ITS REPORTS LEGISLATIVE
 PROPOSALS  AS  IT  DEEMS NECESSARY TO IMPLEMENT ITS RECOMMENDATIONS, THE
 GUIDELINES DEVELOPED UNDER PARAGRAPH (C) OF  SUBDIVISION  FOUR  OF  THIS
 SECTION,  AND  THE  PROGRAM  OF  STUDY  DEVELOPED UNDER PARAGRAPH (D) OF
 SUBDIVISION FOUR OF THIS SECTION.
   9. ON OR BEFORE DECEMBER THIRTY-FIRST, TWO  THOUSAND  TWENTY-ONE,  THE
 DEPARTMENT  SHALL  PROMULGATE  RULES  AND  REGULATIONS  TO IMPLEMENT THE
 GUIDELINES AND PROGRAM OF STUDY DEVELOPED BY THE TASK FORCE  WHICH  WERE
 SUBMITTED IN THE TASK FORCE'S REPORT.
   10.  NOTHING  IN THIS SECTION SHALL REQUIRE A STUDENT WITH DYSLEXIA TO
 OBTAIN AN INDIVIDUALIZED EDUCATION PROGRAM UNLESS THE STUDENT HAS OTHER-
 WISE MET THE FEDERAL CONDITIONS NECESSARY.
   § 4407-B. DYSLEXIA; SCREENING AND INTERVENTION. 1. 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
 TEST-TAKING PERIODS USED TO SUPPORT STUDENTS WHO HAVE  DYSLEXIA  OR  ANY
 RELATED DISORDER.
   2.  ON  OR  BEFORE  JULY  FIRST,  TWO THOUSAND TWENTY-TWO, EACH PUBLIC
 SCHOOL SHALL CONDUCT A DYSLEXIA  SCREENING  PROGRAM  AND  SHALL  PROVIDE
 INTERVENTIONS  BASED  ON  THE  RULES  AND  REGULATIONS PROMULGATED UNDER
 SUBDIVISION NINE OF SECTION FORTY-FOUR HUNDRED SEVEN-A OF THIS ARTICLE.
   3. ON OR BEFORE JULY FIRST, TWO  THOUSAND  TWENTY-TWO,  ANY  CERTIFIED
 EDUCATOR  APPLYING  FOR  A COMPREHENSIVE SPECIAL EDUCATION OR INTEGRATED
 EARLY CHILDHOOD AND SPECIAL EDUCATION ENDORSEMENT OR  APPLICANT  FOR  AN
 INITIAL,  PROVISIONAL OR PROFESSIONAL EDUCATOR CERTIFICATE AND A COMPRE-
 HENSIVE SPECIAL EDUCATION OR  INTEGRATED  EARLY  CHILDHOOD  AND  SPECIAL
 EDUCATION  ENDORSEMENT  SHALL  HAVE  COMPLETED A PROGRAM OF STUDY IN THE
 DIAGNOSIS AND REMEDIATION OF READING AND  LANGUAGE  ARTS  THAT  INCLUDES
 SUPERVISED PRACTICUM HOURS AND INSTRUCTION IN THE DETECTION AND RECOGNI-
 TION  OF,  AND  EVIDENCE-BASED  STRUCTURED  LITERACY  INTERVENTIONS FOR,
 STUDENTS WITH DYSLEXIA AND OTHER RELATED DISORDERS.
   4. NOTHING IN THIS ACT SHALL REQUIRE A STUDENT WITH DYSLEXIA TO OBTAIN
 AN INDIVIDUALIZED EDUCATION PROGRAM UNLESS THE STUDENT HAS OTHERWISE MET
 THE FEDERAL CONDITIONS NECESSARY.
   § 2. This act shall take effect immediately.

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Senate Bill S7093

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Sponsored By

Brad Hoylman-Sigal

Archive: Last Bill Status - In Senate Committee Education Committee

co-Sponsors

Phil Boyle

Robert Jackson

Monica R. Martinez

Jen Metzger

2019-S7093 (ACTIVE) - Details

2019-S7093 (ACTIVE) - Summary

2019-S7093 (ACTIVE) - Sponsor Memo

2019-S7093 (ACTIVE) - Bill Text download pdf

Comments