S T A T E   O F   N E W   Y O R K
 ________________________________________________________________________
 
                                    37
 
                        2025-2026 Regular Sessions
 
                           I N  A S S E M B L Y
 
                                (PREFILED)
 
                              January 8, 2025
                                ___________
 
 Introduced  by M. of A. R. CARROLL, CUNNINGHAM, SEAWRIGHT, JENSEN, McMA-
   HON, DINOWITZ, WEPRIN, MEEKS -- read once and referred to the  Commit-
   tee on Education
 
 AN  ACT to amend the education law, in relation to establishing the "New
   York individuals with dyslexia education act" and implementing a  plan
   to identify and support students with characteristics of dyslexia
 
   THE  PEOPLE OF THE STATE OF NEW YORK, REPRESENTED IN SENATE AND ASSEM-
 BLY, DO ENACT AS FOLLOWS:
 
   Section 1. This act shall be known as the "New York  individuals  with
 dyslexia education act".
   §  2. The education law is amended by adding a new section 926 to read
 as follows:
   § 926. DYSLEXIA EDUCATION ACT. 1. AS USED IN THIS SECTION:  A. "DYSLE-
 XIA" MEANS A SPECIFIC LEARNING DISABILITY  THAT  IS  NEUROBIOLOGICAL  IN
 ORIGIN.  DYSLEXIA  IS CHARACTERIZED BY DIFFICULTIES WITH ACCURATE AND/OR
 FLUENT WORD RECOGNITION AND BY POOR  SPELLING  AND  DECODING  ABILITIES.
 THESE  DIFFICULTIES  TYPICALLY RESULT FROM A DEFICIT IN THE PHONOLOGICAL
 COMPONENT OF LANGUAGE THAT IS OFTEN  UNEXPECTED  IN  RELATION  TO  OTHER
 COGNITIVE  ABILITIES  AND  THE PROVISION OF EFFECTIVE CLASSROOM INSTRUC-
 TION. SECONDARY CONSEQUENCES MAY INCLUDE PROBLEMS IN READING  COMPREHEN-
 SION AND REDUCED READING EXPERIENCE THAT CAN IMPEDE GROWTH OF VOCABULARY
 AND  BACKGROUND  KNOWLEDGE.   FOR THE PURPOSES OF THIS SECTION, DYSLEXIA
 SHALL ALSO INCLUDE DYSGRAPHIA, A NEUROLOGICAL AND LEARNING DIFFERENCE IN
 WHICH SOMEONE HAS DIFFICULTY WRITING FOR THEIR AGE LEVEL.
   B. "DYSLEXIA SCREENING" MEANS A PROCESS, AS DETERMINED BY  THE  SCHOOL
 DISTRICT, FOR GATHERING ADDITIONAL INFORMATION TO DETERMINE IF THE CHAR-
 ACTERISTICS OF DYSLEXIA ARE PRESENT.
   C.  "MULTI-TIERED  SYSTEM  OF  SUPPORT  (MTSS)"  MEANS A FRAMEWORK FOR
 SUPPORTING AND INCREASING ACADEMIC,  BEHAVIORAL,  AND  SOCIAL  EMOTIONAL
 OUTCOMES FOR ALL STUDENTS.
 
  EXPLANATION--Matter in ITALICS (underscored) is new; matter in brackets
                       [ ] is old law to be omitted.
              

                                                            LBD00286-01-5
 A. 37                               2
 
   D. "UNIVERSAL SCREENER" MEANS AN ASSESSMENT THAT IS ADMINISTERED THREE
 TIMES  PER  YEAR  (BEGINNING,  MIDDLE,  AND  END) TO IDENTIFY OR PREDICT
 STUDENTS WHO MAY BE AT RISK FOR POOR READING OUTCOMES AND  IS  TYPICALLY
 BRIEF AND CONDUCTED WITH ALL STUDENTS AT A PARTICULAR GRADE LEVEL.
   E.  "STRUCTURED LITERACY" MEANS AN EVIDENCE-BASED APPROACH TO TEACHING
 ORAL AND WRITTEN LANGUAGE ALIGNED TO THE SCIENCE OF READING. IT IS BASED
 ON THE SCIENCE OF HOW CHILDREN LEARN TO READ  AND  IS  CHARACTERIZED  BY
 EXPLICIT, SYSTEMATIC, CUMULATIVE, AND DIAGNOSTIC INSTRUCTION IN PHONOLO-
 GY,  SOUND-SYMBOL ASSOCIATION, SYLLABLE INSTRUCTION, MORPHOLOGY, SYNTAX,
 AND SEMANTICS.
   F. "SCIENCE OF READING" MEANS THE LARGE BODY OF EVIDENCE THAT  INFORMS
 HOW  PROFICIENT  READING  AND WRITING DEVELOP; WHY SOME HAVE DIFFICULTY;
 AND HOW WE CAN MOST EFFECTIVELY ASSESS AND TEACH AND, THEREFORE, IMPROVE
 STUDENT OUTCOMES THROUGH PREVENTION  OF  AND  INTERVENTION  FOR  READING
 DIFFICULTIES.
   G. "DYSLEXIA-SPECIFIC INTERVENTION" MEANS EVIDENCED-BASED, SPECIALIZED
 READING,  WRITING,  AND  SPELLING  INSTRUCTION  THAT  IS MULTISENSORY IN
 NATURE  AND  EQUIPS  STUDENTS  TO  SIMULTANEOUSLY  USE  MULTIPLE  SENSES
 (VISION,  HEARING,  TOUCH, AND MOVEMENT). DYSLEXIA-SPECIFIC INTERVENTION
 EMPLOYS DIRECT INSTRUCTION OF SYSTEMATIC  AND  CUMULATIVE  CONTENT.  THE
 SEQUENCE  SHALL  BEGIN  WITH  THE  EASIEST  AND  MOST BASIC ELEMENTS AND
 PROGRESS METHODICALLY TO MORE DIFFICULT MATERIAL. EACH STEP  SHALL  ALSO
 BE  BASED  ON  THOSE  ALREADY  LEARNED. CONCEPTS SHALL BE SYSTEMATICALLY
 REVIEWED TO STRENGTHEN MEMORY. COMPONENTS  OF  DYSLEXIA-SPECIFIC  INTER-
 VENTION INCLUDE INSTRUCTION TARGETING PHONOLOGICAL AWARENESS, SOUND-SYM-
 BOL  ASSOCIATION, SYLLABLE STRUCTURE, MORPHOLOGY, SYNTAX, AND SEMANTICS.
 DYSLEXIA-SPECIFIC INTERVENTION DOES NOT INCLUDE THE THREE-CUEING SYSTEMS
 MODEL OF INSTRUCTION.
   H. "DYSLEXIA INTERVENTIONIST" MEANS  THE  TEACHER  OR  INDIVIDUAL  WHO
 PROVIDES  DYSLEXIA-SPECIFIC  INTERVENTION.  THE DYSLEXIA INTERVENTIONIST
 SHALL HAVE SUCCESSFULLY COMPLETED A  CERTIFICATION  TRAINING  COURSE  OR
 SHALL  HAVE  COMPLETED TRAINING IN THE APPROPRIATE IMPLEMENTATION OF THE
 EVIDENCE-BASED, DYSLEXIA-SPECIFIC INTERVENTION BEING PROVIDED, INCLUDING
 BUT NOT LIMITED TO AN ORTON-GILLINGHAM BASED APPROACH OR ANOTHER  MULTI-
 SENSORY  STRUCTURED  LITERACY  APPROACH  ACCREDITED BY THE INTERNATIONAL
 MULTISENSORY STRUCTURED LANGUAGE EDUCATION COUNCIL (IMSLEC).
   I. "DYSLEXIA THERAPIST" OR "DYSLEXIA SPECIALIST"  MEANS  THE  EDUCATOR
 WHO  IS  ENROLLED IN OR HAS SUCCESSFULLY COMPLETED A TRAINING PROGRAM IN
 AN ORTON-GILLINGHAM BASED APPROACH OR ANOTHER  MULTI-SENSORY  STRUCTURED
 LITERACY  APPROACH  ACCREDITED  BY THE INTERNATIONAL MULTISENSORY STRUC-
 TURED LANGUAGE EDUCATION COUNCIL (IMSLEC).
   2. EACH SCHOOL DISTRICT SHALL ADOPT A POLICY TO REQUIRE  SCREENING  OF
 STUDENTS IN GRADES KINDERGARTEN THROUGH FIFTH GRADE FOR THE RISK FACTORS
 OF  DYSLEXIA  USING  A DYSLEXIA SCREENER APPROVED BY THE DEPARTMENT. THE
 DYSLEXIA SCREENING SHALL BE ADMINISTERED ANNUALLY DURING THE  SPRING  OF
 KINDERGARTEN  AND  AT  THE  BEGINNING OF FIRST THROUGH FIFTH GRADES. THE
 SCREENING OF STUDENTS USING AN APPROVED DYSLEXIA SCREENER MUST  INCLUDE,
 AS DEVELOPMENTALLY APPROPRIATE, ALL OF THE FOLLOWING:
   A. PHONOLOGICAL AND PHONEMIC AWARENESS;
   B. SOUND-SYMBOL RECOGNITION;
   C. ALPHABET KNOWLEDGE;
   D. DECODING SKILLS;
   E. RAPID NAMING SKILLS;
   F. ENCODING SKILLS;
   G. ORAL READING FLUENCY; AND
   H. HAS PROVEN PSYCHOMETRICS.
 A. 37                               3
 
   3.  A.  IF  THE  DYSLEXIA  SCREENING INDICATES THAT A STUDENT HAS RISK
 FACTORS FOR DYSLEXIA OR THE CHARACTERISTICS OF DYSLEXIA THE SCHOOL  MUST
 USE  A  MULTI-TIERED  SYSTEM  OF SUPPORT (MTSS) FRAMEWORK TO ADDRESS THE
 NEEDS OF THE STUDENT.
   B. IF A STUDENT'S PERFORMANCE ON A DYSLEXIA SCREENING INDICATES A NEED
 FOR  DYSLEXIA INTERVENTION SERVICES, THE SCHOOL DISTRICT MUST DO BOTH OF
 THE FOLLOWING:
   (I) NOTIFY THE STUDENT'S PARENT OR GUARDIAN  OF  THE  RESULTS  OF  ALL
 SCREENINGS; AND
   (II)  PROVIDE  THE  STUDENT'S  PARENT OR GUARDIAN WITH INFORMATION AND
 RESOURCE MATERIAL THAT INCLUDE ALL OF THE FOLLOWING:
   (1) THE CHARACTERISTICS OF DYSLEXIA;
   (2) THE APPROPRIATE CLASSROOM  INTERVENTIONS  AND  ACCOMMODATIONS  FOR
 STUDENTS WITH DYSLEXIA; AND
   (3)  A  STATEMENT  THAT  THE  PARENT OR GUARDIAN MAY ELECT TO HAVE THE
 STUDENT RECEIVE AN EDUCATIONAL EVALUATION BY THE SCHOOL.
   C. IF A STUDENT'S PARENT OR  GUARDIAN  PRESENTS  DOCUMENTATION  OF  AN
 EXISTING  DIAGNOSIS  OF  DYSLEXIA,  THEN  THE STUDENT MAY BE EXEMPT FROM
 SCREENING; HOWEVER, THE SCHOOL MUST USE A MULTI-TIERED SYSTEM OF SUPPORT
 (MTSS) FRAMEWORK TO ADDRESS THE NEEDS OF THE STUDENT.
   D. IF A STUDENT HAS NOT BEEN IDENTIFIED AS AT RISK  FOR  POOR  READING
 OUTCOMES ACCORDING TO THE RESULTS ON THE UNIVERSAL SCREENER ADMINISTERED
 BY  EACH  SCHOOL  DISTRICT  OR  SCORES  AT A LEVEL THAT IS DETERMINED AS
 PROFICIENT ON THE ENGLISH LANGUAGE ARTS (ELA) EXAM ADMINISTERED  BY  NEW
 YORK  STATE, THEN A STUDENT'S PARENT OR GUARDIAN MAY OPT OUT OF DYSLEXIA
 SCREENING FOR SUCH STUDENT BEGINNING IN FOURTH  GRADE  BY  SUBMITTING  A
 REQUEST  TO THE STUDENT'S SCHOOL IN A FORM THAT SHALL BE PROVIDED BY THE
 DISTRICT.
   4. A. EACH  SCHOOL  DISTRICT  SHALL  USE  EVIDENCE-BASED  MULTI-TIERED
 SYSTEMS  OF  SUPPORT TO PROVIDE DAILY DYSLEXIA-SPECIFIC INTERVENTIONS TO
 STUDENTS IN KINDERGARTEN THROUGH FIFTH GRADE WHO DISPLAY INDICATIONS OF,
 OR AREAS OF WEAKNESS ASSOCIATED WITH, DYSLEXIA.
   B. IF A STUDENT'S DYSLEXIA SCREENING INDICATES THAT  THE  STUDENT  HAS
 CHARACTERISTICS OF DYSLEXIA, THE DYSLEXIA INTERVENTION SERVICES PROVIDED
 TO THE STUDENT MUST UTILIZE AN ORTON-GILLINGHAM BASED APPROACH OR ANOTH-
 ER MULTI-SENSORY STRUCTURED LITERACY APPROACH.
   C. EACH STUDENT IDENTIFIED AS HAVING CHARACTERISTICS OF DYSLEXIA SHALL
 RECEIVE  A  MINIMUM  OF  FORTY-FIVE  MINUTES OF DYSLEXIA-SPECIFIC INTER-
 VENTION SERVICES PER SCHOOL DAY. THE  DYSLEXIA-SPECIFIC  READING  INTER-
 VENTION  PROGRAM  SHALL  BE  PROVIDED IN A SMALL GROUP SETTING FOLLOWING
 PUBLISHER GUIDELINES REGARDING GROUP SIZE, IN ADDITION TO  CORE  READING
 INSTRUCTION  THAT  IS  PROVIDED TO ALL STUDENTS IN THE GENERAL EDUCATION
 CLASSROOM. THE PROGRAM SHALL BE ALIGNED TO THE CONTENT  AND  PERFORMANCE
 STANDARDS  AND  EVIDENCE-BASED  INTERVENTIONS  TO  MEET THE NEEDS OF ALL
 STUDENTS.
   D. THE DYSLEXIA-SPECIFIC INTERVENTION SERVICES SHALL BE PROVIDED BY  A
 DYSLEXIA  INTERVENTIONIST, THERAPIST, OR SPECIALIST, SPECIFICALLY TARGET
 STUDENTS' AREAS OF WEAKNESS, AND:
   (I) PROVIDE EXPLICIT, DIRECT, SYSTEMATIC, SEQUENTIAL,  AND  CUMULATIVE
 INSTRUCTION  THAT ADHERES TO A LOGICAL PLAN ABOUT THE ALPHABETIC PRINCI-
 PLE AND IS DESIGNED TO ACCOMMODATE THE NEEDS OF EACH INDIVIDUAL  STUDENT
 WITHOUT PRESUMING PRIOR SKILLS OR KNOWLEDGE;
   (II)  IMPLEMENT  EVIDENCE-BASED PRACTICES THAT HAVE BEEN PROVEN EFFEC-
 TIVE IN THE TREATMENT OF DYSLEXIA;
   (III) ENGAGE THE STUDENT  IN  MULTI-SENSORY  LANGUAGE  LEARNING  TECH-
 NIQUES;
 A. 37                               4
 
   (IV)  INCLUDE  PHONEMIC  AWARENESS ACTIVITIES TO ENABLE THE STUDENT TO
 DETECT, SEGMENT, BLEND, AND MANIPULATE SOUNDS IN THE SPOKEN LANGUAGE;
   (V)  PROVIDE  GRAPHOPHONEMIC  KNOWLEDGE  FOR TEACHING THE LETTER SOUND
 PLAN OF THE ENGLISH LANGUAGE;
   (VI) TEACH THE STRUCTURE AND PATTERNS OF THE ENGLISH LANGUAGE, INCLUD-
 ING LINGUISTIC INSTRUCTION IN MORPHOLOGY, SEMANTICS, SYNTAX,  AND  PRAG-
 MATICS,  THAT  IS  DIRECTED  TOWARD  PROFICIENCY  AND  FLUENCY  WITH THE
 PATTERNS OF LANGUAGE SO THAT WORDS AND SENTENCES  ARE  THE  CARRIERS  OF
 MEANING;
   (VII)  DEVELOP STRATEGIES THAT ADVANCE THE STUDENT'S ABILITY IN DECOD-
 ING, ENCODING, WORD RECOGNITION, FLUENCY, AND COMPREHENSION; AND
   (VIII) PROVIDE MEANING-BASED INSTRUCTION DIRECTED AT PURPOSEFUL  READ-
 ING AND WRITING, WITH AN EMPHASIS ON COMPREHENSION AND COMPOSITION.
   E.  EACH  SCHOOL  DISTRICT SHALL HIRE ONE EDUCATOR TO PROVIDE DYSLEXIA
 INTERVENTION SERVICES PER EVERY ONE HUNDRED GENERAL  EDUCATION  STUDENTS
 IN GRADES KINDERGARTEN THROUGH GRADE FIVE.
   F.  PARENTS  OR  GUARDIANS SHALL BE NOTIFIED OF ALL SCREENING ADMINIS-
 TRATIONS AND OUTCOMES. FOR A STUDENT WHO DEMONSTRATES CHARACTERISTICS OF
 DYSLEXIA, EACH SCHOOL DISTRICT SHALL NOTIFY  THE  STUDENT'S  PARENTS  OR
 GUARDIAN  OF THE IDENTIFIED INDICATORS AND AREAS OF WEAKNESS, AS WELL AS
 THE PLAN FOR USING A MULTI-TIERED SYSTEM OF SUPPORT  (MTSS)  TO  PROVIDE
 SUPPORTS AND INTERVENTIONS. THE INITIAL NOTICE SHALL ALSO INCLUDE INFOR-
 MATION RELATING TO DYSLEXIA AND RESOURCES FOR PARENTAL SUPPORT DEVELOPED
 BY  THE  DEPARTMENT. THE SCHOOL DISTRICT MUST PROVIDE MONTHLY UPDATES TO
 THE STUDENT'S PARENTS OR GUARDIAN OF THE STUDENT'S PROGRESS.
   G. THE SCHOOL DISTRICT SHALL RECOMMEND A REFERRAL  FOR  EVALUATION  TO
 THE  STUDENT'S  PARENTS  OR  GUARDIAN  IF,  AFTER ONE YEAR OF DOCUMENTED
 INTERVENTION, MINIMAL PROGRESS HAS BEEN MADE.
   5. A. THE DEPARTMENT SHALL DEVELOP AND MAINTAIN A HANDBOOK TO BE  MADE
 AVAILABLE ON ITS WEBSITE THAT PROVIDES GUIDANCE FOR STUDENTS, PARENTS OR
 GUARDIANS,  AND TEACHERS ABOUT DYSLEXIA. THE HANDBOOK SHALL INCLUDE, BUT
 IS NOT LIMITED TO:
   (I) GUIDELINES FOR TEACHERS AND PARENTS OR CAREGIVERS ON HOW TO  IDEN-
 TIFY SIGNS OF DYSLEXIA;
   (II)  A  DESCRIPTION OF EDUCATIONAL STRATEGIES THAT HAVE BEEN SHOWN TO
 IMPROVE THE ACADEMIC PERFORMANCE OF STUDENTS WITH DYSLEXIA;
   (III) A DESCRIPTION OF RESOURCES AND SERVICES  AVAILABLE  TO  STUDENTS
 WITH  DYSLEXIA,  PARENTS  OR  GUARDIANS  OF  STUDENTS WITH DYSLEXIA, AND
 TEACHERS;
   (IV) GUIDELINES ON THE ADMINISTRATION  OF  A  UNIVERSAL  SCREENER  AND
 DYSLEXIA SCREENING, THE INTERPRETATION OF DATA FROM THESE SCREENERS, AND
 THE  RESULTING  APPROPRIATE  INSTRUCTION WITHIN A MULTI-TIERED SYSTEM OF
 SUPPORT (MTSS) FRAMEWORK; AND
   (V) A PLAIN LANGUAGE EXPLANATION OF STUDENT'S RIGHTS REGARDING  EDUCA-
 TION MANDATED BY THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA),
 THE  AMERICANS  WITH  DISABILITIES ACT, AND SECTION 504 OF THE REHABILI-
 TATION ACT OF 1973 AND AN EXPLANATION OF THE RIGHTS OF PARENTS  TO  SEEK
 RECOURSE  WITH  AN  INDEPENDENT  EDUCATIONAL  EVALUATION OR IN A PRIVATE
 EDUCATIONAL SETTING SHOULD PUBLIC SCHOOLS NOT MEET THE  REQUIREMENTS  OF
 THE IDEA.
   B.  THE DEPARTMENT SHALL REVIEW THE HANDBOOK AT LEAST ONCE EVERY THREE
 YEARS TO UPDATE THE GUIDELINES, EDUCATIONAL STRATEGIES, OR RESOURCES AND
 SERVICES MADE AVAILABLE IN THE HANDBOOK.
   6. A.  EACH  SCHOOL  DISTRICT  SHALL  PROVIDE  ALL  ELEMENTARY  GRADES
 INSTRUCTIONAL PERSONNEL (I.E. TEACHERS, ADMINISTRATORS, READING COACHES,
 SPEECH  PATHOLOGISTS,  DYSLEXIA  INTERVENTIONISTS)  ACCESS TO STRUCTURED
 A. 37                               5
 
 LITERACY TRAINING SUFFICIENT TO MEET THE REQUIREMENTS  OF  THIS  SECTION
 BUT  NO  LESS  THAN  FIFTY  HOURS OF SUCH TRAINING FOR TEACHERS, READING
 COACHES, AND DYSLEXIA INTERVENTIONISTS AND NO LESS THAN  SIX  HOURS  FOR
 ADMINISTRATORS AND SPEECH PATHOLOGISTS.
   B.  EACH  SCHOOL  DISTRICT  SHALL PROVIDE STRUCTURED LITERACY TRAINING
 FACILITATED BY SOMEONE WITH EXTENSIVE KNOWLEDGE OF DYSLEXIA, SUCH  AS  A
 DYSLEXIA  THERAPIST  OR SPECIALIST, TO READING COACHES, CLASSROOM TEACH-
 ERS, AND SCHOOL ADMINISTRATORS IN THE FOLLOWING:
   (I) EFFECTIVE METHODS OF IDENTIFYING CHARACTERISTICS OF  DYSLEXIA  AND
 OTHER RELATED READING DISORDERS;
   (II)  INCORPORATING  EVIDENCE-BASED  INSTRUCTIONAL TECHNIQUES INTO THE
 GENERAL EDUCATION SETTING WHICH ARE PROVEN TO IMPROVE  READING  PERFORM-
 ANCE FOR ALL STUDENTS; AND
   (III)  USING PREDICTIVE AND OTHER DATA TO MAKE INSTRUCTIONAL DECISIONS
 BASED ON INDIVIDUAL STUDENT NEEDS.
   C. THE TRAINING REQUIREMENTS OF THIS SECTION SHALL HELP TEACHERS INTE-
 GRATE PHONEMIC AWARENESS; PHONICS, WORD  STUDY,  AND  SPELLING;  READING
 FLUENCY;  VOCABULARY, INCLUDING ACADEMIC VOCABULARY; AND TEXT COMPREHEN-
 SION STRATEGIES INTO AN EXPLICIT, SYSTEMATIC, AND SEQUENTIAL APPROACH TO
 READING INSTRUCTION, INCLUDING THE ORTON-GILLINGHAM  APPROACH  OR  OTHER
 MULTI-SENSORY STRUCTURED LITERACY APPROACH.
   7.  POSTSECONDARY  INSTITUTIONS  OFFERING TEACHER PREPARATION PROGRAMS
 FOR ELEMENTARY AND SECONDARY REGULAR  EDUCATION  AND  SPECIAL  EDUCATION
 SHALL INCLUDE INSTRUCTION ON:
   A. THE DEFINITION AND CHARACTERISTICS OF DYSLEXIA;
   B. PROCESSES FOR IDENTIFYING DYSLEXIA;
   C.  EVIDENCE-BASED  INTERVENTIONS  AND ACCOMMODATIONS FOR DYSLEXIA AND
 RELATED LITERACY AND LEARNING CHALLENGES; AND
   D. CORE ELEMENTS OF A  RESPONSE-TO-INTERVENTION  FRAMEWORK  ADDRESSING
 READING, WRITING, MATHEMATICS, AND BEHAVIOR, INCLUDING:
   (I) UNIVERSAL SCREENING;
   (II)  HIGH-QUALITY  INSTRUCTIONAL MATERIALS GROUNDED IN THE SCIENCE OF
 READING;
   (III) EVIDENCE-BASED INTERVENTIONS;
   (IV) PROGRESS MONITORING OF  THE  EFFECTIVENESS  OF  INTERVENTIONS  ON
 STUDENT PERFORMANCE; AND
   (V) DATA-BASED DECISION-MAKING PROCEDURES RELATED TO:
   (1) DETERMINING INTERVENTION EFFECTIVENESS ON STUDENT PERFORMANCE;
   (2)  DETERMINING  THE  NEED  TO CONTINUE, ALTER, OR DISCONTINUE INTER-
 VENTIONS OR CONDUCT FURTHER EVALUATION OF STUDENT NEEDS; AND
   (3) APPLICATION AND  IMPLEMENTATION  OF  RESPONSE-TO-INTERVENTION  AND
 DYSLEXIA INSTRUCTIONAL PRACTICES IN THE CLASSROOM SETTING.
   §  3.  This act shall take effect on the first of July next succeeding
 the date on which it shall have become a law.