Bill Text: IA HSB680 | 2019-2020 | 88th General Assembly | Introduced
Bill Title: A bill for an act relating to language and literacy development for deaf and hard-of-hearing children.
Spectrum: Committee Bill
Status: (N/A - Dead) 2020-02-19 - Committee report, recommending passage. H.J. 309. [HSB680 Detail]
Download: Iowa-2019-HSB680-Introduced.html
House
Study
Bill
680
-
Introduced
HOUSE
FILE
_____
BY
(PROPOSED
COMMITTEE
ON
EDUCATION
BILL
BY
CHAIRPERSON
DOLECHECK)
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
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6308YC
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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
coordinator
to
work
with
the
5
state
school
for
the
deaf
and
the
area
education
agencies
early
6
access
administrators,
and
shall
select
language
developmental
7
milestones
from
existing
standardized
norms
for
purposes
8
of
developing
a
resource
for
use
by
parents
or
guardians
9
to
monitor
and
track
deaf
and
hard-of-hearing
children’s
10
expressive
and
receptive
language
acquisition
and
developmental
11
stages
toward
American
sign
language
and
English
literacy.
In
12
selecting
the
language
developmental
milestones,
the
early
13
language
development
coordinator
shall
consider
recommendations
14
from
the
advisory
committee
established
under
subsection
6.
15
b.
The
duties
of
the
early
language
development
coordinator
16
appointed
by
the
director
pursuant
to
paragraph
“a”
shall,
at
a
17
minimum,
include
all
of
the
following:
18
(1)
Developing
and
managing
language
milestones
for
each
19
age
levels
one
through
eight
in
American
sign
language
and
20
English
pursuant
to
subsection
3.
21
(2)
Staffing
the
advisory
committee
established
pursuant
22
to
subsection
6,
including
but
not
limited
to
organizing
and
23
facilitating
the
advisory
committee
meetings.
24
(3)
Developing
and
distributing
resources
for
parents
25
pertaining
to
language
development
pursuant
to
subsection
4.
26
(4)
Developing
and
distributing
resources
for
early
27
interventionists,
educators,
hospitals,
and
health
care
28
providers
pertaining
to
language
development.
29
(5)
Overseeing
follow-up
contacts
with
parents
and
30
guardians
regarding
the
need
for
unbiased
language
assessments
31
and
distribution
of
resources
toward
language
development
in
32
American
sign
language
and
English.
33
(6)
Planning
a
parent-friendly
procedure
for
outreach
and
34
follow-up.
35
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(7)
Coordinating
annual
or
biannual,
at
the
coordinator’s
1
discretion,
milestone
assessments
for
deaf
and
hard-of-hearing
2
children.
3
(8)
Managing
and
summarizing
data
outcomes
for
parents,
4
guardians,
and
partner
agencies
to
use,
including
the
annual
5
report
published
pursuant
to
subsection
8.
6
(9)
Providing
the
appropriate
training
for
language
7
assessment
personnel
and
serving
as
a
supervisor
to
such
8
personnel.
9
(10)
Maintaining
an
unbiased
two-fold
language
assessment
10
approach,
utilizing
both
American
sign
language
and
English,
11
in
selecting
milestones,
compiling
data,
employing
qualified
12
personnel,
and
distributing
resources.
13
2.
Parent
resource.
The
parent
resource
developed
pursuant
14
to
subsection
1
shall
meet
all
of
the
following
requirements:
15
a.
Include
American
sign
language
and
English
language
16
developmental
milestones
selected
under
subsection
1.
17
b.
Be
appropriate
for
use,
in
both
content
and
18
administration,
with
deaf
and
hard-of-hearing
children
from
19
birth
to
eight
years
of
age,
inclusive,
who
use
American
sign
20
language
or
English,
or
both.
21
c.
Present
the
language
developmental
milestones
in
terms
of
22
typical
development
of
all
children
from
birth
to
eight
years
23
of
age,
by
age
range.
24
d.
Be
written
for
clarity
and
ease
of
use
by
parents
and
25
guardians.
26
e.
Be
aligned
to
the
department
of
education’s
existing
27
infant,
toddler,
and
preschool
guidelines,
the
existing
28
instrument
used
to
assess
the
development
of
children
with
29
disabilities
pursuant
to
federal
law,
and
state
standards
in
30
English
language
arts.
31
f.
Clearly
specify
that
the
parent
resource
is
not
a
32
formal
assessment
of
language
and
literacy
development,
and
33
that
the
observations
of
a
child
by
the
child’s
parent
or
34
guardian
may
differ
from
formal
assessment
data
presented
at
an
35
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individualized
family
service
plan
or
individualized
education
1
program
meeting.
2
g.
Clearly
specify
that
a
parent
or
guardian
may
bring
3
the
parent
resource
to
an
individualized
family
service
plan
4
or
individualized
education
program
meeting
for
purposes
of
5
sharing
the
parent’s
or
guardian’s
observations
regarding
the
6
child’s
development.
7
3.
Selection
of
tools
or
assessments.
The
early
language
8
development
coordinator,
in
consultation
with
the
state
school
9
for
the
deaf
and
the
area
education
agencies’
early
access
10
administrators
and
early
hearing
detection
and
intervention
11
directors,
shall
select
existing
tools
or
assessments
for
12
educators
that
can
be
used
to
assess
American
sign
language
13
and
English
language
and
literacy
development
of
deaf
and
14
hard-of-hearing
children
from
birth
to
eight
years
of
age,
15
inclusive.
16
a.
Educator
tools
or
assessments
selected
under
this
17
subsection
shall
meet
the
following
criteria:
18
(1)
Be
in
a
format
that
shows
stages
of
language
19
development.
20
(2)
Be
selected
for
use
by
educators
to
track
the
21
development
of
deaf
and
hard-of-hearing
children’s
expressive
22
and
receptive
language
acquisition
and
developmental
stages
23
toward
American
sign
language
and
English
literacy.
24
(3)
Be
appropriate
in
both
content
and
administration
for
25
use
with
deaf
and
hard-of-hearing
children.
26
b.
Educator
tools
or
assessments
selected
under
this
27
subsection
may
do
either
of
the
following:
28
(1)
Be
used,
in
addition
to
any
assessment
required
by
29
federal
law,
by
the
child’s
individualized
family
service
plan
30
or
individualized
education
program
team,
as
applicable,
to
31
track
deaf
and
hard-of-hearing
children’s
progress
in
improving
32
expressive
and
receptive
language
skills,
and
to
establish
33
or
modify
individualized
family
service
or
individualized
34
education
program
plans.
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(2)
Reflect
the
recommendations
of
the
advisory
committee
1
convened
under
subsection
6.
2
4.
Dissemination.
The
early
language
development
3
coordinator
shall
disseminate
the
parent
resource
developed
4
pursuant
to
this
section
to
parents
and
guardians
of
deaf
and
5
hard-of-hearing
children
and,
consistent
with
federal
law,
6
shall
disseminate
the
educator
tools
and
assessments
selected
7
pursuant
to
subsection
3
to
early
hearing
detection
and
8
invention
programs,
area
education
agencies,
school
districts,
9
accredited
nonpublic
schools,
and
the
state
school
for
the
deaf
10
for
use
in
the
development
and
modification
of
individualized
11
family
service
or
individualized
education
program
plans,
12
and
shall
provide
materials
and
training
on
the
use
of
such
13
materials
to
assist
deaf
and
hard-of-hearing
children
in
14
kindergarten
readiness
using
American
sign
language
or
English,
15
or
both,
from
birth
through
age
eight.
16
5.
Plan
modification.
If
a
deaf
or
hard-of-hearing
child
17
does
not
demonstrate
progress
in
expressive
and
receptive
18
language
skills,
as
measured
by
one
of
the
educator
tools
or
19
assessments
selected
under
subsection
3,
or
by
the
existing
20
instrument
used
to
assess
the
development
of
children
21
with
disabilities
pursuant
to
federal
law,
the
child’s
22
individualized
family
service
plan
or
individualized
education
23
program
team,
as
applicable,
as
part
of
the
process
required
24
by
federal
law,
shall
explain
in
detail
the
reasons
why
25
the
child
is
not
meeting
or
progressing
toward
meeting
the
26
language
development
milestones,
and
shall
recommend
specific
27
strategies,
services,
and
programs
that
shall
be
provided
under
28
a
modified
individualized
family
service
plan
or
individualized
29
education
program,
as
appropriate,
to
assist
the
child
in
30
achieving
English
literacy
proficiency.
31
6.
Advisory
committee.
32
a.
The
department
of
education
shall
establish
and
consult
33
with
an
advisory
committee
for
purposes
of
soliciting
input
34
from
experts
on
the
selection
of
language
developmental
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milestones
for
children
who
are
deaf
or
hard-of-hearing
that
1
are
equivalent
to
those
for
children
who
are
not
deaf
or
2
hard-of-hearing,
for
inclusion
in
the
parent
resource
developed
3
and
disseminated
to
parents
and
guardians
pursuant
to
this
4
section.
The
early
language
development
coordinator
shall
5
provide
staffing
and
administrative
support
to
the
advisory
6
committee
and
shall
provide
the
committee
with
a
list
of
7
existing
language
developmental
milestones
from
existing
8
standardized
norms,
along
with
any
relevant
information
held
9
by
the
department
regarding
those
language
developmental
10
milestones
for
possible
inclusion
in
the
parent
resource
11
developed
pursuant
to
this
section.
12
b.
The
advisory
committee
may
do
any
of
the
following:
13
(1)
Make
recommendations
on
the
selection
and
use
of
the
14
educator
tools
or
assessments
selected
pursuant
to
subsection
15
3.
16
(2)
Advise
the
department
or
its
consultants
on
the
content
17
and
administration
of
the
existing
instrument
used
to
assess
18
the
development
of
children
with
disabilities
pursuant
to
19
federal
law,
and
to
assess
deaf
and
hard-of-hearing
children’s
20
language
and
literacy
development
to
ensure
the
appropriate
21
use
of
that
instrument
with
such
children,
and
may
make
22
recommendations
regarding
future
research
to
improve
the
23
measurement
of
progress
of
deaf
and
hard-of-hearing
children
in
24
language
and
literacy
development.
25
(3)
The
advisory
committee
shall
consist
of
seven
26
volunteers,
the
majority
of
whom
shall
be
deaf
or
27
hard-of-hearing,
and
all
of
whom
shall
have
experience
28
or
involvement
within
the
field
of
education
for
the
29
deaf
and
hard-of-hearing
or
relating
directly
to
deaf
and
30
hard-of-hearing
children.
The
advisory
committee
shall
include
31
all
of
the
following
members:
32
(a)
One
parent
or
guardian
of
a
child
who
is
deaf
or
33
hard-of-hearing
and
who
uses
both
American
sign
language
and
34
English
or
who
uses
spoken
English.
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(b)
One
licensed
teacher
who
uses
American
sign
language
and
1
English.
2
(c)
One
licensed
teacher
who
uses
spoken
English.
3
(d)
One
person
who
shall
be
the
parent
or
guardian
of
a
deaf
4
or
hard-of-hearing
child
or
an
interpreter,
speech
pathologist,
5
teacher
of
the
deaf,
human
rights
advocate,
child
advocate,
or
6
licensed
education
administrator.
7
(e)
One
advocate
for
the
deaf
or
an
advocate
of
American
8
sign
language.
9
(f)
One
American
sign
language
specialist,
American
sign
10
language
professor,
or
native
signer
recommended
by
the
Iowa
11
association
of
the
deaf
and
the
office
of
deaf
services
of
the
12
department
of
human
rights.
13
(g)
One
speech
pathologist
whose
expertise
is
in
spoken
14
English,
or
an
early
interventionist
who
uses
spoken
English.
15
c.
The
early
language
development
coordinator
shall
16
convene
the
advisory
committee
by
March
1,
2021,
and
as
17
frequently
thereafter
as
the
coordinator
deems
necessary
18
for
purposes
of
this
section.
The
advisory
committee
shall
19
submit
recommendations
to
the
state
board
of
education
by
July
20
1,
2021,
and
shall
submit
recommendations
thereafter
as
the
21
coordinator
deems
necessary.
22
7.
Activities
——
consistent
with
federal
law.
All
activities
23
of
the
department
of
education
in
implementing
this
section
24
shall
be
consistent
with
federal
law
for
the
assessment
of
25
children
from
birth
to
eight
years
of
age,
inclusive.
26
8.
Annual
report.
The
department
of
education
shall
27
annually
compile,
and
publish
on
the
department’s
internet
28
site,
a
report
using
existing
data
reported
in
compliance
29
with
the
state
performance
plan
on
pupils
with
disabilities,
30
required
under
federal
law,
that
is
specific
to
language
and
31
literacy
development
in
deaf
and
hard-of-hearing
children
32
from
birth
to
eight
years
of
age,
inclusive,
including
those
33
children
who
are
deaf
or
hard-of-hearing
and
have
other
34
disabilities,
relative
to
the
children’s
peers
who
are
not
deaf
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or
hard-of-hearing.
1
9.
Definitions.
For
purposes
of
this
section,
unless
the
2
context
otherwise
requires:
3
a.
“English”
includes
spoken
English,
written
English,
or
4
English
with
the
use
of
visual
supplements.
5
b.
“Federal
law”
means
the
federal
Individuals
with
6
Disabilities
Education
Act,
as
amended
by
the
federal
7
Individuals
with
Disabilities
Improvement
Act,
Pub.
L.
No.
8
108-446,
20
U.S.C.
§1400
et
seq.,
as
amended.
9
EXPLANATION
10
The
inclusion
of
this
explanation
does
not
constitute
agreement
with
11
the
explanation’s
substance
by
the
members
of
the
general
assembly.
12
This
bill
provides
for
the
development
and
dissemination
of
13
a
parent
resource
for
the
parents
and
guardians
of
children
14
who
are
deaf
or
hard-of-hearing;
requires
the
director
of
15
the
department
of
education
to
employ
an
early
language
16
development
coordinator,
provides
for
the
identification
of
17
tools
or
assessments
educators
can
use
to
assess
the
language
18
and
literacy
development
of
such
children
from
birth
to
eight
19
years
of
age;
requires,
if
such
a
child
is
not
meeting
language
20
development
milestones,
that
the
child’s
individualized
family
21
service
plan
(IFSP)
or
individualized
education
program
(IEP)
22
team
explain
in
detail
the
reasons
why
the
child
is
not
meeting
23
the
milestones
and
submit
modifications
to
the
plan
to
assist
24
the
child
in
achieving
English
literacy
proficiency;
and
25
provides
for
the
establishment
of
an
advisory
committee
for
26
purposes
of
soliciting
input
from
experts
on
the
selection
27
of
language
developmental
milestones
for
such
children
that
28
are
equivalent
to
milestones
for
children
who
are
not
deaf
or
29
hard-of-hearing.
The
bill
provides
that
“English”
includes
30
spoken
English,
written
English,
or
English
with
the
use
of
31
visual
supplements.
32
EARLY
LANGUAGE
DEVELOPMENT
COORDINATOR.
The
bill
lists
the
33
duties
of
the
early
language
development
coordinator,
including
34
but
not
limited
to
staffing
the
advisory
committee;
developing
35
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and
distributing
resources;
overseeing
follow-up
contacts
with
1
parents
and
guardians
regarding
the
need
for
unbiased
language
2
assessments
and
distribution
of
resources
toward
language
3
development
in
American
sign
language
and
English;
planning
4
a
parent-friendly
procedure
for
outreach
and
follow-ups;
5
providing
the
appropriate
training
for
language
assessment
6
personnel
and
serving
as
a
supervisor
to
such
personnel;
and
7
utilizing
both
American
sign
language
and
English
in
selecting
8
milestones,
compiling
data,
employing
qualified
personnel,
and
9
distributing
resources.
10
LANGUAGE
DEVELOPMENTAL
MILESTONES
——
SELECTION.
The
11
bill
requires
the
early
language
development
coordinator
to
12
cooperate
with
the
state
school
for
the
deaf
and
area
education
13
agency
early
access
administrators
in
selecting
language
14
developmental
milestones
from
existing
standardized
norms
for
15
purposes
of
developing
a
resource
parents
or
guardians
can
use
16
to
monitor
and
track
a
deaf
or
hard-of-hearing
child’s
progress
17
toward
English
literacy.
18
PARENT
RESOURCE.
In
addition
to
the
milestones,
the
parent
19
resource
must
be
clearly
written
and
appropriate
for
use
20
with
deaf
and
hard-of-hearing
children
from
birth
to
eight
21
years
of
age
who
use
American
sign
language
or
English,
or
22
both;
present
the
milestones
in
terms
of
typical
development
23
of
all
children;
be
aligned
to
the
state’s
existing
infant,
24
toddler,
and
preschool
guidelines
and
standards
in
English
25
language
arts,
and
with
federal
law,
regarding
the
assessment
26
instrument.
Under
the
bill,
the
term
“federal
law”
means
the
27
federal
Individuals
with
Disabilities
Education
Act
(IDEA),
as
28
amended.
Further,
the
resource
must
clearly
specify
that
it
is
29
not
a
formal
assessment
of
language
and
literacy
development,
30
that
the
observations
of
a
child
by
the
child’s
parent
or
31
guardian
may
differ
from
formal
assessment
data,
and
that
a
32
parent
or
guardian
may
bring
the
parent
resource
to
an
IFSP
or
33
IEP
meeting.
34
ASSESSMENTS
——
TOOLS.
The
early
language
development
35
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coordinator,
in
consultation
with
other
agencies
serving
deaf
1
and
hard-of-hearing
children,
must
select
existing
tools
or
2
assessments
for
educators
that
can
be
used
to
assess
the
3
language
and
literacy
development
of
deaf
and
hard-of-hearing
4
children
from
birth
to
eight
years
of
age.
5
DISSEMINATION.
The
early
language
development
coordinator
6
must
disseminate
the
parent
resource
to
parents
and
guardians
7
of
deaf
and
hard-of-hearing
children
and,
consistent
with
8
the
federal
IDEA,
shall
disseminate
the
educator
tools
and
9
assessments
to
early
hearing
detection
and
intervention
10
programs,
area
education
agencies,
school
districts,
accredited
11
nonpublic
schools,
and
the
school
for
the
deaf
for
use
in
the
12
development
and
modification
of
IFSPs
or
IEPs,
and
provide
13
materials
and
training
on
the
use
of
such
materials.
14
PLAN
MODIFICATION.
If
a
deaf
or
hard-of-hearing
child
15
does
not
demonstrate
progress
in
improving
expressive
and
16
receptive
language
skills,
as
measured
by
an
educator
tool
or
17
assessment,
the
child’s
IFSP
or
IEP
team,
as
applicable,
shall,
18
as
part
of
the
process
required
by
the
federal
IDEA,
explain
in
19
detail
the
reasons
why
the
child
is
not
meeting
or
progressing
20
toward
meeting
the
language
development
milestones,
and
shall
21
recommend
specific
strategies,
services,
and
programs
that
must
22
be
provided
under
a
modified
IFSP
or
IEP,
as
appropriate,
to
23
assist
the
child
in
achieving
English
literacy
proficiency.
24
ADVISORY
COMMITTEE.
The
department
of
education
is
25
directed
to
establish
and
consult
with
an
advisory
committee
26
to
receive
input
for
inclusion
in
the
parent
resource.
The
27
early
language
development
coordinator
shall
provide
staffing
28
and
administrative
support
to
the
committee
and
must
provide
29
the
committee
with
a
list
of
existing
language
developmental
30
milestones
from
existing
standardized
norms,
along
with
any
31
relevant
information
held
by
the
department
regarding
those
32
milestones.
33
The
advisory
committee
may
make
recommendations
on
the
34
selection
and
use
of
the
educator
tools
or
assessments,
may
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advise
the
department
or
its
consultants
on
the
content
and
1
administration
of
the
existing
instrument
used
under
the
2
federal
IDEA
to
assess
deaf
and
hard-of-hearing
children’s
3
language
and
literacy
development
to
ensure
the
appropriate
4
use
of
that
instrument
with
such
children,
and
may
make
5
recommendations
regarding
future
research
to
improve
the
6
measurement
of
progress
of
deaf
and
hard-of-hearing
children
in
7
language
and
literacy
development.
8
The
advisory
committee
shall
consist
of
seven
volunteers,
9
the
majority
of
whom
shall
be
deaf
or
hard-of-hearing.
The
10
bill
specifies
the
level
of
expertise
or
experience
each
11
individual
member
must
bring
to
the
committee.
12
The
director
of
the
department
must
convene
the
advisory
13
committee
by
March
1,
2021,
and
thereafter
may
convene
the
14
committee
as
the
director
deems
necessary.
The
advisory
15
committee
shall
submit
recommendations
to
the
state
board
of
16
education
by
July
1,
2021,
and
shall
submit
recommendations
17
thereafter
as
the
director
of
the
department
deems
necessary.
18
ACTIVITIES.
All
activities
of
the
department
of
education
19
in
implementing
the
requirements
under
the
bill
must
be
20
consistent
with
the
federal
IDEA
for
the
assessment
of
children
21
from
birth
to
eight
years
of
age.
22
ANNUAL
REPORT.
The
department
of
education
must
annually
23
compile,
and
publish
on
the
department’s
internet
site,
a
24
report
using
existing
data
reported
in
compliance
with
the
25
state
performance
plan
on
pupils
with
disabilities,
required
26
under
the
federal
IDEA,
that
is
specific
to
language
and
27
literacy
development
of
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.
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