Full Text of HB1124 103rd General Assembly
HB1124ham001 103RD GENERAL ASSEMBLY | Rep. Michelle Mussman Filed: 3/6/2023
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| 1 | | AMENDMENT TO HOUSE BILL 1124
| 2 | | AMENDMENT NO. ______. Amend House Bill 1124 by replacing | 3 | | everything after the enacting clause with the following:
| 4 | | "Section 5. The School Code is amended by changing Section | 5 | | 2-3.161 and by adding Sections 10-20.85 and 34-18.82 as | 6 | | follows: | 7 | | (105 ILCS 5/2-3.161) | 8 | | Sec. 2-3.161. Definition of dyslexia; reading instruction | 9 | | advisory group; handbook ; screening rules; employment of | 10 | | specialists . | 11 | | (a) In this Section, "universal screener" means a screener | 12 | | used to aid educators in understanding the causes for student | 13 | | performance, learning strengths, and the needs that underlie | 14 | | student performance. The screener is conducted to identify or | 15 | | predict which students may be at risk for poor learning | 16 | | outcomes and is typically brief and conducted with all |
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| 1 | | students at a particular grade level. | 2 | | (a-5) The State Board of Education shall incorporate, in | 3 | | both general education and special education, the following | 4 | | definition of dyslexia: | 5 | | Dyslexia is a specific learning disability that is | 6 | | neurobiological in origin.
Dyslexia is characterized by | 7 | | difficulties with accurate and/or fluent word
recognition | 8 | | and by poor spelling and decoding abilities. These | 9 | | difficulties
typically result from a deficit in the | 10 | | phonological component of language
that is often | 11 | | unexpected in relation to other cognitive abilities and | 12 | | the
provision of effective classroom instruction. | 13 | | Secondary consequences may
include problems in reading | 14 | | comprehension and reduced reading experience that
can | 15 | | impede growth of vocabulary and background knowledge. | 16 | | (b) (Blank).
| 17 | | (c) The State Board of Education shall develop and | 18 | | maintain a handbook to be made available on its Internet | 19 | | website that provides guidance for pupils, parents or | 20 | | guardians, and teachers on the subject of dyslexia. The | 21 | | handbook shall include, but is not limited to: | 22 | | (1) guidelines for teachers and parents or guardians | 23 | | on how to identify signs of dyslexia; | 24 | | (2) a description of educational strategies that have | 25 | | been shown to improve the academic performance of pupils | 26 | | with dyslexia; and |
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| 1 | | (3) a description of resources and services available | 2 | | to pupils with dyslexia, parents or guardians of pupils | 3 | | with dyslexia, and teachers ; and . | 4 | | (4) guidelines on the administration of a universal | 5 | | screener and secondary reviews, the interpretation of data | 6 | | from these screeners and reviews, and the resulting | 7 | | appropriate instruction under Section 10-20.85 or 34-18.82 | 8 | | within a multi-tiered system of support framework. | 9 | | The State Board shall review the handbook on or before | 10 | | January 1, 2024 and at least once every 4 years to update , if | 11 | | necessary, the guidelines, educational strategies, or | 12 | | resources and services made available in the handbook. | 13 | | (d) The State Board of Education shall adopt any rules | 14 | | necessary to ensure that a student will be screened, as | 15 | | provided under Section 10-20.85 or 34-18.82, for the risk | 16 | | factors of reading difficulties, including dyslexia, using a | 17 | | universal screener. A student shall be screened: | 18 | | (1) if a student is enrolled in a public school in any | 19 | | of grades kindergarten through 2; | 20 | | (2) if a student in any of the grades kindergarten | 21 | | through 2: | 22 | | (A) transfers to a new public school; and | 23 | | (B) has not been screened previously during the | 24 | | school year; | 25 | | (3) if a teacher, parent, or guardian of a student in | 26 | | grade 3 or higher requests the student be screened for |
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| 1 | | risk factors of reading difficulties, including dyslexia, | 2 | | using a universal screener; and | 3 | | (4) if a student from another state enrolls for the | 4 | | first time in any of grades kindergarten through 2 in a | 5 | | school district in this State provided that if a student's | 6 | | score is below 3.0 on either the listening or the speaking | 7 | | portion of the ACCESS for ELLs assessment, the student may | 8 | | be exempt from a universal screener as determined by the | 9 | | school's or school district's English language learner | 10 | | team. | 11 | | (e) The universal screener must include, as | 12 | | developmentally appropriate, all of the following: | 13 | | (1) phonological and phonemic awareness; | 14 | | (2) sound symbol recognition; | 15 | | (3) alphabet knowledge; | 16 | | (4) decoding skills; | 17 | | (5) rapid naming skills; | 18 | | (6) encoding skills; and | 19 | | (7) oral reading fluency. | 20 | | (f) No later than January 1, 2024, the State Board of | 21 | | Education shall employ at least 5 dyslexia specialists or | 22 | | dyslexia therapists with a minimum of 5 years of field | 23 | | experience in screening, identifying, and treating dyslexia | 24 | | and related disorders to provide both of the following: | 25 | | (1) technical assistance for dyslexia and related | 26 | | disorders to the State Board of Education and school |
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| 1 | | districts; and | 2 | | (2) training to school district employees in: | 3 | | (A) administering a universal screener and | 4 | | secondary review; | 5 | | (B) analyzing and interpreting screening and | 6 | | secondary review data; and | 7 | | (C) determining, within the multi-tiered system of | 8 | | support framework, appropriate intervention services | 9 | | in accordance with Sections 10-20.85 and 34-18.82. | 10 | | (g) The State Board of Education shall adopt any rules | 11 | | necessary to ensure that a student receives intervention under | 12 | | Section 10-20.85 or 34-18.82. | 13 | | (Source: P.A. 102-539, eff. 8-20-21.) | 14 | | (105 ILCS 5/10-20.85 new) | 15 | | Sec. 10-20.85. Dyslexia screening and support. | 16 | | (a) In this Section: | 17 | | "Secondary review" means a process, as determined by a | 18 | | school district, for gathering additional information to | 19 | | determine if risk factors of reading difficulties, including | 20 | | dyslexia, are present. | 21 | | "Universal screener" means a screener used to aid | 22 | | educators in understanding the causes for student performance, | 23 | | learning strengths, and the needs that underlie student | 24 | | performance. The screener is conducted to identify or predict | 25 | | which students may be at risk for poor learning outcomes and is |
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| 1 | | typically brief and conducted with all students at a | 2 | | particular grade level. | 3 | | (b) Beginning with the 2024-2025 school year, each school | 4 | | district must screen students, no less than once each school | 5 | | year, in grades kindergarten through 2 for risk factors of | 6 | | reading difficulties, including dyslexia using a universal | 7 | | screener approved by the State Board of Education. | 8 | | (c) If a universal screener administered under subsection | 9 | | (b) indicates that a student is at risk or at some risk for | 10 | | dyslexia reading difficulties, including dyslexia, the school | 11 | | district must conduct a secondary review of the student. | 12 | | Through the secondary review, the school district must gather | 13 | | additional information to determine if the student has risk | 14 | | factors of reading difficulties, including dyslexia. The | 15 | | additional information may include, but is not limited to, | 16 | | information from progress monitoring data, work samples, | 17 | | additional age and grade appropriate literacy assessments, | 18 | | teacher questionnaires, parent interviews, information | 19 | | regarding the student's family history related to dyslexia, | 20 | | and speech and language assessments. For any student who is an | 21 | | English language learner, the school's or school district's | 22 | | English language learner team must be included in the | 23 | | secondary review of the student. | 24 | | (d) If the secondary review indicates that a student has | 25 | | some risk factors of reading difficulties, including dyslexia, | 26 | | the school must use a multi-tiered system of support framework |
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| 1 | | to address the needs of the student. | 2 | | (e) If a student's secondary review indicates that a | 3 | | student has risk factors of reading difficulties, the school | 4 | | district must notify the student's parent or guardian. | 5 | | (f) If a student's secondary review indicates that the | 6 | | student has risk factors for reading difficulties, including | 7 | | dyslexia, the intervention provided to the student must | 8 | | utilize a structured literacy approach as outlined in the | 9 | | State Board of Education's handbook under subsection (c) of | 10 | | Section 2-3.161. The intervention must: | 11 | | (1) provide explicit, direct, systematic, sequential, | 12 | | and cumulative instruction that adheres to a logical plan | 13 | | about the alphabetic principle and is designed to | 14 | | accommodate the needs of each individual student without | 15 | | presuming prior skills or knowledge; | 16 | | (2) implement evidence-based practices that have been | 17 | | proven effective in the treatment of dyslexia; | 18 | | (3) engage the student in multi-modal language | 19 | | learning techniques; | 20 | | (4) include phonemic awareness activities to enable | 21 | | the student to detect, segment, blend, and manipulate | 22 | | sounds in the spoken language; | 23 | | (5) provide graphophonemic knowledge for teaching the | 24 | | letter sound plan of the English language; | 25 | | (6) teach the structure and patterns of the English | 26 | | language, including linguistic instruction in morphology, |
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| 1 | | semantics, syntax, and pragmatics, that are directed | 2 | | toward proficiency and fluency with the patterns of | 3 | | language so that words and sentences are the carriers of | 4 | | meaning; | 5 | | (7) develop strategies that advance the student's | 6 | | ability in decoding, encoding, word recognition, fluency, | 7 | | and comprehension; and | 8 | | (8) provide meaning-based instruction directed at | 9 | | purposeful reading and writing, with an emphasis on | 10 | | comprehension and composition. | 11 | | (g) On or before July 1, 2024 and on or before each July 1 | 12 | | thereafter, each school district must report to the State | 13 | | Board of Education the universal screener and intervention | 14 | | that were used during the previous school year under this | 15 | | Section. | 16 | | The State Board of Education shall publish the information | 17 | | collected from the report on its Internet website. | 18 | | (105 ILCS 5/34-18.82 new) | 19 | | Sec. 34-18.82. Dyslexia screening and support. | 20 | | (a) In this Section: | 21 | | "Secondary review" means a process, as determined by the | 22 | | school district, for gathering additional information to | 23 | | determine if risk factors of reading difficulties, including | 24 | | dyslexia, are present. | 25 | | "Universal screener" means a screener used to aid |
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| 1 | | educators in understanding the causes for student performance, | 2 | | learning strengths, and the needs that underlie student | 3 | | performance. The screener is conducted to identify or predict | 4 | | which students may be at risk for poor learning outcomes and is | 5 | | typically brief and conducted with all students at a | 6 | | particular grade level. | 7 | | (b) Beginning with the 2024-2025 school year, the school | 8 | | district must screen, no less than annually each school year, | 9 | | students in grades kindergarten through 2 for risk factors of | 10 | | reading difficulties, including dyslexia, using a universal | 11 | | screener approved by the State Board of Education. | 12 | | (c) If a universal screener administered under subsection | 13 | | (b) indicates that a student is at risk or at some risk for | 14 | | reading difficulties, including dyslexia, the school district | 15 | | must conduct a secondary review of the student. Through the | 16 | | secondary review, the school district must gather additional | 17 | | information to determine if the student has risk factors of | 18 | | reading difficulties, including dyslexia. The additional | 19 | | information may include, but is not limited to, information | 20 | | from progress monitoring data, work samples, additional age | 21 | | and grade appropriate literacy assessments, teacher | 22 | | questionnaires, parent interviews, information regarding the | 23 | | student's family history related to dyslexia, and speech and | 24 | | language assessments. For any student who is an English | 25 | | language learner, the school's or school district's English | 26 | | language learner team must be included in the secondary review |
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| 1 | | of the student. | 2 | | (d) If the secondary review indicates that a student has | 3 | | some risk factors of reading difficulties, including dyslexia, | 4 | | the school must use a multi-tiered system of support framework | 5 | | to address the needs of the student. | 6 | | (e) If a student's secondary review indicates that a | 7 | | student has risk factors of reading difficulties, the school | 8 | | district must notify the student's parent or guardian. | 9 | | (f) If a student's secondary review indicates that the | 10 | | student has risk factors of reading difficulties, including | 11 | | dyslexia, the intervention provided to the student must | 12 | | utilize a structured literacy approach as outlined in the | 13 | | State Board of Education's handbook under subsection (c) of | 14 | | Section 2-3.161. The intervention must: | 15 | | (1) provide explicit, direct, systematic, sequential, | 16 | | and cumulative instruction that adheres to a logical plan | 17 | | about the alphabetic principle and is designed to | 18 | | accommodate the needs of each individual student without | 19 | | presuming prior skills or knowledge; | 20 | | (2) implement evidence-based practices that have been | 21 | | proven effective in the treatment of dyslexia; | 22 | | (3) engage the student in multi-modal language | 23 | | learning techniques; | 24 | | (4) include phonemic awareness activities to enable | 25 | | the student to detect, segment, blend, and manipulate | 26 | | sounds in the spoken language; |
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| 1 | | (5) provide graphophonemic knowledge for teaching the | 2 | | letter sound plan of the English language; | 3 | | (6) teach the structure and patterns of the English | 4 | | language, including linguistic instruction in morphology, | 5 | | semantics, syntax, and pragmatics, that are directed | 6 | | toward proficiency and fluency with the patterns of | 7 | | language so that words and sentences are the carriers of | 8 | | meaning; | 9 | | (7) develop strategies that advance the student's | 10 | | ability in decoding, encoding, word recognition, fluency, | 11 | | and comprehension; and | 12 | | (8) provide meaning-based instruction directed at | 13 | | purposeful reading and writing, with an emphasis on | 14 | | comprehension and composition. | 15 | | (g) On or before July 1, 2024 and on or before each July 1 | 16 | | thereafter, the school district must report to the State Board | 17 | | of Education the universal screener and the intervention that | 18 | | were used during the previous school year under this Section. | 19 | | The State Board of Education shall publish the information | 20 | | collected from the report on its Internet website. ".
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