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General Assembly Raised Bill No. 6517
January Session, 2021
LCO No. 3906
Referred to Committee on HIGHER EDUCATION AND
EMPLOYMENT ADVANCEMENT
Introduced by:
(HED)
AN ACT IMPLEMENTING THE RECOMMENDATIONS OF THE TASK
FORCE TO ANALYZE THE IMPLEMENTATION OF LA WS GOVERNING
DYSLEXIA INSTRUCTION AND TRAINING.
Be it enacted by the Senate and House of Representatives in General
Assembly convened:
Section 1. (NEW) (Effective July 1, 2021) (a) Not later than January 1, 1
2022, the Department of Education shall verify that educator 2
preparation programs, as defined in section 10-146c of the general 3
statutes, that are approved by the State Board of Education comply with 4
the requirements for (1) instruction in the detection and recognition of, 5
and evidenced-based structured literacy interventions for, students 6
with dyslexia, as defined in section 10-3d of the general statutes, as set 7
forth in subsection (e) of section 10-145a of the general statutes, and (2) 8
the inclusion of supervised practicum hours and instruction in the 9
detection and recognition of, and evidenced-based structured literacy 10
interventions for, students with dyslexia in programs of study in the 11
diagnosis and remediation of reading and language arts as set forth in 12
subsection (i) of section 10-145d of the general statutes, as amended by 13
this act. On and after January 1, 2022, the department shall verify that 14 Raised Bill No. 6517
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any new educator preparation programs comply with such 15
requirements prior to the State Board of Education's approval of such 16
programs. 17
(b) The department shall adopt the compliance measures set forth in 18
appendix d of the final report of the task force established pursuant to 19
special act 19-8 for the purpose of assessing whether each educator 20
preparation program provides educators with instruction (1) in the 21
recognition of dyslexia, (2) in the detection of dyslexia, (3) in the 22
provision of evidence-based structured literacy interventions for 23
students with dyslexia, and (4) for a program of study in the diagnosis 24
and remediation of reading and language arts, through supervised 25
practicum hours. 26
(c) The department may accept from institutions of higher education 27
or other providers of educator preparation programs as proof of 28
compliance with the compliance measures adopted by the department 29
pursuant to subsection (b) of this section by submitting to the 30
department (1) a self-examination report that addresses such 31
requirements, or (2) course syllabi showing graded assignments and 32
evaluations relevant to such requirements, with details including, but 33
not limited to, full citations with specific page numbers of reading 34
assignments and percentage of final grade attributed to such 35
assignments and evaluations. 36
(d) The department shall review and amend the webinar modules of 37
the Capitol Region Education Council and the State Education Resource 38
Center to align with the compliance measures adopted by the 39
department pursuant to subsection (b) of this section. 40
(e) The department shall verify compliance of educator preparation 41
programs with the compliance measures adopted pursuant to 42
subsection (b) of this section by (1) adopting the audit procedures set 43
forth in appendix e of the final report of the task force established 44
pursuant to special act 19-8 for the purpose of evaluating the self-45
examination reports or course syllabi submitted to the department 46 Raised Bill No. 6517
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pursuant to subsection (c) of this section, or (2) requiring a national 47
accrediting agency that accredits educator preparation programs for the 48
department, pursuant to the provisions of special act 16-22, to determine 49
compliance. 50
(f) (1) The Department of Education shall establish a Connecticut 51
Higher Education Collaborative for Dyslexia for the purpose of 52
providing faculty in educator preparation programs with access to 53
training, information and peer and technical support designed to 54
support compliance with the amended standards for approval of such 55
programs. 56
(2) Not later than January 1, 2022, the Department of Education shall 57
(A) adopt the structured literacy competency targets as set forth in 58
appendix f of the final report of the task force established pursuant to 59
special act 19-8 for the purpose of identifying structured literacy 60
competencies that should be achieved by an educator based on 61
certification level and endorsement type, and (B) develop a list of 62
sample course assignments and evaluations that comply with the 63
compliance measures and structured literacy competency targets 64
adopted by the department for the review and consideration of 65
institutions of higher education and other providers of educator 66
preparation programs approved by the department. 67
Sec. 2. (NEW) (Effective July 1, 2021) On and after July 1, 2021, prior to 68
issuing a certificate to teach in the state, the Department of Education 69
shall verify that (1) an applicant for an initial educator certificate 70
complies with the requirements of subsection (e) of section 10-145a of 71
the general statutes, and (2) a certified employee or an applicant for an 72
initial, provisional or professional educator certificate who seeks an 73
endorsement for remedial reading, remedial language arts, reading 74
consultant, comprehensive special education or integrated early 75
childhood and special education complies with the requirements of 76
subsection (i) of section 10-145d of the general statutes, as amended by 77
this act. 78 Raised Bill No. 6517
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Sec. 3. Subdivision (3) of subsection (h) of section 10-145b of the 79
general statutes is repealed and the following is substituted in lieu 80
thereof (Effective July 1, 2021): 81
(3) Except as otherwise provided in section 10-146c, upon receipt of a 82
proper application, the State Board of Education shall issue to a teacher 83
from another state, territory or possession of the United States or the 84
District of Columbia or the Commonwealth of Puerto Rico who has (A) 85
[has] taught in another state, territory or possession of the United States 86
or the District of Columbia or the Commonwealth of Puerto Rico for a 87
minimum of two years in the preceding ten years, (B) [has] received at 88
least two satisfactory performance evaluations while teaching in such 89
other state, territory or possession of the United States or the District of 90
Columbia or the Commonwealth of Puerto Rico, [and] (C) [has] fulfilled 91
post-preparation assessments as approved by the commissioner, and 92
(D) completed not fewer than twelve clock hours of instruction in the 93
detection and recognition of, and evidence-based structured literacy 94
interventions for, students with dyslexia, as defined in section 10-3d 95
and, if applicable, fulfilled the requirements of subsection (i) of section 96
10-145d, as amended by this act, a provisional educator certificate with 97
the appropriate endorsement, subject to the provisions of subsection (i) 98
of this section relating to denial of applications for certification. An 99
applicant who has taught under an appropriate certificate issued by 100
another state, territory or possession of the United States or the District 101
of Columbia or the Commonwealth of Puerto Rico for two or more years 102
shall be exempt from completing the beginning educator program based 103
upon such teaching experience upon a showing of effectiveness as a 104
teacher, as determined by the State Board of Education, which may 105
include, but need not be limited to, a demonstrated record of improving 106
student achievement. An applicant who has successfully completed a 107
teacher preparation program or an alternate route to certification 108
program in another state, territory or possession of the United States or 109
the District of Columbia or the Commonwealth of Puerto Rico and holds 110
an appropriate certificate issued by another state, territory or possession 111
of the United States or the District of Columbia or the Commonwealth 112 Raised Bill No. 6517
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of Puerto Rico shall not be required to complete a course of study in 113
special education, pursuant to subsection (d) of this section. An 114
applicant with two or more years of teaching experience in this state at 115
a nonpublic school, approved by the State Board of Education, in the 116
past ten years shall be exempt from completing the beginning educator 117
program based upon such teaching experience upon a showing of 118
effectiveness as a teacher, as determined by the State Board of 119
Education, which may include, but need not be limited to, a 120
demonstrated record of improving student achievement. 121
Sec. 4. (NEW) (Effective July 1, 2021) The Department of Education 122
shall establish a dyslexia in-service training program advisory council 123
for the purpose of evaluating the quality of the structured literacy 124
training provided in such programs pursuant to subdivision (6) of 125
subsection (a) of section 10-220a of the general statutes. The council shall 126
(1) develop standards for evaluating the quality of structured literacy 127
training based on the structured literacy competency targets adopted by 128
the department pursuant to subdivision (2) of subsection (f) of section 1 129
of this act and effective best practices, including, but not limited to, 130
whether such training (A) is sustained and ongoing, (B) is hands-on and 131
practical, (C) is directly relevant and applicable to individual educators, 132
(D) includes opportunities for extended learning and skill development, 133
and (E) increases opportunities for professional learning and 134
collaboration, and (2) develop, for use by local and regional boards of 135
education, model dyslexia in-service training programs aligned with the 136
structured literacy competency targets adopted by the department 137
pursuant to subdivision (2) of subsection (f) of section 1 of this act. 138
Sec. 5. Subsection (i) of section 10-145d of the general statutes is 139
repealed and the following is substituted in lieu thereof (Effective July 1, 140
2021): 141
(i) (1) On and after July 1, 2017, any (A) certified employee applying 142
for a remedial reading, remedial language arts or reading consultant 143
endorsement, or (B) applicant for an initial, provisional or professional 144
educator certificate and a remedial reading, remedial language arts or 145 Raised Bill No. 6517
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reading consultant endorsement shall (i) achieve a satisfactory score on 146
the reading instruction examination approved by the State Board of 147
Education on April 1, 2009, or a comparable reading instruction 148
examination with minimum standards that are equivalent to the 149
examination approved by the State Board of Education on April 1, 2009, 150
and (ii) have completed a program of study in the diagnosis and 151
remediation of reading and language arts that includes supervised 152
practicum hours or student teaching experience and instruction in the 153
detection and recognition of, and evidence-based structured literacy 154
interventions for, students with dyslexia, as defined in section 10-3d. 155
(2) On and after July 1, 2018, any (A) certified employee applying for 156
a comprehensive special education or integrated early childhood and 157
special education endorsement, or (B) applicant for an initial, 158
provisional or professional educator certificate and a comprehensive 159
special education or integrated early childhood and special education 160
endorsement shall have completed a program of study in the diagnosis 161
and remediation of reading and language arts that includes supervised 162
practicum hours or student teaching experience and instruction in the 163
detection and recognition of, and evidence-based structured literacy 164
interventions for, students with dyslexia, as defined in section 10-3d. 165
Sec. 6. (NEW) (Effective July 1, 2021) On and after January 1, 2022, any 166
supervisor of the practicum hours required pursuant to subdivisions (1) 167
and (2) of subsection (i) of section 10-145d of the general statutes, as 168
amended by this act, shall present to the Department of Education 169
evidence that such supervisor has (A) achieved a satisfactory score on 170
the reading instruction examination approved by the State Board of 171
Education on April 1, 2009, or a comparable reading instruction 172
examination with minimum standards that are equivalent to the 173
examination approved by the State Board of Education on April 1, 2009, 174
(B) a valid educator certificate issued by the department, (C) a master's 175
degree in remedial reading or a closely related field, (D) specific and 176
documented knowledge about structured literacy principles and 177
practices, (E) received training for practicum supervision, coaching and 178
evaluation of reading interventionalists, and (F) at least three years of 179 Raised Bill No. 6517
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work experience in providing structured literacy interventions for 180
students with remedial reading needs, including, but not limited to, 181
students with dyslexia. The department shall give preference for a 182
practicum supervisor position to candidates who, in addition to meeting 183
the qualifications specified in subparagraphs (A) to (F), inclusive, of this 184
subdivision, have experience in the design, implementation or 185
monitoring of structured literacy interventions or previous practicum 186
supervisor experience. 187
Sec. 7. Section 10-14t of the general statutes is repealed and the 188
following is substituted in lieu thereof (Effective July 1, 2021): 189
(a) On or before January 1, [2016] 2022, the Department of Education 190
shall develop or approve reading assessments aligned with the 191
recommendations set forth in appendix g of the final report of the task 192
force established pursuant to special act 19-8, for use by local and 193
regional boards of education, in accordance with the guidance provided 194
pursuant to subsection (c) of this section, for the school year 195
commencing July 1, [2016] 2022, and each school year thereafter, to 196
identify students in kindergarten to grade three, inclusive, who are 197
below proficiency in reading, provided any reading assessments 198
developed or approved by the department include frequent screening 199
and progress monitoring of students. [Such] Each approved reading 200
[assessments] assessment shall (1) measure phonics through nonword 201
and sight word reading, phonemic awareness through deletion and 202
blending, fluency, vocabulary, [and] comprehension, rapid naming of 203
letters, phonological short-term memory and sentence-level listening 204
comprehension, (2) provide opportunities for [periodic] formative 205
[assessment] assessments at least three times, in the fall, winter and 206
spring, during [the] each school year, (3) produce data that is useful for 207
informing individual and classroom instruction, including the grouping 208
of students based on such data and the selection of instructional 209
activities based on data of individual student response patterns during 210
such progress monitoring, (4) be compatible with best practices in 211
reading instruction and research, and (5) assist in identifying, in whole 212
or in part, students at risk for dyslexia, as defined in section 10-3d, or 213 Raised Bill No. 6517
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other reading-related learning disabilities. 214
(b) On or before January 1, 2022, the Department of Education shall 215
develop or approve a family history questionnaire for use by local and 216
regional boards of education for the school year commencing July 1, 217
2022, and each school year thereafter, to prescreen students in 218
kindergarten for the purpose of identifying students who are below 219
proficiency in reading. 220
(c) On or before January 1, 2022, the department shall provide 221
guidance to local and regional boards of education for administering the 222
approved reading assessments, including, but not limited to, (1) 223
specifying the appropriate grade levels for each reading assessment, (2) 224
allowing approved reading assessments to be combined to ensure each 225
ability specified in subdivision (1) of subsection (a) of this section is 226
measured during each school year using one or more reading 227
assessments appropriate for a student's grade level, (3) advising how 228
each board's goals, student body characteristics and resources should 229
inform the choice of reading assessments used by such board, (4) 230
advising how aggregate data derived from reading assessments should 231
guide each board's prevention and early intervention initiatives, and (5) 232
requiring the administration of approved reading assessments in both 233
English and a student's native language, if available, for any student 234
being instructed in literacy in his or her native language. 235
[(b)] (d) Not later than February 1, [2016] 2022, the Commissioner of 236
Education shall submit the reading assessments, family history 237
questionnaire and guidance developed or approved under this section 238
to the joint standing committee of the General Assembly having 239
cognizance of matters relating to education, in accordance with the 240
provisions of section 11-4a. 241
(e) The Department of Education may, in partnership with a public 242
institution of higher education, establish a data center to guide the 243
department and local and regional boards of education in the use and 244
effectiveness of reading assessments. Such data center may include, but 245 Raised Bill No. 6517
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not be limited to, tracking (1) which reading assessments are used by 246
each regional or local board of education, and (2) nonidentifiable 247
student information, including, but not limited to, a student's 248
demographic background, school district, reading assessment dates and 249
scores on reading assessments. 250
This act shall take effect as follows and shall amend the following
sections:
Section 1 July 1, 2021 New section
Sec. 2 July 1, 2021 New section
Sec. 3 July 1, 2021 10-145b(h)(3)
Sec. 4 July 1, 2021 New section
Sec. 5 July 1, 2021 10-145d(i)
Sec. 6 July 1, 2021 New section
Sec. 7 July 1, 2021 10-14t
Statement of Purpose:
To implement the recommendations of the task force to analyze the
implementation of laws governing dyslexia instruction and training.
[Proposed deletions are enclosed in brackets. Proposed additions are indicated by underline, except
that when the entire text of a bill or resolution or a section of a bill or resolution is new, it is not
underlined.]