Bill Text: IA HF2539 | 2019-2020 | 88th General Assembly | Amended
Bill Title: A bill for an act relating to language and literacy development for deaf and hard-of-hearing children. (Formerly HSB 680.)
Spectrum: Committee Bill
Status: (Engrossed - Dead) 2020-03-10 - Fiscal note. [HF2539 Detail]
Download: Iowa-2019-HF2539-Amended.html
House
File
2539
-
Reprinted
HOUSE
FILE
2539
BY
COMMITTEE
ON
EDUCATION
(SUCCESSOR
TO
HSB
680)
(As
Amended
and
Passed
by
the
House
March
4,
2020
)
A
BILL
FOR
An
Act
relating
to
language
and
literacy
development
for
deaf
1
and
hard-of-hearing
children.
2
BE
IT
ENACTED
BY
THE
GENERAL
ASSEMBLY
OF
THE
STATE
OF
IOWA:
3
HF
2539
(2)
88
kh/jh/md
H.F.
2539
Section
1.
NEW
SECTION
.
256B.10
Deaf
and
hard-of-hearing
1
children
——
language
developmental
milestones.
2
1.
Language
developmental
milestones
——
selection.
3
a.
The
director
of
the
department
of
education
shall
appoint
4
an
early
language
development
consultant
to
work
with
the
5
state
school
for
the
deaf,
the
area
education
agencies,
school
6
districts,
and
the
early
hearing
detection
and
intervention
7
program
in
the
department
of
public
health,
and
shall
select
8
language
developmental
milestones
from
existing
standardized
9
norms
for
purposes
of
developing
a
resource
for
use
by
parents
10
or
guardians
to
monitor
and
track
deaf
and
hard-of-hearing
11
children’s
expressive
and
receptive
language
acquisition
and
12
developmental
stages
toward
American
sign
language
and
English
13
literacy.
In
selecting
the
language
developmental
milestones,
14
the
early
language
development
consultant
shall
consider
15
recommendations
from
the
advisory
committee
established
under
16
subsection
5.
17
b.
The
duties
of
the
early
language
development
consultant
18
appointed
by
the
director
pursuant
to
paragraph
“a”
shall,
at
a
19
minimum,
include
all
of
the
following:
20
(1)
Developing
and
managing
language
milestones
for
each
21
age,
from
birth
through
age
eight,
in
American
sign
language
22
and
English
pursuant
to
subsection
3.
23
(2)
Staffing
the
advisory
committee
established
pursuant
24
to
subsection
5,
including
but
not
limited
to
organizing
and
25
facilitating
the
advisory
committee
meetings.
26
(3)
Developing
and
distributing
resources
for
parents
27
pertaining
to
language
development
pursuant
to
subsection
4.
28
(4)
Developing
and
distributing
resources
for
early
29
interventionists,
educators,
hospitals,
and
health
care
30
providers
pertaining
to
language
development.
31
(5)
Exercising
general
supervision
over
follow-up
contacts
32
with
parents
and
guardians
regarding
the
need
for
valid
and
33
reliable
language
assessments
and
distribution
of
resources
34
toward
language
development
in
American
sign
language
and
35
-1-
HF
2539
(2)
88
kh/jh/md
1/
7
H.F.
2539
English.
1
(6)
Planning
a
parent-friendly
procedure
for
outreach
and
2
follow-up.
3
(7)
Exercising
general
supervision
over
annual
or
biannual,
4
at
the
consultant’s
discretion,
milestone
assessments
for
deaf
5
and
hard-of-hearing
children.
6
(8)
Managing
and
summarizing
data
outcomes
for
parents,
7
guardians,
and
partner
agencies
to
use,
including
the
annual
8
report
published
pursuant
to
subsection
7.
9
(9)
Arranging
for
and
exercising
general
supervision
over
10
the
appropriate
training
for
language
assessment
personnel.
11
(10)
Maintaining
valid
and
reliable
two-fold
language
12
assessment
approach,
utilizing
both
American
sign
language
and
13
English,
in
selecting
milestones,
compiling
data,
employing
14
qualified
personnel,
and
distributing
resources.
15
2.
Parent
resource.
The
parent
resource
developed
pursuant
16
to
subsection
1
shall
meet
all
of
the
following
requirements:
17
a.
Include
American
sign
language
and
English
language
18
developmental
milestones
selected
under
subsection
1.
19
b.
Be
appropriate
for
use,
in
both
content
and
20
administration,
with
deaf
and
hard-of-hearing
children
from
21
birth
to
eight
years
of
age,
inclusive,
who
use
American
sign
22
language
or
English,
or
both.
23
c.
Present
the
language
developmental
milestones
in
terms
of
24
typical
development
of
all
children
from
birth
to
eight
years
25
of
age,
by
age
range.
26
d.
Be
written
for
clarity
and
ease
of
use
by
parents
and
27
guardians.
28
e.
Be
aligned
to
the
department
of
education’s
existing
29
infant,
toddler,
and
preschool
guidelines,
standards
for
30
evaluating
eligibility
and
progress
for
early
intervention
or
31
special
education
under
federal
law,
and
state
standards
in
32
English
language
arts.
33
f.
Clearly
specify
that
the
parent
resource
is
not
a
34
formal
assessment
of
language
and
literacy
development,
and
35
-2-
HF
2539
(2)
88
kh/jh/md
2/
7
H.F.
2539
that
the
observations
of
a
child
by
the
child’s
parent
or
1
guardian
may
differ
from
formal
assessment
data
presented
at
an
2
individualized
family
service
plan
or
individualized
education
3
program
meeting.
4
g.
Clearly
specify
that
a
parent
or
guardian
may
bring
5
the
parent
resource
to
an
individualized
family
service
plan
6
or
individualized
education
program
meeting
for
purposes
of
7
sharing
the
parent’s
or
guardian’s
observations
regarding
the
8
child’s
development.
9
3.
Selection
of
tools
or
assessments.
The
early
language
10
development
consultant,
in
consultation
with
the
state
school
11
for
the
deaf,
the
area
education
agencies,
school
districts,
12
and
the
early
hearing
detection
and
intervention
program
in
the
13
department
of
public
health,
shall
select
existing
tools
or
14
assessments
for
educators
that
can
be
used
to
assess
American
15
sign
language
and
English
language
and
literacy
development
of
16
deaf
and
hard-of-hearing
children
from
birth
to
eight
years
of
17
age,
inclusive.
18
a.
Educator
tools
or
assessments
selected
under
this
19
subsection
shall
meet
the
following
criteria:
20
(1)
Be
in
a
format
that
shows
stages
of
language
21
development.
22
(2)
Be
selected
for
use
by
educators
to
track
the
23
development
of
deaf
and
hard-of-hearing
children’s
expressive
24
and
receptive
language
acquisition
and
developmental
stages
25
toward
American
sign
language
and
English
literacy.
26
(3)
Be
appropriate
in
both
content
and
administration
for
27
use
with
deaf
and
hard-of-hearing
children.
28
b.
Educator
tools
or
assessments
selected
under
this
29
subsection
may
do
either
of
the
following:
30
(1)
Be
used,
in
addition
to
any
assessment
required
by
31
federal
law,
by
the
child’s
individualized
family
service
plan
32
or
individualized
education
program
team,
as
applicable,
to
33
track
deaf
and
hard-of-hearing
children’s
progress
in
improving
34
expressive
and
receptive
language
skills,
and
to
establish
or
35
-3-
HF
2539
(2)
88
kh/jh/md
3/
7
H.F.
2539
modify
individualized
family
service
plans
or
individualized
1
education
programs.
2
(2)
Reflect
the
recommendations
of
the
advisory
committee
3
convened
under
subsection
5.
4
4.
Dissemination.
The
early
language
development
5
consultant
shall
disseminate
the
parent
resource
developed
6
pursuant
to
this
section
to
parents
and
guardians
of
deaf
and
7
hard-of-hearing
children
and,
consistent
with
federal
law,
8
shall
disseminate
the
educator
tools
and
assessments
selected
9
pursuant
to
subsection
3
to
early
hearing
detection
and
10
invention
programs,
area
education
agencies,
school
districts,
11
accredited
nonpublic
schools,
and
the
state
school
for
the
deaf
12
for
use
in
the
development
and
modification
of
individualized
13
family
service
or
individualized
education
program
plans,
14
and
shall
provide
materials
and
training
on
the
use
of
such
15
materials
to
assist
deaf
and
hard-of-hearing
children
in
16
kindergarten
readiness
using
American
sign
language
or
English,
17
or
both,
from
birth
through
age
eight.
18
5.
Advisory
committee.
19
a.
The
department
of
education
shall
establish
and
consult
20
with
an
advisory
committee
for
purposes
of
soliciting
input,
21
including
input
from
experts
on
the
selection
of
language
22
developmental
milestones
for
children
who
are
deaf
or
23
hard-of-hearing
that
are
equivalent
to
those
for
children
who
24
are
not
deaf
or
hard-of-hearing,
for
inclusion
in
the
parent
25
resource
developed
and
disseminated
to
parents
and
guardians
26
pursuant
to
this
section.
The
early
language
development
27
consultant
shall
provide
staffing
and
administrative
support
28
to
the
advisory
committee
and
shall
provide
the
committee
29
with
a
list
of
existing
language
developmental
milestones
30
from
existing
standardized
norms,
along
with
any
relevant
31
information
held
by
the
department
regarding
those
language
32
developmental
milestones
for
possible
inclusion
in
the
parent
33
resource
developed
pursuant
to
this
section.
34
b.
The
advisory
committee
shall
do
all
of
the
following:
35
-4-
HF
2539
(2)
88
kh/jh/md
4/
7
H.F.
2539
(1)
Make
recommendations
on
the
selection
and
use
of
the
1
educator
tools
or
assessments
selected
pursuant
to
subsection
2
3.
3
(2)
Advise
the
department
or
its
consultants
on
the
content
4
and
administration
of
existing
evaluation
and
assessment
tools,
5
instruments,
and
procedures
used
to
assess
the
development
6
of
children
with
disabilities
pursuant
to
federal
law,
and
7
to
assess
deaf
and
hard-of-hearing
children’s
language
and
8
literacy
development
to
ensure
the
appropriate
use
of
such
9
tools,
instruments,
and
procedures
with
such
children,
and
may
10
make
recommendations
regarding
future
research
to
improve
the
11
measurement
of
progress
of
deaf
and
hard-of-hearing
children
in
12
language
and
literacy
development.
13
(3)
Develop
a
process
in
compliance
with
federal
law
for
14
plan
modifications
if
a
deaf
or
hard-of-hearing
child
does
not
15
demonstrate
adequate
yearly
progress
in
improving
expressive
16
and
receptive
language
skills,
as
measured
by
an
educator
tool
17
or
assessment
selected
pursuant
to
subsection
3.
18
(4)
The
advisory
committee
shall
consist
of
seven
19
volunteers,
the
majority
of
whom
shall
be
deaf
or
20
hard-of-hearing,
and
all
of
whom
shall
have
experience
21
or
involvement
within
the
field
of
education
for
the
22
deaf
and
hard-of-hearing
or
relating
directly
to
deaf
and
23
hard-of-hearing
children.
The
advisory
committee
shall
include
24
all
of
the
following
members:
25
(a)
One
parent
or
guardian
of
a
child
who
is
deaf
or
26
hard-of-hearing
and
who
uses
both
American
sign
language
and
27
English
or
who
uses
spoken
English.
28
(b)
One
licensed
teacher
who
uses
American
sign
language
and
29
English.
30
(c)
One
licensed
teacher
who
uses
spoken
English.
31
(d)
One
person
who
shall
be
the
parent
or
guardian
of
a
deaf
32
or
hard-of-hearing
child
or
an
interpreter,
speech
pathologist,
33
teacher
of
the
deaf,
human
rights
advocate,
child
advocate,
or
34
licensed
education
administrator.
35
-5-
HF
2539
(2)
88
kh/jh/md
5/
7
H.F.
2539
(e)
One
advocate
for
the
deaf
or
an
advocate
of
American
1
sign
language.
2
(f)
One
American
sign
language
specialist,
American
sign
3
language
professor,
or
native
signer
recommended
by
the
Iowa
4
association
of
the
deaf
and
the
office
of
deaf
services
of
the
5
department
of
human
rights.
6
(g)
One
speech
pathologist
whose
expertise
is
in
spoken
7
English,
or
an
early
interventionist
who
uses
spoken
English.
8
c.
The
early
language
development
consultant
shall
9
convene
the
advisory
committee
by
March
1,
2021,
and
as
10
frequently
thereafter
as
the
consultant
deems
necessary
11
for
purposes
of
this
section.
The
advisory
committee
shall
12
submit
recommendations
to
the
state
board
of
education
by
13
July
1,
2021,
shall
submit
recommendations
relating
to
plan
14
modifications
developed
pursuant
to
paragraph
“b”
,
subparagraph
15
(3),
to
the
state
board
of
education
and
to
the
general
16
assembly
by
December
1,
2021,
and
shall
submit
recommendations
17
thereafter
as
the
consultant
deems
necessary.
18
6.
Activities
——
consistent
with
federal
law.
All
activities
19
of
the
department
of
education
in
implementing
this
section
20
shall
be
consistent
with
federal
law
for
the
education
of
21
children
from
birth
to
eight
years
of
age,
inclusive.
22
7.
Annual
report.
The
department
of
education
shall
23
annually
compile,
and
publish
on
the
department’s
internet
24
site,
a
report
using
existing
data
reported
in
compliance
25
with
the
state
performance
plan
on
pupils
with
disabilities,
26
required
under
federal
law,
that
is
specific
to
language
and
27
literacy
development
in
deaf
and
hard-of-hearing
children
28
from
birth
to
eight
years
of
age,
inclusive,
including
those
29
children
who
are
deaf
or
hard-of-hearing
and
have
other
30
disabilities,
relative
to
the
children’s
peers
who
are
not
deaf
31
or
hard-of-hearing.
32
8.
Definitions.
For
purposes
of
this
section,
unless
the
33
context
otherwise
requires:
34
a.
“English”
includes
spoken
English,
written
English,
or
35
-6-
HF
2539
(2)
88
kh/jh/md
6/
7
H.F.
2539
English
with
the
use
of
visual
supplements.
1
b.
“Federal
law”
means
the
federal
Individuals
with
2
Disabilities
Education
Act,
as
amended
by
the
federal
3
Individuals
with
Disabilities
Improvement
Act,
Pub.
L.
No.
4
108-446,
20
U.S.C.
§1400
et
seq.,
as
amended.
5
-7-
HF
2539
(2)
88
kh/jh/md
7/
7
