1 | 1 | | First Regular Session |
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2 | 2 | | Seventy-fourth General Assembly |
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3 | 3 | | STATE OF COLORADO |
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4 | 4 | | INTRODUCED |
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5 | 5 | | |
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6 | 6 | | |
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7 | 7 | | LLS NO. 23-0800.01 Amber Paoloemilio x5497 |
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8 | 8 | | SENATE BILL 23-181 |
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9 | 9 | | Senate Committees House Committees |
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10 | 10 | | Education |
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11 | 11 | | A BILL FOR AN ACT |
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12 | 12 | | C |
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13 | 13 | | ONCERNING IMPLEMENTING DYSLEXIA SCREENING IN SCHOOLS .101 |
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14 | 14 | | Bill Summary |
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15 | 15 | | (Note: This summary applies to this bill as introduced and does |
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16 | 16 | | not reflect any amendments that may be subsequently adopted. If this bill |
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17 | 17 | | passes third reading in the house of introduction, a bill summary that |
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18 | 18 | | applies to the reengrossed version of this bill will be available at |
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19 | 19 | | http://leg.colorado.gov |
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20 | 20 | | .) |
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21 | 21 | | The bill implements recommendations from the dyslexia working |
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22 | 22 | | group. The bill: |
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23 | 23 | | ! Directs school districts, boards of cooperative services, |
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24 | 24 | | charter schools, and institute charter schools (local |
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25 | 25 | | education providers) to screen for students at risk of |
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26 | 26 | | foundational literacy skill deficits; |
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27 | 27 | | ! Directs local education providers to provide |
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28 | 28 | | evidence-based supplemental instruction and intervention |
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29 | 29 | | SENATE SPONSORSHIP |
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30 | 30 | | Winter F. and Mullica, |
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31 | 31 | | HOUSE SPONSORSHIP |
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32 | 32 | | (None), |
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33 | 33 | | Shading denotes HOUSE amendment. Double underlining denotes SENATE amendment. |
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34 | 34 | | Capital letters or bold & italic numbers indicate new material to be added to existing law. |
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35 | 35 | | Dashes through the words or numbers indicate deletions from existing law. for children at risk of foundational literacy skill deficits; |
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36 | 36 | | ! Requires local education providers to provide the public |
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37 | 37 | | and parents information regarding which screening and |
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38 | 38 | | interventions the local education provider uses for |
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39 | 39 | | foundational literacy skill deficits; |
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40 | 40 | | ! Requires the department of education to provide |
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41 | 41 | | professional development for local education providers and |
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42 | 42 | | the public in evidence-based best practices, including |
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43 | 43 | | screening, supplemental instruction, and intervention; and |
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44 | 44 | | ! Establishes an independent ombudsman office. |
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45 | 45 | | Be it enacted by the General Assembly of the State of Colorado:1 |
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46 | 46 | | SECTION 1. Legislative declaration. (1) The general assembly2 |
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47 | 47 | | finds and declares that:3 |
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48 | 48 | | (a) Reading proficiency is a crucial skill that children must learn4 |
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49 | 49 | | in school as it is fundamental to essential life activities. Lack of reading5 |
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50 | 50 | | proficiency can restrict a student's access to content in all academic6 |
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51 | 51 | | subjects and result in negative consequences such as grade retention; risk7 |
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52 | 52 | | of dropping out; limited employment opportunities; limited civic8 |
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53 | 53 | | participation such as jury duty; difficulties with basic life tasks, such as9 |
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54 | 54 | | accessing medical care and housing; and increased risk of mental health10 |
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55 | 55 | | issues. The long-term effects of reading difficulties can be devastating.11 |
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56 | 56 | | According to a study, poor readers are 3 times more likely to consider or12 |
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57 | 57 | | attempt suicide, and according to another study, approximately 80% of13 |
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58 | 58 | | persons who are incarcerated are reported to be functionally illiterate.14 |
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59 | 59 | | (b) A Gallup analysis of the United States Department of15 |
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60 | 60 | | Education's data on illiteracy found that around 130 million adults in the16 |
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61 | 61 | | United States have low literacy skills and that more than half of17 |
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62 | 62 | | Americans between the ages of 16 and 74 read below the equivalent of a18 |
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63 | 63 | | sixth-grade level. The Colorado Department of Education in the 202019 |
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64 | 64 | | Dyslexia Handbook states the prevalence of dyslexia ranges from 5-17%20 |
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65 | 65 | | SB23-181-2- of the population. According to the Learning Disability Association of1 |
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66 | 66 | | America, the number of people with dyslexia is around 14.5 to 43.52 |
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67 | 67 | | million children and adults in the United States. According to a study in3 |
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68 | 68 | | the Journal of Pediatrics, the achievement gap between typical and4 |
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69 | 69 | | dyslexic readers is evident as early as first grade, and this gap persists into5 |
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70 | 70 | | adolescence.6 |
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71 | 71 | | (c) These findings provide strong evidence for early identification7 |
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72 | 72 | | of and intervention for young children at risk for dyslexia. Implementing8 |
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73 | 73 | | effective reading programs as early as kindergarten or even preschool9 |
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74 | 74 | | offers the potential to close the achievement gap.10 |
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75 | 75 | | (d) Rather than assessing students overall, students should be11 |
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76 | 76 | | assessed in the areas holding a risk of future reading difficulties,12 |
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77 | 77 | | including dyslexia. According to the International Dyslexia Association,13 |
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78 | 78 | | research indicates that brain plasticity decreases during childhood. It takes14 |
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79 | 79 | | 4 times as long to intervene in the fourth grade compared to late15 |
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80 | 80 | | kindergarten, if the first signs of risk are identified and appropriate16 |
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81 | 81 | | instruction occurs.17 |
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82 | 82 | | (e) Research indicates the importance of using evidence-based18 |
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83 | 83 | | practices and reliable screening tools to identify students at risk of19 |
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84 | 84 | | reading difficulties as early as possible. This ensures that students receive20 |
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85 | 85 | | the appropriate support and intervention early to succeed in their reading21 |
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86 | 86 | | development.22 |
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87 | 87 | | (f) Federal laws and regulations, such as the "Individuals with23 |
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88 | 88 | | Disabilities Education Act", and specifically the "Child Find" provision,24 |
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89 | 89 | | 20 U.S.C. sec. 1400 (d), require the states to have policies and procedures25 |
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90 | 90 | | in place ensuring that every student in need of special education and26 |
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91 | 91 | | related services is identified and evaluated. Because a student with27 |
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92 | 92 | | SB23-181 |
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93 | 93 | | -3- dyslexia may be a student with a disability under the "Individuals with1 |
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94 | 94 | | Disabilities Education Act", the "Child Find" provision includes these2 |
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95 | 95 | | students. Pursuant to section 504 of the federal "Rehabilitation Act of3 |
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96 | 96 | | 1973", public schools must annually attempt to identify and locate every4 |
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97 | 97 | | qualified student with a disability residing in its jurisdiction and notify the5 |
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98 | 98 | | student and the parents of the rights afforded to them pursuant to section6 |
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99 | 99 | | 504.7 |
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100 | 100 | | (g) As of the beginning of 2023, as many as 40 states have8 |
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101 | 101 | | mandated screening specifically for dyslexia, and Colorado is not one of9 |
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102 | 102 | | them; and10 |
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103 | 103 | | (h) In 2008, House Bill 08-1223 encouraged the Department of11 |
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104 | 104 | | Education and Colorado school districts to increase overall awareness of12 |
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105 | 105 | | literacy challenges, including dyslexia, and encouraged the use of13 |
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106 | 106 | | appropriate interventions for students. In 2019, House Bill 19-113414 |
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107 | 107 | | established the dyslexia working group, comprised of various15 |
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108 | 108 | | stakeholders, including representation from rural schools. In that same16 |
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109 | 109 | | year, 30 other states passed mandated screening legislation. The dyslexia17 |
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110 | 110 | | working group recommended establishing and mandating screening for18 |
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111 | 111 | | students at risk of dyslexia and reading challenges in their annual reports19 |
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112 | 112 | | to the general assembly in 2020, 2021, and 2022.20 |
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113 | 113 | | (2) Therefore, the general assembly finds and recognizes that21 |
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114 | 114 | | universal screening for early risk of dyslexia and other reading challenges22 |
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115 | 115 | | is critical to the health and well-being of Colorado's students.23 |
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116 | 116 | | SECTION 2. In Colorado Revised Statutes, add 22-7-1215 as24 |
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117 | 117 | | follows:25 |
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118 | 118 | | 22-7-1215. Reading difficulty early screening - reporting -26 |
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119 | 119 | | resources - training - ombudsmen - grievance process - rules -27 |
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120 | 120 | | SB23-181 |
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121 | 121 | | -4- definitions. (1) A S USED IN THIS SECTION, UNLESS THE CONTEXT1 |
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122 | 122 | | OTHERWISE REQUIRES:2 |
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123 | 123 | | (a) "A |
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124 | 124 | | T-RISK STUDENT" MEANS A STUDENT WHO HAS3 |
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125 | 125 | | DEMONSTRATED WEAKNESSES IN EMERGENT PRINT SKILLS , EMERGENT4 |
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126 | 126 | | READING COMPREHENSION SKILLS , PRINT SKILLS, AND READING5 |
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127 | 127 | | COMPREHENSION SKILLS THAT INDICATE A PROBABILITY THAT THE6 |
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128 | 128 | | STUDENT DOES OR WILL STRUGGLE WITH LEARNING TO READ , WRITE, OR7 |
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129 | 129 | | SPELL WITH ACCURACY AND FLUENCY .8 |
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130 | 130 | | (b) "D |
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131 | 131 | | ECODING" MEANS THE KNOWLEDGE OF SOUND -SYMBOL9 |
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132 | 132 | | CORRESPONDENCE TO READ WORDS .10 |
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133 | 133 | | (c) "E |
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134 | 134 | | MERGENT COMPREHENSION SKILLS " MEANS PRE-READING11 |
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135 | 135 | | SKILLS THAT SUPPORT READING COMPREHENSION , INCLUDING12 |
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136 | 136 | | VOCABULARY KNOWLEDGE , BOTH RECEPTIVE AND EXPRESSIVE , AND13 |
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137 | 137 | | LISTENING COMPREHENSION.14 |
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138 | 138 | | (d) "E |
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139 | 139 | | MERGENT PRINT SKILLS" MEANS PRE-READING SKILLS THAT15 |
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140 | 140 | | SUPPORT DECODING, WORD READING, SPELLING, AND ACCURATE TEXT16 |
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141 | 141 | | READING, INCLUDING PHONOLOGICAL AWARENESS , PHONEMIC17 |
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142 | 142 | | AWARENESS, ALPHABET KNOWLEDGE, AND SOUND-SYMBOL RECOGNITION.18 |
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143 | 143 | | (e) "E |
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144 | 144 | | NCODING" MEANS A STUDENT'S SPELLING ABILITY THAT19 |
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145 | 145 | | REFLECTS AN UNDERSTANDING OF SOUND -SYMBOL RELATIONSHIPS AND20 |
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146 | 146 | | CONVENTIONAL SPELLING PATTERNS .21 |
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147 | 147 | | (f) "F |
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148 | 148 | | AMILY AND TEACHER OBSERVATIONS " MEANS ADDITIONAL22 |
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149 | 149 | | INFORMATION PROVIDED BY A STUDENT 'S FAMILY AND TEACHERS ABOUT23 |
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150 | 150 | | A STUDENT'S BACKGROUND, INCLUDING FAMILY HISTORY OF READING24 |
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151 | 151 | | DIFFICULTIES OR CHALLENGES , CLASSROOM PERFORMANCE , RATING25 |
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152 | 152 | | SCALES OR INFORMAL DESCRIPTIONS OF THE STUDENT 'S LANGUAGE26 |
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153 | 153 | | ABILITIES, AND BEHAVIOR AND ACADEMIC STANDINGS .27 |
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154 | 154 | | SB23-181 |
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155 | 155 | | -5- (g) "FLUENCY" MEANS ORAL READING ACCURACY AND ORAL1 |
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156 | 156 | | READING RATE.2 |
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157 | 157 | | (h) "G |
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158 | 158 | | RAPHEMES" MEANS THE LETTERS AND SPELLINGS THAT3 |
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159 | 159 | | REPRESENT THE SOUNDS IN WRITTEN LANGUAGE .4 |
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160 | 160 | | (i) "I |
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161 | 161 | | NDIVIDUAL EDUCATION PROGRAM " OR "IEP" HAS THE SAME5 |
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162 | 162 | | MEANING AS SET FORTH IN SECTION 22-20-103.6 |
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163 | 163 | | (j) "I |
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164 | 164 | | NFORMAL DIAGNOSTIC ASSESSMENT " MEANS A VALID AND7 |
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165 | 165 | | RELIABLE PROCEDURE USED TO IDENTIFY A STUDENT 'S SPECIFIC AREAS OF8 |
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166 | 166 | | LITERACY STRENGTHS AND WEAKNESSES ; DETERMINE DIFFICULTIES A9 |
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167 | 167 | | STUDENT MAY HAVE LEARNING TO READ , WRITE, AND SPELL; AND10 |
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168 | 168 | | DETERMINE LITERACY INTERVENTIONS FOR A STUDENT .11 |
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169 | 169 | | (k) "L |
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170 | 170 | | ITERACY" MEANS THE ABILITY TO USE LANGUAGE TO READ ,12 |
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171 | 171 | | WRITE, LISTEN, AND SPEAK.13 |
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172 | 172 | | (l) "M |
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173 | 173 | | ORPHOLOGICAL AWARENESS " MEANS AN UNDERSTANDING14 |
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174 | 174 | | OF HOW WORDS CAN BE BROKEN DOWN INTO SMALLER UNITS CALLED15 |
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175 | 175 | | MORPHEMES AND INCLUDE ROOTS , BASES, PREFIXES, AND SUFFIXES.16 |
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176 | 176 | | (m) "M |
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177 | 177 | | ULTILINGUAL LEARNER" MEANS A STUDENT WHO IS17 |
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178 | 178 | | LINGUISTICALLY DIVERSE AND IS IDENTIFIED USING THE STATE-APPROVED18 |
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179 | 179 | | E |
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180 | 180 | | NGLISH LANGUAGE PROFICIENCY ASSESSMENT AS HAVING A LEVEL OF19 |
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181 | 181 | | E |
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182 | 182 | | NGLISH LANGUAGE PROFICIENCY THAT REQUIRES LANGUAGE SUPPORT TO20 |
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183 | 183 | | ACHIEVE GRADE-LEVEL STANDARDS IN ENGLISH.21 |
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184 | 184 | | (n) "O |
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185 | 185 | | RAL READING FLUENCY" MEANS READING ALOUD AT AN22 |
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186 | 186 | | APPROPRIATE RATE WITH WORD LEVEL ACCURACY AND EXPRESSION .23 |
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187 | 187 | | (o) "O |
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188 | 188 | | RAL READING FLUENCY SCREENING" MEANS AN ASSESSMENT24 |
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189 | 189 | | THAT REFLECTS DATA ON BOTH RATE , WORDS CORRECT PER MINUTE, AND25 |
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190 | 190 | | ACCURACY, TOTAL WORDS READ CORRECTLY .26 |
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191 | 191 | | (p) "P |
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192 | 192 | | HONEMIC AWARENESS" MEANS THE ABILITY TO DISTINGUISH,27 |
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193 | 193 | | SB23-181 |
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194 | 194 | | -6- SEGMENT, BLEND, AND MANIPULATE PHONEMES IN WORDS .1 |
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195 | 195 | | (q) "P |
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196 | 196 | | HONICS" MEANS THE PREDICTABLE RELATIONSHIP BETWEEN2 |
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197 | 197 | | PHONEMES AND GRAPHEMES .3 |
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198 | 198 | | (r) "P |
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199 | 199 | | HONOLOGICAL AWARENESS " MEANS THE ABILITY TO4 |
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200 | 200 | | RECOGNIZE AND MANIPULATE RHYMES , WORDS, SYLLABLES, ONSETS AND5 |
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201 | 201 | | RIMES, AND PHONEMES.6 |
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202 | 202 | | (s) "P |
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203 | 203 | | RINT SKILLS" MEANS THE ABILITY TO DECODE THE WRITTEN7 |
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204 | 204 | | WORD, CONNECT PRINTED WORD TO ITS SOUND AND MEANING WITH8 |
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205 | 205 | | ACCURACY AND AUTOMATICITY , AND ENCODE ACCURATELY .9 |
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206 | 206 | | (t) "P |
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207 | 207 | | ROGRESS MONITORING" MEANS A MEASUREMENT PROCEDURE10 |
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208 | 208 | | USED AT SPECIFIED TIME INTERVALS TO MEASURE A STUDENT 'S RESPONSE11 |
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209 | 209 | | TO INSTRUCTION AND INTERVENTION .12 |
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210 | 210 | | (u) "R |
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211 | 211 | | APID AUTOMATIC NAMING " MEANS THE ABILITY TO13 |
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212 | 212 | | ACCURATELY AND AUTOMATICALLY NAME A REPEATED SEQUENCE OF14 |
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213 | 213 | | KNOWN OBJECTS, COLORS, NUMBERS, OR LETTERS.15 |
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214 | 214 | | (v) "R |
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215 | 215 | | EADING COMPREHENSION " MEANS THE ABILITY TO16 |
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216 | 216 | | UNDERSTAND AND INTERPRET WHAT IS READ .17 |
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217 | 217 | | (w) "R |
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218 | 218 | | EADING COMPREHENSION SKILLS" MEANS ABILITIES NEEDED18 |
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219 | 219 | | TO UNDERSTAND A TEXT FULLY , INCLUDING DECODING THE ALPHABET AND19 |
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220 | 220 | | WORDS, LANGUAGE FLUENCY, STRONG VOCABULARY , UNDERSTANDING20 |
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221 | 221 | | SENTENCE STRUCTURE, BACKGROUND KNOWLEDGE OF THE TOPIC , AND21 |
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222 | 222 | | WORKING MEMORY .22 |
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223 | 223 | | (x) "R |
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224 | 224 | | EADING VOCABULARY " MEANS THE WORDS NEEDED TO23 |
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225 | 225 | | KNOW AND UNDERSTAND WHAT IS READ .24 |
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226 | 226 | | (y) "R |
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227 | 227 | | ESPONSE TO INTERVENTION" OR "RTI" MEANS A PREVENTIVE25 |
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228 | 228 | | APPROACH TO IMPROVING INDIVIDUAL OUTCOMES THROUGH26 |
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229 | 229 | | HIGH-QUALITY UNIVERSAL INSTRUCTION WITHIN A MULTI -TIERED SYSTEM27 |
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230 | 230 | | SB23-181 |
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231 | 231 | | -7- OF SUPPORT THAT CONNECT SUPPORTS MATCHED TO STUDENTS ' ACADEMIC,1 |
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232 | 232 | | SOCIAL-EMOTIONAL, AND BEHAVIORAL NEEDS.2 |
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233 | 233 | | (z) "S |
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234 | 234 | | CREENING" OR "SCREENING INSTRUMENT" MEANS A BRIEF,3 |
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235 | 235 | | VALID, AND RELIABLE MEASUREMENT PROCEDURE USED TO IDENTIFY OR4 |
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236 | 236 | | PREDICT WHETHER A STUDENT MAY BE AT RISK FOR INADE QUATE5 |
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237 | 237 | | LEARNING OUTCOMES.6 |
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238 | 238 | | (aa) "S |
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239 | 239 | | KILLS" MEANS THE ACQUISITION OF THE FOUNDATIONAL7 |
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240 | 240 | | INFORMATION AND TOOLS REQUIRED TO RAPIDLY RECOGNIZE AND DECODE8 |
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241 | 241 | | PRINTED WORDS IN A MEANINGFUL CONNECTED TEXT , AND NEARLY9 |
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242 | 242 | | EFFORTLESSLY RECORD IDEAS IN PRINT.10 |
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243 | 243 | | (bb) "S |
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244 | 244 | | TANDARDS" MEANS CLEAR, MEASURABLE LEARNING11 |
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245 | 245 | | TARGETS THAT EXPLAIN THE INFORMATION A STUDENT SHOULD KNOW OR12 |
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246 | 246 | | SKILLS A STUDENT SHOULD BE ABLE TO PERFORM IN A PARTICULAR13 |
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247 | 247 | | INSTRUCTIONAL AREA.14 |
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248 | 248 | | (cc) "S |
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249 | 249 | | TUDENT" MEANS A YOUTH WHO:15 |
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250 | 250 | | (I) I |
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251 | 251 | | S ENROLLED IN PRESCHOOL WITH A LOCAL EDUCATION16 |
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252 | 252 | | PROVIDER; OR17 |
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253 | 253 | | (II) I |
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254 | 254 | | S AT LEAST FIVE YEARS OF AGE ON OR BEFORE OCTOBER 1 OF18 |
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255 | 255 | | THE SCHOOL YEAR THE STUDE NT WILL ATTEND KINDERGARTEN ; OR19 |
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256 | 256 | | (III) E |
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257 | 257 | | NTERS OR TRANSFERS TO A PUBLIC SCHOOL IN PRESCHOOL ,20 |
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258 | 258 | | KINDERGARTEN, FIRST GRADE, SECOND GRADE, OR THIRD GRADE; OR21 |
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259 | 259 | | (IV) E |
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260 | 260 | | NTERS OR TRANSFERS TO A PUBLIC SCHOOL IN GRADE FOUR22 |
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261 | 261 | | OR HIGHER WHO:23 |
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262 | 262 | | (A) H |
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263 | 263 | | AS NOT BEEN PREVIOUSLY SCREENED IN THIS STATE FOR24 |
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264 | 264 | | READING DIFFICULTIES AS DEFINED IN THIS SECTION;25 |
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265 | 265 | | (B) D |
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266 | 266 | | EMONSTRATES DIFFICULTY MASTERING GRADE -LEVEL26 |
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267 | 267 | | READING; OR27 |
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268 | 268 | | SB23-181 |
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269 | 269 | | -8- (C) WHOSE PARENTS OR TEACHER REQUEST AN ASSESSMENT .1 |
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270 | 270 | | (dd) "S |
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271 | 271 | | UPPLEMENTAL READING INSTRUCTION " MEANS AN2 |
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272 | 272 | | EVIDENCE-BASED, SEQUENTIAL, SYSTEMATIC, EXPLICIT, AND CUMULATIVE3 |
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273 | 273 | | INSTRUCTION OR INTERVENTION OF FOUNDATIONAL READING SKILLS ,4 |
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274 | 274 | | INCLUDING PHONOLOGICAL OR PHONEMIC AWARENESS AND PROCESSING ,5 |
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275 | 275 | | PHONICS, MORPHOLOGICAL AWARENESS , AND VOCABULARY TO SUPPORT6 |
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276 | 276 | | THE DEVELOPMENT OF DECODING , ENCODING, FLUENCY, AND READING7 |
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277 | 277 | | COMPREHENSION SKILLS TO MEET GRADE LEVEL CURRICULUM AND8 |
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278 | 278 | | GRADE-LEVEL STANDARDS.9 |
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279 | 279 | | (ee) "W |
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280 | 280 | | ORD READING" MEANS CONNECTING A PRINTED WORD TO10 |
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281 | 281 | | ITS SOUND AND MEANING WITH ACCURACY AND AUTOMATICITY .11 |
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282 | 282 | | (2) (a) B |
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283 | 283 | | EGINNING IN THE 2024-25 SCHOOL YEAR, EACH LOCAL12 |
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284 | 284 | | EDUCATION PROVIDER SHALL ENSURE THAT STUDENTS ARE SCREENED TO13 |
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285 | 285 | | IDENTIFY IF A STUDENT IS AN AT-RISK STUDENT. A SCREENING MAY BE14 |
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286 | 286 | | CONDUCTED BY:15 |
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287 | 287 | | (I) A |
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288 | 288 | | CLASSROOM TEACHER;16 |
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289 | 289 | | (II) A |
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290 | 290 | | SCHOOL PSYCHOLOGIST;17 |
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291 | 291 | | (III) A |
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292 | 292 | | SPECIAL EDUCATION TEACHER;18 |
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293 | 293 | | (IV) A |
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294 | 294 | | SPEECH-LANGUAGE PATHOLOGIST ;19 |
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295 | 295 | | (V) A |
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296 | 296 | | READING INTERVENTIONIST;20 |
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297 | 297 | | (VI) A |
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298 | 298 | | DESIGNATED READING SPECIALIST; OR21 |
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299 | 299 | | (VII) A |
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300 | 300 | | NY OTHER INDIVIDUAL TRAINED IN SCREENING22 |
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301 | 301 | | INSTRUMENTS AND PROTOCOLS AND AUTHORIZED BY THE LOCAL23 |
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302 | 302 | | EDUCATION PROVIDER TO ADMINISTER THE SCREENING INSTRUMENTS .24 |
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303 | 303 | | (b) U |
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304 | 304 | | PON REGISTRATION OF A STUDENT AT A PUBLIC SCHOOL , THE25 |
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305 | 305 | | LOCAL EDUCATION PROVIDER SHALL PROVIDE THE PARENT OR GUARDIAN26 |
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306 | 306 | | OF THE STUDENT:27 |
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307 | 307 | | SB23-181 |
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308 | 308 | | -9- (I) A DESCRIPTION OF THE SCREENING AND SUPPLEMENTAL1 |
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309 | 309 | | INSTRUCTION PROCESS FOR THE LOCAL EDUCATION PROVIDER ; AND2 |
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310 | 310 | | (II) A |
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311 | 311 | | NY CHECKLISTS OR FORMS NEEDED TO SUPPORT THE3 |
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312 | 312 | | SCREENING PROTOCOL.4 |
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313 | 313 | | (c) A |
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314 | 314 | | LOCAL EDUCATION PROVIDER SHALL SELECT ONE OR MORE5 |
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315 | 315 | | APPROPRIATE SCREENING INSTRUMENTS FROM THE APPROVED LIST THAT :6 |
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316 | 316 | | (I) A |
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317 | 317 | | CCURATELY AND RELIABLY IDENTIFY STUDENTS AT RISK ;7 |
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318 | 318 | | (II) A |
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319 | 319 | | RE DEVELOPMENTALLY APPROPRIATE ;8 |
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320 | 320 | | (III) A |
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321 | 321 | | RE ECONOMICAL TO ADMINISTER IN TIME AND COST ;9 |
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322 | 322 | | (IV) A |
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323 | 323 | | RE NOT REDUNDANT;10 |
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324 | 324 | | (V) U |
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325 | 325 | | SE NORM-REFERENCED OR CRITERION-BASED SCORES; AND11 |
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326 | 326 | | (VI) I |
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327 | 327 | | NCLUDE EMERGENT PRINT SKILLS , EMERGENT12 |
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328 | 328 | | COMPREHENSION SKILLS, PRINT SKILLS, READING COMPREHENSION SKILLS,13 |
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329 | 329 | | RAPID AUTOMATIC NAMING , ORAL READING FLUENCY, AND FAMILY AND14 |
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330 | 330 | | TEACHER HISTORY AND OBSERVATIONS .15 |
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331 | 331 | | (d) I |
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332 | 332 | | F A LOCAL EDUCATION PROVIDER HAS SELECTED AN16 |
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333 | 333 | | ASSESSMENT PURSUANT TO SECTION 22-7-1205 THAT DOES NOT ASSESS17 |
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334 | 334 | | THE SKILLS DESCRIBED IN SUBSECTIONS (2)(e) TO (2)(h) OF THIS SECTION18 |
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335 | 335 | | IN A SUFFICIENTLY VALID, RELIABLE, AND SENSITIVE MANNER USING19 |
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336 | 336 | | NORM-REFERENCED AND CRITERION -BASED SCORES, THE LOCAL20 |
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337 | 337 | | EDUCATION PROVIDER MAY CHOOSE AN ADDITIONAL SCREENING21 |
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338 | 338 | | INSTRUMENT WHICH MEETS THE REQUIREMENTS OF SUBSECTION (2)(c) OF22 |
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339 | 339 | | THIS SECTION NO LATER THAN AUGUST 1, 2025.23 |
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340 | 340 | | (e) F |
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341 | 341 | | OR A STUDENT IN PRESCHOOL, A LOCAL EDUCATION PROVIDER24 |
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342 | 342 | | SHALL USE ONE OR MORE SCREENING INSTRUMENTS THAT ASSESS25 |
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343 | 343 | | PHONOLOGICAL AWARENESS AND PHONEMIC AWARENESS .26 |
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344 | 344 | | (f) F |
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345 | 345 | | OR A STUDENT IN KINDERGARTEN , A LOCAL EDUCATION27 |
---|
346 | 346 | | SB23-181 |
---|
347 | 347 | | -10- PROVIDER SHALL USE ONE OR MORE SCREENING INSTRUMENTS THAT1 |
---|
348 | 348 | | ASSESS:2 |
---|
349 | 349 | | (I) E |
---|
350 | 350 | | MERGENT PRINT SKILLS , INCLUDING PHONOLOGICAL3 |
---|
351 | 351 | | AWARENESS, PHONEMIC AWARENESS , ALPHABET KNOWLEDGE , AND4 |
---|
352 | 352 | | SOUND-SYMBOL RECOGNITION;5 |
---|
353 | 353 | | (II) E |
---|
354 | 354 | | MERGENT COMPREHENSION SKILLS , INCLUDING ORAL6 |
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355 | 355 | | VOCABULARY AND LISTENING COMPREHENSION ;7 |
---|
356 | 356 | | (III) R |
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357 | 357 | | APID AUTOMATIZED NAMING ; AND8 |
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358 | 358 | | (IV) F |
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359 | 359 | | AMILY AND TEACHER OBSERVATION , INCLUDING FAMILY9 |
---|
360 | 360 | | HISTORY OF READING CHALLENGES .10 |
---|
361 | 361 | | (g) F |
---|
362 | 362 | | OR A STUDENT IN FIRST GRADE , A LOCAL EDUCATION11 |
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363 | 363 | | PROVIDER SHALL USE ONE OR MORE SCREENING INSTRUMENTS THAT12 |
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364 | 364 | | ASSESS:13 |
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365 | 365 | | (I) E |
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366 | 366 | | MERGENT PRINT SKILLS , INCLUDING PHONOLOGICAL14 |
---|
367 | 367 | | AWARENESS AND PHONEMIC AWARENESS , ALPHABET KNOWLEDGE , AND15 |
---|
368 | 368 | | SOUND-SYMBOL RECOGNITION;16 |
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369 | 369 | | (II) E |
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370 | 370 | | MERGENT COMPREHENSION SKILLS , INCLUDING ORAL17 |
---|
371 | 371 | | VOCABULARY AND LISTENING COMPREHENSION ;18 |
---|
372 | 372 | | (III) P |
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373 | 373 | | RINT SKILLS, INCLUDING DECODING, AUTOMATIC AND19 |
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374 | 374 | | FLUENT SINGLE-WORD READING OF NONSENSE AND REAL WORDS ,20 |
---|
375 | 375 | | ENCODING, AND STARTING IN THE MIDDLE OF FIRST GRADE, ORAL READING21 |
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376 | 376 | | FLUENCY;22 |
---|
377 | 377 | | (IV) R |
---|
378 | 378 | | EADING COMPREHENSION SKILLS , INCLUDING READING23 |
---|
379 | 379 | | VOCABULARY AND READING COMPREHENSION ;24 |
---|
380 | 380 | | (V) R |
---|
381 | 381 | | APID AUTOMATIZED NAMING ; AND25 |
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382 | 382 | | (VI) F |
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383 | 383 | | AMILY AND TEACHER OBSERVATION , INCLUDING FAMILY26 |
---|
384 | 384 | | HISTORY OF READING CHALLENGES .27 |
---|
385 | 385 | | SB23-181 |
---|
386 | 386 | | -11- (h) FOR A STUDENT IN SECOND GRADE OR ABOVE , A LOCAL1 |
---|
387 | 387 | | EDUCATION PROVIDER SHALL USE ONE OR MORE SCREENING INSTRUMENTS2 |
---|
388 | 388 | | THAT ASSESS:3 |
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389 | 389 | | (I) P |
---|
390 | 390 | | RINT SKILLS, INCLUDING ORAL READING FLUENCY AND4 |
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391 | 391 | | AUTOMATIC AND FLUENT SINGLE-WORD READING OF NONSENSE AND REAL5 |
---|
392 | 392 | | WORDS;6 |
---|
393 | 393 | | (II) E |
---|
394 | 394 | | NCODING;7 |
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395 | 395 | | (III) R |
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396 | 396 | | EADING COMPREHENSION SKILLS , INCLUDING READING8 |
---|
397 | 397 | | VOCABULARY AND READING COMPREHENSION ;9 |
---|
398 | 398 | | (IV) F |
---|
399 | 399 | | AMILY AND TEACHER OBSERVATION , INCLUDING FAMILY10 |
---|
400 | 400 | | HISTORY OF READING CHALLENGES ; AND11 |
---|
401 | 401 | | (V) R |
---|
402 | 402 | | APID AUTOMATIZED NAMING , IF THE STUDENT HAS NOT BEEN12 |
---|
403 | 403 | | PREVIOUSLY ASSESSED WITH A RAPID AUTOMATIZED NAMING ASSESSMENT13 |
---|
404 | 404 | | IN KINDERGARTEN OR FIRST GRADE.14 |
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405 | 405 | | (3) S |
---|
406 | 406 | | TUDENTS MUST BE SCREENED ACCORDING TO THE SCHEDULE15 |
---|
407 | 407 | | OF THE SCREENING INSTRUMENT SELECTED BY THE LOCAL EDUCATION16 |
---|
408 | 408 | | PROVIDER AND PURSUANT TO THIS PART 12.17 |
---|
409 | 409 | | (4) I |
---|
410 | 410 | | F THE SCREENING RESULTS INDICATE THAT A STUDENT IS AT18 |
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411 | 411 | | RISK OF READING DIFFICULTIES IN ANY SKILL AREA MENTIONED IN THIS19 |
---|
412 | 412 | | SECTION, THE LOCAL EDUCATION PROVIDER SHALL :20 |
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413 | 413 | | (a) C |
---|
414 | 414 | | ONDUCT AN INFORMAL DIAGNOSTIC ASSESSMENT OF THE21 |
---|
415 | 415 | | STUDENT TO DETERMINE THE SPECIFIC AREAS OF INSTRUCTIONAL NEED FOR22 |
---|
416 | 416 | | SUPPLEMENTAL READING INSTRUCTION ;23 |
---|
417 | 417 | | (b) P |
---|
418 | 418 | | ROVIDE SUPPLEMENTAL READING INSTRUCTION TO ADDRESS24 |
---|
419 | 419 | | THE STUDENT'S IDENTIFIED AREAS OF NEED, INCLUDING FOUNDATIONAL25 |
---|
420 | 420 | | SKILL AREAS; AND26 |
---|
421 | 421 | | (c) S |
---|
422 | 422 | | END A NOTIFICATION LETTER WITHIN FIFTEEN SCHOOL DAYS27 |
---|
423 | 423 | | SB23-181 |
---|
424 | 424 | | -12- AFTER THE SCREENING RESULTS TO THE PARENT OR GUARDIAN OF THE1 |
---|
425 | 425 | | STUDENT THAT INCLUDES:2 |
---|
426 | 426 | | (I) T |
---|
427 | 427 | | HE SCREENING RESULTS;3 |
---|
428 | 428 | | (II) T |
---|
429 | 429 | | HE INFORMAL DIAGNOSTIC ASSESSMENT RESULTS ; AND4 |
---|
430 | 430 | | (III) A |
---|
431 | 431 | | DESCRIPTION OF THE SUPPLEMENTAL READING INSTRUCTION5 |
---|
432 | 432 | | THAT WILL BE PROVIDED TO THE STUDENT .6 |
---|
433 | 433 | | (5) A |
---|
434 | 434 | | LOCAL EDUCATION PROVIDER SHALL SET A SCHEDULE , WITH7 |
---|
435 | 435 | | INTERVALS OF NOT MORE THAN TEN WEEKS , FOR PROGRESS MONITORING8 |
---|
436 | 436 | | OF A STUDENT WHO RECEIVES SUPPLEMENTAL READING INSTRUCTION .9 |
---|
437 | 437 | | (6) I |
---|
438 | 438 | | F PROGRESS MONITORING DATA REFLECTS INSUFFICIENT10 |
---|
439 | 439 | | PROGRESS, A LOCAL EDUCATION PROVIDER SHALL ADJUST THE11 |
---|
440 | 440 | | SUPPLEMENTAL READING INSTRUCTION TO ENSURE THE STUDENT IS12 |
---|
441 | 441 | | MAKING CONSISTENT AND ADEQUATE PROGRESS TOWARD GRADE -LEVEL13 |
---|
442 | 442 | | STANDARDS.14 |
---|
443 | 443 | | (7) T |
---|
444 | 444 | | HE LOCAL EDUCATION PROVIDER SHALL PROVIDE THE PARENT15 |
---|
445 | 445 | | OR GUARDIAN OF THE STUDENT WITH PROGRESS MONITORING16 |
---|
446 | 446 | | INFORMATION AS OUTLINED IN SUBSECTION (5) OF THIS SECTION.17 |
---|
447 | 447 | | (8) A |
---|
448 | 448 | | REFERRAL FOR SPECIAL EDUCATION EVALUATION MAY BE18 |
---|
449 | 449 | | MADE AT ANY TIME PURSUANT TO THE "COLORADO EXCEPTIONAL19 |
---|
450 | 450 | | C |
---|
451 | 451 | | HILDREN'S EDUCATION ACT", ARTICLE 20 OF THIS TITLE 22, AND THE20 |
---|
452 | 452 | | FEDERAL "INDIVIDUALS WITH DISABILITIES EDUCATION ACT", 20 U.S.C.21 |
---|
453 | 453 | | SEC. 1400 ET SEQ.22 |
---|
454 | 454 | | (9) E |
---|
455 | 455 | | ACH LOCAL EDUCATION PROVIDER SHALL PROVIDE ON THE23 |
---|
456 | 456 | | LOCAL EDUCATION PROVIDER 'S WEBSITE THE FOLLOWING:24 |
---|
457 | 457 | | (a) L |
---|
458 | 458 | | ITERACY SCREENING INSTRUMENTS USED BY THE LOCAL25 |
---|
459 | 459 | | EDUCATION PROVIDER;26 |
---|
460 | 460 | | (b) I |
---|
461 | 461 | | NFORMAL DIAGNOSTIC ASSESSMENTS USED BY THE LOCAL27 |
---|
462 | 462 | | SB23-181 |
---|
463 | 463 | | -13- EDUCATION PROVIDER;1 |
---|
464 | 464 | | (c) A |
---|
465 | 465 | | N INVENTORY OF THE LOCAL EDUCATION PROVIDER 'S2 |
---|
466 | 466 | | LITERACY SCREENING ASSESSMENTS , QUESTIONNAIRES, OR CHECKLISTS BY3 |
---|
467 | 467 | | GRADE LEVEL AND SCREENING AREA , INCLUDING:4 |
---|
468 | 468 | | (I) E |
---|
469 | 469 | | MERGENT PRINT SKILLS;5 |
---|
470 | 470 | | (II) E |
---|
471 | 471 | | MERGENT COMPREHENSION SKILLS ;6 |
---|
472 | 472 | | (III) P |
---|
473 | 473 | | RINT SKILLS;7 |
---|
474 | 474 | | (IV) R |
---|
475 | 475 | | EADING COMPREHENSION SKILLS ;8 |
---|
476 | 476 | | (V) R |
---|
477 | 477 | | APID AUTOMATIZED NAMING ;9 |
---|
478 | 478 | | (VI) O |
---|
479 | 479 | | RAL READING FLUENCY; AND10 |
---|
480 | 480 | | (VII) F |
---|
481 | 481 | | AMILY AND TEACHER OBSERVATIONS , INCLUDING FAMILY11 |
---|
482 | 482 | | HISTORY OF READING CHALLENGES .12 |
---|
483 | 483 | | (10) O |
---|
484 | 484 | | N OR BEFORE SEPTEMBER 1 OF EACH YEAR, BEGINNING WITH13 |
---|
485 | 485 | | THE 2025-26 SCHOOL YEAR, EACH LOCAL EDUCATION PROVIDER SHALL14 |
---|
486 | 486 | | REPORT TO THE DEPARTMENT THE FOLLOWING DATA , SEPARATED AND15 |
---|
487 | 487 | | SEARCHABLE BY LOCAL EDUCATION PROVIDER AND SCHOOL LEVEL ,16 |
---|
488 | 488 | | UPDATED ANNUALLY AND AVAILABLE ON THE LOCAL EDUCATION17 |
---|
489 | 489 | | PROVIDER'S WEBSITE:18 |
---|
490 | 490 | | (a) T |
---|
491 | 491 | | HE NUMBER OF STUDENTS SCREENED BY THE LOCAL19 |
---|
492 | 492 | | EDUCATION PROVIDER IN EACH GRADE LEVEL , DISAGGREGATED BY EACH20 |
---|
493 | 493 | | INDIVIDUAL SCHOOL, RACE AND ETHNICITY, SEX, ENGLISH PROFICIENCY,21 |
---|
494 | 494 | | AND DISABILITY, IN ADDITION TO THE TOTAL NUMBER OF STUDENTS IN22 |
---|
495 | 495 | | EACH GRADE LEVEL;23 |
---|
496 | 496 | | (b) T |
---|
497 | 497 | | HE NUMBER OF STUDENTS IDENTIFIED THROUGH THE24 |
---|
498 | 498 | | SCREENING PROCESS AS AT RISK FOR READING DIFFICULTIES IN EACH25 |
---|
499 | 499 | | GRADE LEVEL, DISAGGREGATED BY EACH INDIVIDUAL SCHOOL , RACE AND26 |
---|
500 | 500 | | ETHNICITY, SEX, ENGLISH PROFICIENCY, AND DISABILITY; AND27 |
---|
501 | 501 | | SB23-181 |
---|
502 | 502 | | -14- (c) THE NUMBER OF STUDENTS IDENTIFIED THROUGH THE1 |
---|
503 | 503 | | SCREENING PROCESS AS AT RISK FOR READING DIFFICULTIES IN EACH2 |
---|
504 | 504 | | GRADE LEVEL WHO RECEIVED SUPPLEMENTAL READING INSTRUCTION ,3 |
---|
505 | 505 | | DISAGGREGATED BY EACH INDIVIDUAL SCHOOL , RACE AND ETHNICITY,4 |
---|
506 | 506 | | SEX, ENGLISH PROFICIENCY, AND DISABILITY.5 |
---|
507 | 507 | | (11) O |
---|
508 | 508 | | N OR BEFORE JUNE 1, 2025, AND AT LEAST ONCE EVERY FIVE6 |
---|
509 | 509 | | YEARS THEREAFTER, THE DEPARTMENT, IN CONSULTATION WITH PARENTS,7 |
---|
510 | 510 | | TEACHERS, AND OTHER INTERESTED STAKEHOLDERS , SHALL DEVELOP AND8 |
---|
511 | 511 | | UPDATE RESOURCES, WHICH THE DEPARTMENT SHALL MAKE AVAILABLE9 |
---|
512 | 512 | | ON THE DEPARTMENT'S WEBSITE. THE RESOURCES MUST INCLUDE :10 |
---|
513 | 513 | | (a) A |
---|
514 | 514 | | LIST OF RECOMMENDED SCREENING AND INFORMAL11 |
---|
515 | 515 | | DIAGNOSTIC ASSESSMENTS THAT MEET THE REQUIREMENTS OF THIS12 |
---|
516 | 516 | | SECTION;13 |
---|
517 | 517 | | (b) A |
---|
518 | 518 | | LIST OF RECOMMENDED SUPPLEMENTAL READING14 |
---|
519 | 519 | | INSTRUCTION PROGRAMS AND PROGRESS MONITORING INSTRUMENTS THAT15 |
---|
520 | 520 | | MEET THE REQUIREMENTS OF THIS SECTION ;16 |
---|
521 | 521 | | (c) B |
---|
522 | 522 | | EST PRACTICES FOR CHOOSING SCREENING ASSESSMENTS ,17 |
---|
523 | 523 | | CHOOSING AND UTILIZING PROGRESS MONITORING ASSESSMENTS , AND18 |
---|
524 | 524 | | DATA COLLECTION PROCESSES ;19 |
---|
525 | 525 | | (d) B |
---|
526 | 526 | | EST PRACTICES FOR SUPPLEMENTAL READING INSTRUCTION20 |
---|
527 | 527 | | BASED ON INFORMAL DIAGNOSTIC AND PROGRESS MONITORING DATA ;21 |
---|
528 | 528 | | (e) P |
---|
529 | 529 | | ROCEDURES AND CRITERIA FOR APPROPRIATE SCREENING OF22 |
---|
530 | 530 | | STUDENTS WHO ARE MULTILINGUAL LEARNERS ;23 |
---|
531 | 531 | | (f) S |
---|
532 | 532 | | AMPLE PARENT AND GUARDIAN NOTIFICATION LETTERS FOR24 |
---|
533 | 533 | | READING DIFFICULTIES, INCLUDING DYSLEXIA; AND25 |
---|
534 | 534 | | (g) A |
---|
535 | 535 | | CHECKLIST OF EARLY WARNING SIGNS OF READING26 |
---|
536 | 536 | | DIFFICULTIES, INCLUDING DYSLEXIA, BY GRADE LEVEL.27 |
---|
537 | 537 | | SB23-181 |
---|
538 | 538 | | -15- (12) (a) THE DEPARTMENT SHALL PROVIDE TRAINING1 |
---|
539 | 539 | | OPPORTUNITIES ANNUALLY FOR INDIVIDUALS WHO CONDUCT SCREENINGS2 |
---|
540 | 540 | | PURSUANT TO THIS SECTION AND FOR SCHOOL ADMINISTRATORS ON :3 |
---|
541 | 541 | | (I) B |
---|
542 | 542 | | EST PRACTICES FOR DESIGNING AND IMPLEMENTING A4 |
---|
543 | 543 | | MULTI-TIERED SYSTEM OF SUPPORT;5 |
---|
544 | 544 | | (II) T |
---|
545 | 545 | | HE ADMINISTRATION AND INTERPRETATION OF SCREENINGS ,6 |
---|
546 | 546 | | INFORMAL DIAGNOSTIC INSTRUMENTS , PROGRESS MONITORING7 |
---|
547 | 547 | | INSTRUMENTS, AND STUDENT DATA;8 |
---|
548 | 548 | | (III) P |
---|
549 | 549 | | ROVIDING AND INTERPRETING SCREENINGS , ASSESSMENTS,9 |
---|
550 | 550 | | AND PROGRESS MONITORING RESULTS FOR PARENTS ;10 |
---|
551 | 551 | | (IV) T |
---|
552 | 552 | | HE ELEMENTS, PRINCIPLES, AND BEST PRACTICES OF11 |
---|
553 | 553 | | SUPPLEMENTAL READING INSTRUCTION ; AND12 |
---|
554 | 554 | | (V) B |
---|
555 | 555 | | EST PRACTICES FOR DESIGNING AND IMPLEMENTING13 |
---|
556 | 556 | | SUPPLEMENTAL READING INSTRUCTION BASED ON :14 |
---|
557 | 557 | | (A) I |
---|
558 | 558 | | NFORMAL DIAGNOSTIC ASSESSMENT DATA ; AND15 |
---|
559 | 559 | | (B) P |
---|
560 | 560 | | ROGRESS MONITORING DATA .16 |
---|
561 | 561 | | (b) T |
---|
562 | 562 | | HE DEPARTMENT SHALL MAKE AVAILABLE ON THE17 |
---|
563 | 563 | | DEPARTMENT'S WEBSITE THE NUMBER OF PARTICIPANTS FROM EACH LOCAL18 |
---|
564 | 564 | | EDUCATION PROVIDER THAT PARTICIPATE IN EACH TRAINING SESSION .19 |
---|
565 | 565 | | (13) T |
---|
566 | 566 | | HE DEPARTMENT SHALL MAKE AVAILABLE BEFORE THE20 |
---|
567 | 567 | | START OF THE 2024-25 SCHOOL YEAR, AND BEFORE EACH SCHOOL YEAR21 |
---|
568 | 568 | | THEREAFTER, AN ONLINE DYSLEXIA AWARENESS COURSE , UPDATED AS22 |
---|
569 | 569 | | NEEDED, FOR PRESCHOOL TO TWELFTH GRADE FOR EDUCATORS , TUTORS,23 |
---|
570 | 570 | | PARENTS AND GUARDIANS, AND THE COMMUNITY, THAT INCLUDES:24 |
---|
571 | 571 | | (a) R |
---|
572 | 572 | | ELEVANT COLORADO AND FEDERAL LAWS AND STATUTES ,25 |
---|
573 | 573 | | INCLUDING THE CHILD FIND MANDATE AND RESPONSIBILITIES DESCRIBED26 |
---|
574 | 574 | | IN THE "COLORADO EXCEPTIONAL CHILDREN'S EDUCATION ACT", ARTICLE27 |
---|
575 | 575 | | SB23-181 |
---|
576 | 576 | | -16- 20 OF THIS TITLE 22, THE FEDERAL "INDIVIDUALS WITH DISABILITIES1 |
---|
577 | 577 | | E |
---|
578 | 578 | | DUCATION ACT", 20 U.S.C. SEC. 1400 ET SEQ., AND THIS SECTION,2 |
---|
579 | 579 | | INCLUDING RESOURCES AND GUIDANCE ON WHEN TO SUSPECT THAT3 |
---|
580 | 580 | | STUDENT IS A CHILD WITH A DISABILITY IN NEED, OR IS BELIEVED TO NEED,4 |
---|
581 | 581 | | SPECIAL INSTRUCTION OR RELATED SERVICES ;5 |
---|
582 | 582 | | (b) T |
---|
583 | 583 | | HE DEFINITION OF DYSLEXIA AS SET FORTH IN SECTION6 |
---|
584 | 584 | | 22-20.5-102;7 |
---|
585 | 585 | | (c) P |
---|
586 | 586 | | REDICTED RATES OF OCCURRENCE ;8 |
---|
587 | 587 | | (d) I |
---|
588 | 588 | | NDICATORS BY AGE OR GRADE;9 |
---|
589 | 589 | | (e) B |
---|
590 | 590 | | RAIN RESEARCH;10 |
---|
591 | 591 | | (f) C |
---|
592 | 592 | | O-OCCURRING CONDITIONS;11 |
---|
593 | 593 | | (g) S |
---|
594 | 594 | | OCIAL OR EMOTIONAL IMPACT;12 |
---|
595 | 595 | | (h) E |
---|
596 | 596 | | QUITY;13 |
---|
597 | 597 | | (i) M |
---|
598 | 598 | | ULTILINGUAL LEARNERS;14 |
---|
599 | 599 | | (j) D |
---|
600 | 600 | | YSLEXIA FACTS AND MYTHS;15 |
---|
601 | 601 | | (k) T |
---|
602 | 602 | | HE SCIENCE OF READING OVERVIEW AND EVIDENCE ; AND16 |
---|
603 | 603 | | (l) S |
---|
604 | 604 | | TUDENT ACCOMMODATIONS AND HOW TO UTILIZE THEM TO17 |
---|
605 | 605 | | ENSURE STUDENTS ACCESS GRADE LEVEL MATERIAL AND LEARNING .18 |
---|
606 | 606 | | (14) T |
---|
607 | 607 | | HE DEPARTMENT SHALL PROMOTE AN ANNUAL DYSLEXIA19 |
---|
608 | 608 | | AWARENESS DAY TO ENCOURAGE DISTRICTS TO EXPAND AWARENESS AND20 |
---|
609 | 609 | | DISCUSSION FOR PRESCHOOL THROUGH TWELFTH GRADE , WHICH INCLUDES21 |
---|
610 | 610 | | PARENTS AND GUARDIANS , DURING DYSLEXIA AWARENESS MONTH IN22 |
---|
611 | 611 | | O |
---|
612 | 612 | | CTOBER OF EACH CALENDAR YEAR .23 |
---|
613 | 613 | | (15) (a) T |
---|
614 | 614 | | HE COMMISSIONER OF EDUCATION AND STATE BOARD24 |
---|
615 | 615 | | SHALL APPOINT A LITERACY OMBUDSMAN . THE LITERACY OMBUDSMAN25 |
---|
616 | 616 | | AND CORRESPONDING OFFICE IS CREATED SEPARATE FROM THE26 |
---|
617 | 617 | | DEPARTMENT. THE OMBUDSMAN WILL REPORT DIRECTLY TO THE27 |
---|
618 | 618 | | SB23-181 |
---|
619 | 619 | | -17- COMMISSIONER OF EDUCATION AND STATE BOARD AND WILL :1 |
---|
620 | 620 | | (I) B |
---|
621 | 621 | | E RESPONSIBLE FOR ASSESSING THE K-12 LITERACY2 |
---|
622 | 622 | | ACHIEVEMENT, "READ ACT" IMPLEMENTATION, READ PLAN AND IEP3 |
---|
623 | 623 | | ADEQUACY AND SPECIFICATION , RTI OR MULTI-TIERED SYSTEMS OF4 |
---|
624 | 624 | | SUPPORT PROCESSES; ASSESSING THE ADEQUACY OF IDENTIFICATION OF5 |
---|
625 | 625 | | STRUGGLING READERS AND CHARACTERISTICS OF DYSLEXIA AND ACCESS6 |
---|
626 | 626 | | TO GRADE LEVEL CONTENT WHILE CONTINUING TO RECEIVE7 |
---|
627 | 627 | | INTERVENTIONS; AND REPORTING CONCERNS AND RISKS TO THE STATE8 |
---|
628 | 628 | | BOARD AND THE COMMISSIONER ; AND9 |
---|
629 | 629 | | (II) B |
---|
630 | 630 | | E INDEPENDENT AND HAVE NO CONFLICTS OF INTEREST OR10 |
---|
631 | 631 | | FORMER ALLIANCES WITH LOBBYING GROUPS INCLUDING THE COLORADO11 |
---|
632 | 632 | | DEPARTMENT OF EDUCATION , THE COLORADO ASSOCIATION OF SCHOOL12 |
---|
633 | 633 | | EXECUTIVES, THE COLORADO ASSOCIATION OF SCHOOL BOARDS , THE13 |
---|
634 | 634 | | C |
---|
635 | 635 | | OLORADO EDUCATION ASSOCIATION , THE AMERICAN FEDERATION OF14 |
---|
636 | 636 | | TEACHERS, OR A LOCAL EDUCATION PROVIDER.15 |
---|
637 | 637 | | (b) T |
---|
638 | 638 | | HE LITERACY OMBUDSMAN OFFICE MUST CREATE AND16 |
---|
639 | 639 | | MAINTAIN A "READ ACT" GRIEVANCE PROCESS FOR PARENTS OR17 |
---|
640 | 640 | | GUARDIANS THROUGH THE OMBUDSMAN OFFICE , INCLUDING GRIEVANCES18 |
---|
641 | 641 | | RELATED TO LACK OR DELAY OF SCREENING AND LACK OF ADEQUATE19 |
---|
642 | 642 | | PROGRESS WITH INTERVENTION .20 |
---|
643 | 643 | | (16) T |
---|
644 | 644 | | HE DEPARTMENT SHALL PROMULGATE RULES TO IMPLEMENT21 |
---|
645 | 645 | | THE REQUIREMENTS OF THIS SECTION.22 |
---|
646 | 646 | | SECTION 3. Act subject to petition - effective date. This act23 |
---|
647 | 647 | | takes effect at 12:01 a.m. on the day following the expiration of the24 |
---|
648 | 648 | | ninety-day period after final adjournment of the general assembly; except25 |
---|
649 | 649 | | that, if a referendum petition is filed pursuant to section 1 (3) of article V26 |
---|
650 | 650 | | of the state constitution against this act or an item, section, or part of this27 |
---|
651 | 651 | | SB23-181 |
---|
652 | 652 | | -18- act within such period, then the act, item, section, or part will not take1 |
---|
653 | 653 | | effect unless approved by the people at the general election to be held in2 |
---|
654 | 654 | | November 2024 and, in such case, will take effect on the date of the3 |
---|
655 | 655 | | official declaration of the vote thereon by the governor.4 |
---|
656 | 656 | | SB23-181 |
---|
657 | 657 | | -19- |
---|