Iowa-2019-HF2148-Introduced

H.F. 2148 Section 1. Section 256.7, subsection 3, Code 2020, is 1 amended to read as follows: 2 3. Prescribe standards and procedures for the approval of 3 practitioner preparation programs and professional development 4 programs offered in this state by practitioner preparation 5 institutions located within or outside this state and by area 6 education agencies. 7 a. Procedures provided for approval of programs shall 8 include procedures for enforcement of the prescribed standards 9 and, except as provided in section 256.16, subsection 3 , shall 10 not include a procedure for the waiving of any of the standards 11 prescribed. 12 b. The board, in consultation with the Iowa reading research 13 center and the board of educational examiners, shall adopt 14 rules under chapter 17A requiring practitioner preparation 15 programs approved in accordance with this subsection to develop 16 and offer preparation for an advanced dyslexia specialist 17 endorsement established pursuant to section 272.2, subsection 18 23. 19 c. The board may establish by rule and collect from 20 practitioner preparation institutions located outside this 21 state an amount equivalent to the department’s necessary 22 travel and actual expenses incurred while engaged in the 23 program approval process for the institution located outside 24 this state. Amounts collected under this subsection shall be 25 deposited in the general fund of the state. 26 Sec. 2. Section 256.9, Code 2020, is amended by adding the 27 following new subsection: 28 NEW SUBSECTION . 60. a. Collaborate with area education 29 agencies to develop and implement an action plan for educators, 30 using the dyslexia professional learning framework proposed 31 by the Iowa dyslexia task force, for the identification and 32 support of students with characteristics of dyslexia. 33 b. Dedicate at least one of the department’s authorized 34 full-time equivalent positions to a dyslexia consultant to 35 -1- LSB 5518YH (5) 88 kh/jh 1/ 8

H.F. 2148 facilitate and support guidance relating to kindergarten 1 through grade twelve instruction of students with 2 characteristics of dyslexia, to provide technical guidance for 3 the instruction of students with characteristics of dyslexia, 4 and to provide assistance to the department, area education 5 agencies, school districts and accredited nonpublic schools. 6 Such guidance and instruction shall include but not be limited 7 to professional development, strategies, and materials. 8 (1) The dyslexia consultant shall assist practitioner 9 preparation programs to implement the dyslexia professional 10 learning framework as proposed by the Iowa dyslexia task force 11 and coordinate a statewide system of programs and assistive 12 technologies designed to support students with characteristics 13 of dyslexia. 14 (2) The dyslexia consultant shall develop, and the 15 department shall maintain, an internet site designed in 16 collaboration with dyslexia stakeholders and the Iowa reading 17 research center to provide information relating to best 18 practices for the education of students with characteristics 19 of dyslexia, provide information to the public relating to 20 dyslexia, and provide professional learning opportunities 21 relating to dyslexia education for teachers, teacher leaders, 22 and administrators. 23 (3) The dyslexia consultant shall be highly trained in 24 dyslexia and have a minimum of three years of field experience 25 in screening, identifying, and treating dyslexia and related 26 disorders. 27 c. Subject to an appropriation of funds by the general 28 assembly, develop, in consultation with the Iowa reading 29 research center, and make available to school districts and 30 accredited nonpublic schools by July 1, 2022, a dyslexia 31 diagnostic assessment to determine whether a student who 32 is persistently at risk in reading has characteristics of 33 dyslexia. 34 d. Subject to an appropriation of funds by the general 35 -2- LSB 5518YH (5) 88 kh/jh 2/ 8

H.F. 2148 assembly, develop and implement a pilot program, in 1 collaboration with the Iowa reading research center and the 2 board of educational examiners, to build the capacity of all 3 educators to provide high-quality literacy instruction to all 4 learners, as well as to provide intensive interventions for 5 students with more severe forms of dyslexia, and to identify 6 best practices for preparing practitioners as advanced dyslexia 7 specialists. 8 Sec. 3. Section 256.16, subsection 1, Code 2020, is amended 9 by adding the following new paragraph: 10 NEW PARAGRAPH . n. By July 1, 2021, develop and implement 11 all of the following: 12 (1) A dyslexia professional learning framework, guided 13 by the recommendations of the Iowa dyslexia task force. The 14 framework shall include, at a minimum, all of the following: 15 (a) Preparation designed to enhance the learning of 16 all students in all subject areas, and that helps students 17 understand the impact of dyslexia on learners and to use 18 accommodations and modifications to make content area 19 instruction accessible to every student. 20 (b) The principles and practices of explicit, systematic 21 literacy instruction that benefits all students, including 22 students with characteristics of dyslexia. 23 (c) Specialized knowledge and skills to provide intensive 24 intervention that incorporates evidence-based practices to 25 instruct students with significant literacy needs or special 26 education students. 27 (2) An action plan, in collaboration with the Iowa 28 reading research center, to provide, commencing July 1, 29 2022, differentiated training on the knowledge, skills, and 30 dispositions, that is aligned to the dyslexia professional 31 learning framework developed and implemented pursuant to 32 subparagraph (1), for students to provide instruction as 33 advanced dyslexia specialists. 34 Sec. 4. Section 272.2, Code 2020, is amended by adding the 35 -3- LSB 5518YH (5) 88 kh/jh 3/ 8

H.F. 2148 following new subsection: 1 NEW SUBSECTION . 23. Adopt rules pursuant to chapter 17A, in 2 consultation with the department of education, the Iowa reading 3 research center, and the area education agencies, establishing 4 an endorsement for an advanced dyslexia specialist, including 5 traditional and nontraditional pathways for obtaining such 6 endorsement. The endorsement shall require applicants to 7 demonstrate skill in developing and supporting services for 8 students with characteristics of dyslexia including those who 9 are eligible for services under chapter 256B or section 504 10 of the federal Rehabilitation Act of 1973, 29 U.S.C. §794, as 11 amended, have three years of prior teaching experience, at a 12 minimum, and have completed a supervised practical experience. 13 Sec. 5. Section 279.68, subsection 1, Code 2020, is amended 14 by adding the following new paragraph: 15 NEW PARAGRAPH . c. A school district shall administer to 16 any student who, following the universal screening assessment 17 conducted pursuant to paragraph “a” , is determined to be 18 persistently at risk in reading, the dyslexia diagnostic 19 assessment if developed by the department of education pursuant 20 to section 256.9, subsection 60, paragraph “c” , and if the 21 assessment determines the student has characteristics of 22 dyslexia, the school district shall provide to the student 23 intensive instructional services and support relating to best 24 practices for the education of students with characteristics of 25 dyslexia in the manner required pursuant to this section. 26 Sec. 6. Section 279.68, subsection 2, paragraph d, 27 subparagraph (3), subparagraph division (a), Code 2020, is 28 amended to read as follows: 29 (a) Assists students who are persistently at risk in reading 30 to develop the skills to read at grade level. Assistance 31 shall include but not be limited to strategies that formally 32 address dyslexia, when appropriate. For purposes of this 33 subparagraph division (a), “dyslexia” means a specific and 34 significant impairment in the development of reading, including 35 -4- LSB 5518YH (5) 88 kh/jh 4/ 8

H.F. 2148 but not limited to phonemic awareness, phonics, fluency, 1 vocabulary, and comprehension, that is not solely accounted for 2 by intellectual disability, sensory disability or impairment, 3 or lack of appropriate instruction. 4 Sec. 7. Section 279.68, subsection 3, Code 2020, is amended 5 by adding the following new paragraph: 6 NEW PARAGRAPH . c. Prior to the beginning of each school 7 calendar, each school district shall require every classroom 8 teacher who is under contract to provide instruction in English 9 and language arts, mathematics, science, and social studies 10 to students enrolled in kindergarten through grade twelve, to 11 complete the Iowa reading research center dyslexia overview 12 module. However, a beginning teacher serving under an initial 13 or intern license has until the end of the teacher’s first year 14 of teaching to complete the module. 15 Sec. 8. Section 279.68, Code 2020, is amended by adding the 16 following new subsection: 17 NEW SUBSECTION . 4. For purposes of this section, “dyslexia” 18 means a specific learning disability that is neurobiological 19 in origin. “Dyslexia” is characterized by difficulties with 20 accurate or fluent word recognition and by poor spelling and 21 decoding abilities. These difficulties typically result from 22 a deficit in the phonological component of language that is 23 often unexpected in relation to other cognitive abilities and 24 the provision of effective classroom instruction. Secondary 25 consequences may include problems in reading comprehension and 26 reduced reading experience that can impede growth of vocabulary 27 and background knowledge. 28 Sec. 9. STATE MANDATE FUNDING SPECIFIED. In accordance 29 with section 25B.2, subsection 3, the state cost of requiring 30 compliance with any state mandate included in this Act shall 31 be paid by a school district from state school foundation aid 32 received by the school district under section 257.16. This 33 specification of the payment of the state cost shall be deemed 34 to meet all of the state funding-related requirements of 35 -5- LSB 5518YH (5) 88 kh/jh 5/ 8

H.F. 2148 section 25B.2, subsection 3, and no additional state funding 1 shall be necessary for the full implementation of this Act 2 by and enforcement of this Act against all affected school 3 districts. 4 EXPLANATION 5 The inclusion of this explanation does not constitute agreement with 6 the explanation’s substance by the members of the general assembly. 7 This bill relates to the education of kindergarten through 8 grade 12 students with characteristics of dyslexia and to 9 the preparation and licensure of practitioners who provide 10 instruction to such students. 11 STATE BOARD OF EDUCATION. The bill directs the state board, 12 in consultation with the Iowa reading research center and 13 the board of educational examiners, to adopt rules requiring 14 approved practitioner preparation programs to develop and offer 15 preparation for an advanced dyslexia specialist endorsement. 16 DIRECTOR’S DUTIES. The director of the department of 17 education must collaborate with area education agencies (AEAs) 18 to develop and implement an action plan for educators, using 19 the dyslexia professional learning framework proposed by the 20 Iowa dyslexia task force, for the identification and support 21 of students with characteristics of dyslexia; and employ a 22 dyslexia consultant with responsibilities outlined by the bill. 23 Also, subject to an appropriation of funds by the general 24 assembly, the director must develop and implement a pilot 25 program, in collaboration with the Iowa reading research center 26 and the board of educational examiners, to build the capacity 27 of all educators to provide high-quality literacy instruction 28 to all learners, intensive interventions for students with 29 more severe forms of dyslexia, and to identify best practices 30 for preparing practitioners as advanced dyslexia specialists; 31 and must, subject to an appropriation of funds by the general 32 assembly, develop with the Iowa reading research center 33 a dyslexia diagnostic assessment, and make the assessment 34 available to school districts and accredited nonpublic schools 35 -6- LSB 5518YH (5) 88 kh/jh 6/ 8

H.F. 2148 by July 1, 2022. 1 APPROVED PRACTITIONER PREPARATION REQUIREMENTS. The 2 state board of education is directed to adopt rules requiring 3 that each practitioner preparation program will, by July 1, 4 2021, develop and implement a dyslexia professional learning 5 framework, guided by the recommendations of the Iowa dyslexia 6 task force, and an action plan, in collaboration with the 7 Iowa reading research center, to provide commencing July 1, 8 2022, differentiated training on the knowledge, skills, and 9 dispositions, that is aligned to the framework, for students to 10 provide instruction as advanced dyslexia specialists. 11 BOARD OF EDUCATIONAL EXAMINERS. The board of educational 12 examiners is directed to adopt rules, in consultation with the 13 department of education, the Iowa reading research center, and 14 the AEAs, establishing an endorsement for an advanced dyslexia 15 specialist, including traditional and nontraditional pathways 16 for obtaining such endorsements. The bill establishes criteria 17 for the endorsement. 18 SCHOOL DISTRICT REQUIREMENTS. A school district must 19 administer to any student who is persistently at risk in 20 reading the dyslexia diagnostic assessment, if the general 21 assembly appropriates moneys for the development of the 22 assessment by the department. If the assessment determines the 23 student has characteristics of dyslexia, the school district 24 must provide to the student appropriate services and support. 25 Prior to the beginning of each school calendar, each school 26 district must require every classroom teacher of English and 27 language arts, mathematics, science, and social studies in K-12 28 to complete the Iowa reading research center dyslexia overview 29 module. Beginning teachers have until the end of their first 30 year of teaching to complete the module. 31 DYSLEXIA DEFINITION. The bill replaces the current 32 definition of “dyslexia” used for purposes of reading 33 curriculum guidelines, with a new definition for use relating 34 to Code section 279.68. Under the new definition, “dyslexia” 35 -7- LSB 5518YH (5) 88 kh/jh 7/ 8

H.F. 2148 means a specific learning disability that is neurobiological 1 in origin, characterized by difficulties with accurate or 2 fluent word recognition and by poor spelling and decoding 3 abilities which typically result from a deficit in the 4 phonological component of language that is often unexpected 5 in relation to other cognitive abilities and the provision of 6 effective classroom instruction. Secondary consequences may 7 include problems in reading comprehension and reduced reading 8 experience that can impede growth of vocabulary and background 9 knowledge. 10 The bill may include a state mandate as defined in Code 11 section 25B.3. The bill requires that the state cost of 12 any state mandate included in the bill be paid by a school 13 district from state school foundation aid received by the 14 school district under Code section 257.16. The specification 15 is deemed to constitute state compliance with any state mandate 16 funding-related requirements of Code section 25B.2. The 17 inclusion of this specification is intended to reinstate the 18 requirement of political subdivisions to comply with any state 19 mandates included in the bill. 20 -8- LSB 5518YH (5) 88 kh/jh 8/ 8