Substitute House Bill No. 6517
Public Act No. 21-168
AN ACT IMPLEMENTING THE RECOMMENDATIONS OF THE TASK
FORCE TO ANALYZE THE IMPLEMENTATION OF LAWS
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) There is established an
Office of Dyslexia and Reading Disabilities within the Department of
Education which shall be under the management of a chief. The chief
shall be qualified by training and experience to perform the duties of the
office, including, but not limited to, expertise in higher education,
dyslexia and structured literacy. The Office of Dyslexia and Reading
Disabilities shall (1) verify the compliance of (A) educator preparation
programs, as defined in section 10-146c of the general statutes, and (B)
applicants for an initial, provisional or professional educator certificate
pursuant to the provisions of chapter 166 of the general statutes relating
to dyslexia instruction and training, including, but not limited to, the
compliance verifications required pursuant to sections 2 to 4, inclusive,
of this act; (2) review and recommend changes, as necessary, to the State
Board of Education's process for approval of educator preparation
programs related to such compliance verifications; and (3) provide
guidance to and consult with the department's Talent Office related to
such compliance verifications. Substitute House Bill No. 6517
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(b) The chief of the Office of Dyslexia and Reading Disabilities shall
appoint such full-time staff as may be necessary for the operations of
said office, which shall include, but need not be limited to, (1) staff with
expertise in (A) educator preparation program accreditation analysis
and approval, and (B) educator preparation program curriculum
analysis related to structured literacy and dyslexia; and (2) support staff.
(c) Not later than July 1, 2022, the office shall (1) with consideration
given to the recommendations set forth in appendices d and e of the
final report of the task force established pursuant to special act 19-8,
develop compliance measures and audit procedures to determine the
compliance of educator preparation programs with the provisions of
subsection (e) of section 10-145a of the general statutes, and whether
such educator preparation programs include supervised practicum
hours or student teaching experience and instruction in the detection
and recognition of, and evidence-based structured literacy interventions
for, students with dyslexia in any programs of study in the diagnosis
and remediation of reading and language arts; and (2) submit such
compliance measures and audit procedures, in accordance with the
provisions of section 11-4a of the general statutes, to the joint standing
committees of the General Assembly having cognizance of matters
relating to higher education and education.
(d) Not later than July 1, 2022, the office shall develop, and update as
necessary, (1) with consideration given to the recommendations set
forth in appendix f of the final report of the task force established
pursuant to special act 19-8, structured literacy competency targets for
the purpose of identifying structured literacy competencies that should
be achieved by an educator based on certification level and endorsement
type; (2) for the review and consideration of institutions of higher
education and other providers of educator preparation programs
approved by the department, a list of sample course assignments and
evaluations aligned with the structured literacy competency targets Substitute House Bill No. 6517
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developed by the office and the compliance measures developed
pursuant to subsection (c) of this section; and (3) model dyslexia in-
service training programs, for use by local and regional boards of
education, aligned with the structured literacy competency targets
developed by the office.
Sec. 2. (NEW) (Effective July 1, 2021) (a) On and after September 1,
2022, the Office of Dyslexia and Reading Disabilities, established
pursuant to section 1 of this act, shall verify that any educator
preparation program, as defined in section 10-146c of the general
statutes, that submits an application for initial or continued approval to
the State Board of Education (1) is complying with the requirements set
forth in subsection (e) of section 10-145a of the general statutes
concerning instruction in the detection and recognition of, and
evidence-based structured literacy interventions for, students with
dyslexia, as defined in section 10-3d of the general statutes, and (2)
includes supervised practicum hours or student teaching experience
and instruction in the detection and recognition of, and evidence-based
structured literacy interventions for, students with dyslexia in any
programs of study for remedial reading, remedial language arts,
reading consultants or special education. The office shall use the
compliance measures and audit procedures developed pursuant to
subsection (c) of section 1 of this act to carry out the provisions of this
subsection.
(b) The office may complete the compliance verification required
pursuant to subsection (a) of this section by reviewing the information
gathered by a national accrediting agency that accredits educator
preparation programs for the Department of Education, pursuant to the
provisions of special act 16-22, provided such national accrediting
agency uses the compliance measures and audit procedures developed
pursuant to subsection (c) of section 1 of this act.
(c) Not later than January 1, 2023, and annually thereafter, the office Substitute House Bill No. 6517
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shall submit, in accordance with the provisions of section 11-4a of the
general statutes, to the joint standing committees of the General
Assembly having cognizance of matters relating to higher education
and education, a report on the compliance verification conducted
pursuant to subsection (a) of this section for each educator preparation
program.
(d) Not later than January 1, 2023, and annually thereafter, the office
shall (1) review, and request updates of as necessary, the webinar
modules and trainings developed or endorsed by the Department of
Education for the purpose of aligning such webinar modules with the
compliance measures developed by the office pursuant to subsection (c)
of section 1 of this act; and (2) submit, in accordance with the provisions
of section 11-4a of the general statutes, to the joint standing committees
of the General Assembly have cognizance of matters relating to higher
education and education status reports on the compliance of such
webinar modules and trainings.
Sec. 3. (NEW) (Effective July 1, 2021) On and after September 1, 2022,
the State Board of Education shall not approve any educator preparation
program until the Office of Dyslexia and Reading Disabilities,
established pursuant to section 1 of this act, completes the compliance
verification required pursuant to section 2 of this act.
Sec. 4. (NEW) (Effective July 1, 2021) On and after September 1, 2023,
the State Board of Education shall issue an initial, provisional or
professional educator certificate to an applicant who meets the
requirements set forth in section 10-145b of the general statutes upon
verification by the Office of Dyslexia and Reading Disabilities,
established pursuant to section 1 of this act, in consultation with the
department's Talent Office and Bureau of Educator Standards and
Certification, that (1) an applicant for an initial educator certificate who
has graduated from an educator preparation program in the state has
completed not fewer than twelve clock hours of instruction in the Substitute House Bill No. 6517
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detection and recognition of, and evidence-based structured literacy
interventions for, students with dyslexia, as defined in section 10-3d of
the general statutes; and (2) an applicant for an initial educator
certificate who seeks an endorsement for comprehensive special
education or integrated early childhood and special education
completes the requirements of subdivision (2) of subsection (i) of section
10-145d of the general statutes, as amended by this act.
Sec. 5. Subdivision (2) of subsection (i) of section 10-145d of the
general statutes is repealed and the following is substituted in lieu
thereof (Effective July 1, 2021):
(2) On and after July 1, [2018] 2021, any (A) certified employee
applying for a comprehensive special education or integrated early
childhood and special education endorsement, or (B) applicant for an
initial, provisional or professional educator certificate and a
comprehensive special education or integrated early childhood and
special education endorsement shall have completed a program of
study in the diagnosis and remediation of reading and language arts
that includes supervised practicum hours or student teaching
experience and instruction in the detection and recognition of, and
evidence-based structured literacy interventions for, students with
dyslexia, as defined in section 10-3d.
Sec. 6. (NEW) (Effective July 1, 2021) (a) On and after January 1, 2022,
the Office of Dyslexia and Reading Disabilities shall provide guidance
to institutions of higher education and other providers of educator
preparation programs on how to provide verification that any
supervisor of the practicum hours required pursuant to subdivisions (1)
and (2) of subsection (i) of section 10-145d of the general statutes, as
amended by this act, has obtained at least four of the following
qualifications: (1) A satisfactory score on the reading instruction
examination approved by the State Board of Education on April 1, 2009,
or a comparable reading instruction examination with minimum Substitute House Bill No. 6517
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standards that are equivalent to the examination approved by the State
Board of Education on April 1, 2009; (2) a valid initial, provisional or
professional educator certificate issued by the State Board of Education;
(3) a master's degree in remedial reading or a closely related field; (4)
specific and documented knowledge about structured literacy
principles and practices; (5) training for practicum supervision,
coaching and evaluation of a reading interventionist; or (6) at least three
years of work experience in providing structured literacy interventions
for students with remedial reading needs, including, but not limited to,
students with dyslexia.
(b) An institution of higher education and any other provider of an
educator preparation program shall give preference to those candidates
for a practicum supervisor position who, in addition to meeting the
qualifications specified in subdivisions (1) to (6), inclusive, of subsection
(a) of this section, have experience in the design, implementation or
monitoring of structured literacy interventions or previous practicum
supervisor experience.
Sec. 7. Section 10-14t of the general statutes is repealed and the
following is substituted in lieu thereof (Effective July 1, 2021):
(a) On or before [January 1, 2016] July 1, 2022, the Department of
Education shall develop or approve reading assessments, with
consideration given to the recommendations set forth in appendix g of
the final report of the task force established pursuant to special act 19-8,
for use by local and regional boards of education, in accordance with the
guidance provided pursuant to subsection (c) of this section, for the
school year commencing July 1, [2016] 2023, and each school year
thereafter, to identify students in kindergarten to grade three, inclusive,
who are below proficiency in reading, provided any reading
assessments developed or approved by the department include
frequent screening and progress monitoring of students. Such reading
assessments shall (1) be brief, (2) be evidence-based, as defined in 20 Substitute House Bill No. 6517
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USC 7801(21), with proven psychometrics for validity, (3) measure
[phonics] oral language, phonemic awareness, phonics, fluency,
vocabulary, rapid automatic name or letter name fluency and reading
comprehension, [(2)] (4) provide opportunities for [periodic] formative
[assessment] assessments at least three times, in the fall, winter and
spring, during [the] each school year, [(3)] (5) produce data that is useful
for informing individual and classroom instruction, including the
grouping of students based on such data and the selection of
instructional activities based on data of individual student response
patterns during such progress monitoring, [(4)] (6) be compatible with
best practices in reading instruction and research, and [(5)] (7) assist in
identifying, in whole or in part, students at risk for dyslexia, as defined
in section 10-3d, or other reading-related learning disabilities.
(b) On or before January 1, 2023, the department shall provide
guidance to local and regional boards of education for administering the
approved reading assessments, including, but not limited to, (1)
specifying the appropriate grade levels for each reading assessment; (2)
allowing approved reading assessments to be combined to ensure each
ability specified in subdivision (1) of subsection (a) of this section is
measured during each school year using one or more reading
assessments appropriate for a student's grade level; (3) advising how
each board's goals, student body characteristics and resources should
inform the choice of reading assessments used by such board; (4)
advising how aggregate data derived from reading assessments should
guide each board's prevention and early intervention initiatives; and (5)
requiring the administration of approved reading assessments in both
English and a student's native language, if available, for any student
being instructed in literacy in his or her native language.
[(b)] (c) Not later than February 1, [2016] 2023, the Commissioner of
Education shall submit the reading assessments and guidance
developed or approved under this section to the joint standing Substitute House Bill No. 6517
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committee of the General Assembly having cognizance of matters
relating to education, in accordance with the provisions of section 11-4a.
(d) The Department of Education may, in partnership with a public
institution of higher education, establish a data center to guide the
department and local and regional boards of education in the use and
effectiveness of reading assessments. Such data center may include, but
need not be limited to, tracking (1) which reading assessments are used
by each regional or local board of education, and (2) student
information, disaggregated by categories including, but not limited to,
a student's demographic background, school district, reading
assessment dates and scores on reading assessments, provided such
disaggregation keeps such student information personally
nonidentifiable.
Sec. 8. (NEW) (Effective July 1, 2021) On or before January 1, 2022, the
Department of Education shall develop or approve a voluntary family
history questionnaire to be distributed during the school year
commencing July 1, 2022, and each school year thereafter, to assist in the
identification, in whole or in part, of students who are at risk of reading
proficiency challenges.
Sec. 9. (Effective July 1, 2021) Not later than January 1, 2022, and
annually thereafter until the Office of Dyslexia and Reading Disabilities,
established pursuant to section 1 of this act, is fully staffed, the
Department of Education shall submit, in accordance with the
provisions of section 11-4a of the general statutes, to the joint standing
committees of the General Assembly having cognizance of matters
relating to higher education and education status reports on the
establishment and staffing of said office.
Sec. 10. (NEW) (Effective July 1, 2021) Not later than January 1, 2023,
and annually thereafter, the Department of Education shall submit, in
accordance with the provisions of section 11-4a of the general statutes, Substitute House Bill No. 6517
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to the joint standing committees of the General Assembly having
cognizance of matters relating to higher education and education, a
report outlining (1) the outcomes of the compliance verification
conducted pursuant to section 2 of this act, and (2) the reading
assessments developed or approved and the related guidance provided
by the department pursuant to section 7 of this act.