Connecticut 2019 Regular Session

Connecticut Senate Bill SB00195 Compare Versions

Only one version of the bill is available at this time.

Old	New	Differences
1	1
2	2
3	3	LCO No. 1602 1 of 3
4	4
5	5	General Assembly Proposed Bill No. 195
6	6	January Session, 2019
7	7	LCO No. 1602
8	8
9	9
10	10	Referred to Committee on EDUCATION
11	11
12	12
13	13	Introduced by:
14	14	SEN. OSTEN, 19th Dist.
15	15	REP. CURREY, 11th Dist.
16	16	REP. WOOD, 141st Dist.
17	17	REP. KOKORUDA, 101st Dist.
18	18
19	19
20	20
21	21
22	22	AN ACT ESTABLISHING A DYSLEXIA ADVISORY COUNCIL.
23	23	Be it enacted by the Senate and House of Representatives in General
24	24	Assembly convened:
25	25
26	26	That title 10 of the general statutes be amended to establish the 1
27	27	dyslexia advisory council, which will be responsible for (1) building 2
28	28	consensus relative to what literacy content knowledge and pedagogy 3
29	29	preservice candidates should obtain to be able to effectively and 4
30	30	consistently meet the needs of students at risk for reading failure, 5
31	31	including students with dyslexia, (2) developing a Connecticut reading 6
32	32	standards matrix that reflects national standards, current research on 7
33	33	the science of reading, Connecticut Common Core State Standards, 8
34	34	Connecticut Academic Standards, content covered by the Foundations 9
35	35	of Reading Assessment and any Connecticut regulations pertaining to 10
36	36	reading, (3) exploring methods to ensure that teachers possess an 11
37	37	appropriate level of knowledge to teach the literacy content knowledge 12
38	38	and pedagogy referenced within the standards matrix, (4) exploring 13
39	39	supervised practicum methods to provide the knowledge a professor 14
40	40	would need to supervise preservice teachers in a practicum with an at-15 Proposed Bill No. 195
41	41
42	42
43	43	LCO No. 1602 2 of 3
44	44
45	45	risk reader and to be a qualified coach or mentor to preservice 16
46	46	candidates during practicum, (5) examining and determining whether 17
47	47	the Department of Education's "Approved Menu of Research Based 18
48	48	Grades K-3, Universal Screening Reading Assessments (June 2018)" 19
49	49	meets the requirements of section 10-14f of the general statutes, (6) 20
50	50	determining whether the screeners listed are appropriate and 21
51	51	represent current research on the science of reading and assessments, 22
52	52	(7) measuring all of the components needed to assist and identify, in 23
53	53	whole or in part, students at risk for dyslexia, or other reading-related 24
54	54	learning disabilities, (8) determining if reporting screening data for all 25
55	55	school districts would be beneficial, (9) examining whether institutions 26
56	56	of higher education in the state are complying with the licensure 27
57	57	requirements set forth in subsection (f) of section 10-145a of the general 28
58	58	statutes, specifically as it relates to the twelve o'clock hours of 29
59	59	instruction in the detection and recognition of, and evidence-based 30
60	60	structured literacy interventions for, students with dyslexia, (10) 31
61	61	examining whether institutions of higher education in the state are 32
62	62	complying with the licensure requirements set forth in subsection (i) of 33
63	63	section 10-145d of the general statutes, specifically as it relates to a 34
64	64	program of study in the diagnosis and remediation of reading and 35
65	65	language arts that includes supervised practicum hours and 36
66	66	instruction in the detection and recognition of, and evidence-based 37
67	67	structured literacy interventions for, students with dyslexia, (11) 38
68	68	examining whether institutions of higher education in the state are 39
69	69	complying with the licensure requirements set forth in subsection (i) of 40
70	70	section 10-145d of the general statutes, specifically as it relates to a 41
71	71	program of study in the diagnosis and remediation of reading and 42
72	72	language arts that includes supervised practicum hours and 43
73	73	instruction in the detection and recognition of, and evidence-based 44
74	74	structured literacy interventions for, students with dyslexia, and (12) 45
75	75	examining the in-service training and professional development 46
76	76	models appropriate to provide in-service training and professional 47
77	77	development for teachers with the knowledge and understanding to 48
78	78	meet the needs of dyslexic students in accordance with subsection (a) 49
79	79	of section 10-220a of the general statutes and section 10-148a of the 50 Proposed Bill No. 195
80	80
81	81
82	82	LCO No. 1602 3 of 3
83	83
84	84	general statutes. 51
85	85	Statement of Purpose:
86	86	To establish a Dyslexia Advisory Council.