DECODING DYSLEXIA - SC
Educate. Advocate. Legislate.
  • Home
  • EDUCATE
  • ADVOCATE
  • LEGISLATE
  • Contact Us
  • Action Alerts

SC Dyslexia Legislation HB 3414

10/8/2017

 

House Bill HB 3414 was sent to the  "Education and Public Work Committee" in January 2017 and then to the "K-12" Sub-committee. 
Ask you local Representative to Co-Sponser or support the bill.  
 
STATUS INFORMATION
General Bill
Sponsors: Reps. Clary, Collins, Bannister, Thayer, King, Stringer, Elliott, Tallon, Stavrinakis and McCoy
Document Path: l:\council\bills\agm\18987wab17.docx
Introduced in the House on January 11, 2017
Currently residing in the House Committee on Education and Public Works
Summary: Dyslexia
HISTORY OF LEGISLATIVE ACTIONS


Date Body Action Description with journal page number ------------------------------------------------------------------------------- 1/11/2017 House Introduced and read first time (House Journal-page 35) 1/11/2017 House Referred to Committee on Education and Public Works (House Journal-page 35) 3/22/2017 House Member(s) request name added as sponsor: Stavrinakis, McCoy View the latest legislative information at the website
VERSIONS OF THIS BILL
1/11/2017


(Text matches printed bills. Document has been reformatted to meet World Wide Web specifications.)


A BILLTO AMEND THE CODE OF LAWS OF SOUTH CAROLINA, 1976, BY ADDING ARTICLE 5 TO CHAPTER 33, TITLE 59 SO AS TO REQUIRE THE STATE DEPARTMENT OF EDUCATION TO PROVIDE A UNIVERSAL SCREENING TOOL FOR USE BEGINNING WITH THE 2017-2018 SCHOOL YEAR BY LOCAL SCHOOL DISTRICTS TO SCREEN STUDENTS IN KINDERGARTEN THROUGH SECOND GRADE FOR CHARACTERISTICS OF DYSLEXIA, TO PROVIDE REQUIREMENTS CONCERNING THE ADMINISTRATION OF THE SCREENING TOOL AND USE OF DATA YIELDED FROM SCREENINGS, TO REQUIRE LOCAL SCHOOL DISTRICTS TO CONVENE SCHOOL-BASED PROBLEM-SOLVING TEAMS TO ANALYZE SCREENING DATA AND PROGRESS-MONITORING DATA TO ASSIST TEACHERS IN PLANNING AND IMPLEMENTING APPROPRIATE INSTRUCTION AND EVIDENCE-BASED INTERVENTIONS FOR ALL STUDENTS, TO REQUIRE DYSLEXIA-SPECIFIC INTERVENTIONS FOR STUDENTS INDICATED BY SCREENINGS TO HAVE CHARACTERISTICS OF DYSLEXIA, AND TO REQUIRE THE DEPARTMENT TO PROVIDE RELATED PROFESSIONAL DEVELOPMENT RESOURCES FOR EDUCATORS; TO REQUIRE THE STATE BOARD OF EDUCATION TO PROMULGATE CERTAIN RELATED REGULATIONS; TO CREATE A DYSLEXIA ADVISORY COUNCIL TO ADVISE THE DEPARTMENT IN MATTERS RELATING TO DYSLEXIA; AND TO PROVIDE CERTAIN REQUIREMENTS CONCERNING THE FUNCTIONS AND RESPONSIBILITIES OF THE BOARD.
Be it enacted by the General Assembly of the State of South Carolina:
SECTION    1.    Chapter 33, Title 59 of the 1976 Code is amended by adding:


"Article 5

Dyslexia ScreeningsSection 59-33-510.    As used in this section:
(1)    'Dyslexia-specific intervention' means evidence-based, specialized reading, writing, and spelling instruction that is multisensory in nature, equipping students to simultaneously use multiple senses, such as vision, hearing, touch, and movement. Dyslexia-specific intervention employs direct instruction of systematic and cumulative content, with the sequence beginning with the easiest and most basic elements, and progressing methodically to more difficult material. Each step also must be based on steps already learned. Components of dyslexia-specific intervention include instruction targeting phonological awareness, sound symbol association, syllable structure, morphology, syntax, and semantics.
(2)    'Response to intervention' or 'RTI' means a school-wide system or framework encouraged by the No Child Left Behind Act and by the Individuals with Disabilities Education Improvement Act (IDEA). An RTI approach to instruction requires that schools provide a research and evidence-based instructional model to all students in academic and behavioral areas, find the students who are not meeting standards, plan and provide research and evidence-based interventions for those not achieving, closely monitor the progress of targeted students, and intervene at a higher level if students do not progress toward age-appropriate levels. RTI uses the expertise of school professionals and parents in a proactive format which puts students' needs first and bases decisions on data. Students failing to make adequate progress within an intervention tier are referred to problem-solving teams for review. The strength of the data collected in the RTI process allows for better decisions about which students will qualify for intensive special education programs and provides a base for monitoring further growth in those students.
Section 59-33-520.    (A)(1)    The State Department of Education in consultation with the South Carolina branch of the International Dyslexia Association (IDA) shall identify, procure, and provide a universal screening tool that screens for characteristics of dyslexia for use by local school districts through their existing RTI framework. Through RTI, a local school district shall screen all students in reading, mathematics, and writing to determine which students require intervention.
(2)    Beginning with the 2017-2018 School Year, a local school district shall use the universal screening tool to screen each student in the district, who is kindergarten through second grade, three times each school year as part of the district's universal screening procedures, and any other student as required by the department, for dyslexia and intervention.
(3)    The screening tool explicitly must measure the ability of a student to demonstrate phonological awareness skills, phonemic decoding efficiency skills, sight-word reading efficiency skills, and accuracy of word reading on grade-level text.
(4)    In addition to screening required by this subsection, a screening also may be requested for a student by his parent or guardian, teacher, counselor, or school psychologist.
(B)    The district, following the universal screening procedures it conducted, shall convene a school-based team to analyze screening data and progress-monitoring data to assist teachers in planning and implementing appropriate instruction and evidence-based interventions for all students, including those students who exhibit the characteristics of dyslexia. Guidance may include suggestions of appropriately tiered interventions, dyslexia-specific interventions, academic accommodations, as appropriate, and access to assistive technology.
(C)    If the dyslexia screening conducted by the district indicates that a student has characteristics of dyslexia, the district shall:
(1)    notify the parent or legal guardian of the student;
(2)    provide the parent or legal guardian of the student with information and resource material regarding dyslexia;
(3)    provide the student with appropriately tiered dyslexia-specific intervention through its RTI framework; and
(4)    monitor the progress of the student using a tool designed to measure the effectiveness of the intervention.
Section 59-33-530.    The department shall provide appropriate professional development resources for educators in the area of identification of and intervention methods for students with dyslexia.
Section 59-33-540.    The State Board of Education shall promulgate regulations to establish criteria for students to be identified with an educational disability requiring special education, including specific learning disabilities.
Section 59-33-550.    (A)    There is created a dyslexia advisory council for the purpose of advising the department in matters relating to dyslexia. The council is composed of eight members as follows:
(1)    the Chair of the Education Oversight Committee or his designee, who serves as an ex officio member of the council and serve as chair;
(2)    an education specialist from the department, appointed by the Chair of the Education Oversight Committee for a term of three years;
(3)    a representative from the South Carolina branch of the IDA, appointed by the president of the group for a term of three years;
(4)    a special education teacher with an understanding of dyslexia, appointed by the Chair of the Education Oversight Committee for a term of three years;
(5)    an elementary school teacher, appointed by the Chair of the Education Oversight Committee for a term of three years;
(6)    a middle school teacher, appointed by the Chair of the Education Oversight Committee for a term of three years;
(7)    a high school teacher, appointed by the Chair of the Education Oversight Committee for a term of three years;
(8)    a parent of a child with dyslexia, appointed by the Chair of the Education Oversight Committee for a term of three years; and
(9)    a licensed speech pathologist, appointed by the Chair of the Education Oversight Committee for a term of three years.
(B)    The terms of the council members commence July 1, 2017.
(C)    A vacancy must be filled in the same manner of the original appointment for the unexpired portion of the term. A member may be appointed to successive terms.   
(D)    The members of the council shall serve without compensation, mileage, per diem, or subsistence allowances.
(E)    The council shall meet at least quarterly. A quorum consists of a majority of the membership of the council.
(F)    The council shall coordinate with the department and the South Carolina branch of the IDA in the selection of the universal screening tool provided in Section 59-33-510.
(G)(1)    The council annually shall submit a report to the Senate Education Committee and the House Education and Public Works Committee. This report must include:
(a)    the number of students screened and the number of students provided with dyslexia intervention services;
(b)    information about specific accommodations needed for students who are provided dyslexia intervention services taking the annual state mandated assessment or other assessments mandated by the State or the district; and
(c)    a description of intervention services provided to students.
(2)    The report may not include information identifying individual students."
SECTION    2.    This act takes effect upon approval by the Governor.


----XX----
This web page was last updated on March 22, 2017 at 4:12 PM

October is Dyslexia Awareness Month

10/8/2017

 
Thank you Gov. Henry McMaster
For proclaiming October as Dyslexia Awareness Month in South Carolina! 

We encourage all South Carolinians to recognize the benefits of early identification and effective teaching in SC schools so dyslexic students can learn to read.  
#DyslexiaAwarenessMonth
Picture

Participants Needed for a Reading Study

7/13/2017

 
Picture
Professor Allison Stafford is a School Psychology Doctoral Student at the University of South Carolina she is currently in the middle of a study looking at the different ways that students think, specifically for students with learning disabilities. This study will help develop better ways to identify and help students with learning disabilities.  They are recruiting students with learning disabilities in reading, (Dyslexia) between the ages of 7 and 12 to take part in this short study. Participants in the study will be paid $50 for their time. Please contact her at Allison Stafford staffoa@email.sc.edu (803)777-6145

You Asked! Why don't they use the term?

5/17/2017

 
You Asked!
What can I do?

 
IEP Team states they don’t use the terms
“dyslexia”, “dysgraphia” or “dyscalculia” in student’s IEP.

 
A: IDEA requires that the IEP Team tailor specially designed instruction to specifically meet the individual needs of the student. As Specific Learning Disability is an umbrella term, the IEP Team needs to carefully document all areas of deficits. If the student exhibits characteristics of dyslexia, dysgraphia, or dyscalculia it is important that these areas of need are specified in the IEP.
The U.S. Department of Education (USDOE) encourages States to review their policies, procedures and practices to ensure that they do not prohibit the use of the terms dyslexia, dyscalculia, or dysgraphia in evaluations, eligibility, and IEP documents. Finally, in ensuring the provision of Free and Appropriate Public Education, USDOE stressed the importance of addressing the unique educational needs of children with specific learning disabilities resulting from dyslexia, dyscalculia, or dysgraphia during IEP meetings and other meetings with parents under IDEA (Source: OSERS Dear Colleague Letter October 23rd, 2015). To download a complete copy of this letter, click HERE.
 
B. To ensure that local educational agencies (LEAs) in South Carolina were aware of this guidance, the South Carolina Department of Education (SCDE), Office of Special Education Services (OSES), issued a memorandum to LEAs on December 15, 2015. This memorandum provided the “Dear Colleague” letter, and reinforced that nothing within state regulations, policies, or procedures prohibited the use of “dyslexia” or other identified terms in IEPs. The December 15, 2015, memorandum referenced State Board of Education Regulation which provides the definition of specific learning disabilities, which may include conditions such as dyslexia that may qualify a child for services under the IDEA as long as the child has been (1) evaluated in accordance with 34 C.F.R. § 300.304-§ 300.311 and SBE R. 43-243, and (2) found eligible using the criteria listed at 34 C.F.R. § 300.8 and SBE R. 43-243.1. (Source: Recent OSEP Guidance on Dyslexia December 15, 2015)
On May 26, 2016, Governor Nikki R. Haley signed a Joint Resolution (R209, H5024) requiring the SCDE to provide all kindergarten through grade three literacy coaches and teachers with training on dyslexia and related reading disorders, evidence-based screenings, instructional methods, and interventions before the beginning of the 2016–17 school year. A copy of the Resolution may be found as Appendix A. The Resolution also required the SCDE to submit a report to the General Assembly by October 1, 2016. The SCDE is pleased to provide this report. (Source: Dyslexia Final Report-2016 Dyslexia Training as Required by Joint Resolution H5024)
http://www.decodingdyslexiasc.com

Dyslexia Conference on Oct 22nd

8/31/2016

 
Picture
Please help get the word out about this incredible Conference on Oct. 22nd.

Laura Cassidy is one of the pioneers in Dyslexia awareness and support. She will be our key note speaker. On top of that, we will have different breakout sessions that will range from ways teachers can implement strategies in the classroom to how parents can advocate for their child who struggles with dyslexia. We will have a list of breakout sessions at registration. 

This conference is free, and lunch will be provided, so we have made it easy for many to attend. It is a great opportunity to help our dyslexic students gain confidence and encouragement, as we push to make a difference for our children!
Decoding Dyslexia Mountain Lakes: 

SIGN UP TODAY  
Eventbrite:
https://www.eventbrite.com/e/decoding-dyslexia-mountain-lakes-conference-tickets-26901512147?aff=eac2

Dyslexia and the transition to college

8/18/2016

 
Everyone is welcome!  Elizabeth Hamblet will be talking about preparing students with disabilities for a successful transition to college.   LINK: http://www.ldadvisory.com/presentations/charleston/
Picture

Decoding Dyslexia-Mountain Lakes Conference

8/11/2016

 
Picture
The Decoding Dyslexia Mountain Lakes Conference is designed for parents and teachers who want to know more about how to help their children, students, and friends who struggle with dyslexia. The conference will focus on education, gaining tools to help students who have dyslexia, and help create a network of resources for all involved with dyslexia education. The conference will be free. Laura Cassidy, wife of US Senator Bill Cassidy, Louisiana, will be the keynote speaker, as well as many other top dyslexia scholars and advocates in South Carolina. The Cassidy's have transformed Washington by promoting legislation for dyslexia and even founding a school for dyslexic children in Baton Rogue, called Key Academy. We look forward to you attending this first of its kind conference in the upstate of South Carolina!
WHEN
Saturday, October 22, 2016 from 9:00 AM to 2:00 PM (EDT) - Add to Calendar
WHERE
5 Point Church - 1600 East Main Street, Easley, SC 29640 - 
View Map

SC Preparing to meet the needs of students

8/10/2016

 
Picture
South Carolina Department of Education’s Offices of Special Education Services and Early Learning and Literacy have created a series of three video training modules for educators about Dyslexia.
  • Module one:   Dyslexia – What is it and What Do We Know about It? 
  • Module Two:  How Do We Screen for Dyslexia and Other Reading Disorders?
  • Module Three:  Evidence-Based Instruction for Students with Dyslexia.
​Link:  http://ed.sc.gov/newsroom/news-releases/reading-disorder-trainings-provided-to-educators/

Say Dyslexia Rally July 11, 2016 in Washington DC

6/9/2016

 
Picture
We are so excited to bring people together in celebration of the progress made for people with dyslexia. We are taking dyslexia awareness from our local schools to our nation's capitol.

We stand together on Capitol Hill as a community to honor both legislative and awareness gains made at the federal, state and local levels, while recommitting our efforts to the future of positive change for individuals with dyslexia in our schools, communities, and country.

Dyslexia Training Required before SC School Year 2016-2017

6/6/2016

 
Picture
<<Previous
Forward>>

    Archives

    October 2021
    October 2018
    September 2018
    May 2018
    March 2018
    February 2018
    January 2018
    October 2017
    July 2017
    May 2017
    August 2016
    June 2016
    May 2016
    February 2016
    October 2015
    July 2015
    May 2015

    Categories

    All

    RSS Feed

Powered by Create your own unique website with customizable templates.