Researcher: MGS Page 1 6/4/21
OLR Bill Analysis
sHB 6517 (as amended by House “A”)*
AN ACT IMPLEMENTING THE RECOMMENDATIONS OF THE
TASK FORCE TO ANALYZE THE IMPLEMENTATION OF LAWS
GOVERNING DYSLEXIA INSTRUCTION AND TRAINING.
SUMMARY
This bill makes the following changes in state laws governing
teacher preparation programs, teacher certification, and elementary
student reading proficiency assessments:
1. establishes an Office of Dyslexia and Reading Disabilities
(hereafter “the office”) in the State Department of Education
(SDE) to verify whether teacher preparation programs and
teacher certification applicants comply with requirements in
state law relating to dyslexia instruction and training (§§ 1-4);
2. bars the State Board of Education (SBE) from approving any
teacher preparation programs, beginning September 1, 2022,
until the office verifies that the program complies with state law
relating to dyslexia instruction and training (§ 3);
3. requires SDE to issue a teaching certificate to any level of
applicant (initial, provisional, or professional), beginning
September 1, 2023, if the office verifies that he or she has
fulfilled certain literacy training and education requirements (§
4);
4. allows applicants for certain teaching certification endorsements
to substitute student teaching experience for supervised
practicum hours (§ 5);
5. requires the office to provide guidance to higher education
institutions and other teacher preparation program providers
about how to verify whether practicum hour supervisors have 2021HB-06517-R01-BA.DOCX
Researcher: MGS Page 2 6/4/21
obtained certain qualifications (§ 6);
6. requires SDE to revise previously -developed reading
assessments for grades kindergarten through three to include
new methodologies for measuring reading proficiency (§ 7);
7. allows SDE to partner with a public college or university to
establish a data center to guide the department and boards of
education in the use and effectiveness of reading assessments (§
7);
8. requires each local or regional board of education to develop a
voluntary family history questionnaire to help identify students
who are at risk of reading proficiency challenges (§ 8); and
9. requires SDE to report to legislative committees about the (a)
progress of the office’s establishment and staffing, (b) results of
the verification of teacher preparation programs’ and teacher
certificate applicants’ compliance with state law, and (c)
guidance given to boards of education about the administration
of reading assessments (§§ 9 & 10).
The bill also makes various minor, technical, and conforming
changes.
*House Amendment “A”:
1. renames the new “Office of Training Compliance” the “Office of
Dyslexia and Reading Disabilities” and establishes qualification
requirements and duties for its leader (§ 1);
2. extends several deadlines by which the new office, SBE, and
SDE must complete specified duties (§§ 1-4 & 7);
3. reduces the number of qualifications for supervisors of
practicum hours (§ 6);
4. revises the new methodologies that must be employed in the
updated K-3 reading assessments (§ 7); and 2021HB-06517-R01-BA.DOCX
Researcher: MGS Page 3 6/4/21
5. creates new legislative reporting requirements for SDE (§§ 9 &
10).
The amendment also removes provisions about proof of teacher
preparation program compliance and makes other minor and technical
changes.
EFFECTIVE DATE: July 1, 2021
§§ 1-4 — OFFICE OF DYSLEXIA AND READING DISABILITIES
The bill establishes the office in SDE, managed by a chief who is
qualified to perform the office’s duties by training and experience,
including expertise in higher education, dyslexia, and structured
literacy. It tasks the office with performing the following duties:
1. verifying whether teacher preparation programs and teacher
certification applicants (a) fulfill existing law’s requirements
about dyslexia instruction and training and (b) meet compliance
standards relating to dyslexia instruction and training
established by the bill and
2. relating to these compliance standards, (a) reviewing and
recommending changes, as necessary, to SBE’s approval process
for teacher preparation programs and (b) providing guidance to
and consulting with SDE’s Talent Office.
Under the bill, the office’s chief must appoint full-time staff
necessary for operations, which must at least include (1) staff with
expertise in education preparation program (a) accreditation analysis,
(b) approval, and (c) curriculum analysis related to structured literacy
and dyslexia and (2) support staff.
Development of Compliance Measures and Audit Procedures (§ 1)
The bill requires the office to develop compliance measures and
audit procedures by July 1, 2022, for determining whether teacher
preparation programs fulfill requirements in state law about (1)
instruction in literacy skills and processes (see BACKGROUND) and
(2) whether these programs include supervised practicum hours or 2021HB-06517-R01-BA.DOCX
Researcher: MGS Page 4 6/4/21
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. The office must
consider the recommendations in Appendices D and E of the Task
Force to Analyze the Implementation of Laws Governing Dyslexia
Instruction and Training’s final report (see BACKGROUND). The
office must submit these compliance measures and procedures to the
Higher Education and Employment Advancement and the Education
committees by that same date.
Additionally, the bill requires the office to develop the following
items by July 1, 2022, and update them as necessary, with
consideration given to the recommendations in Appendix F of the Task
Force to Analyze the Implementation of Laws Governing Dyslexia
Instruction and Training’s final report (see BACKGROUND):
1. structured literacy competency targets to identify structured
literacy competencies an educator should achieve based on
certification level and endorsement type;
2. a list of sample course assignments and evaluations for higher
education institutions and other teacher preparation programs
to review and consider that align with the structured literacy
competency targets and compliance measures the office
developed; and
3. model dyslexia in-service training programs for local and
regional boards of education to use that also align with the
structured literacy competency targets.
Teacher Preparation Program Compliance Measures and
Verification (§ 2)
Under the bill, beginning on September 1, 2022, the office must use
the compliance measures and audit procedures it develops to verify
whether any teacher preparation program that submits an initial or
continued approval application to SBE is complying with existing law
about the following: 2021HB-06517-R01-BA.DOCX
Researcher: MGS Page 5 6/4/21
1. instruction in dyslexia detection and recognition and evidence-
based structured literacy interventions and
2. inclusion of supervised practicum hours or student teaching
experience and instruction in evidence-based structured literacy
interventions for students with dyslexia in programs of study
for remedial reading, remedial language arts, and reading
consultants or special education.
Additionally, the bill allows the office to complete the compliance
verification by reviewing the information gathered by a national
accrediting agency that accredits teacher preparation programs for
SDE, so long as the agency uses the compliance measures and audit
procedures developed by the office under the bill.
Under the bill, the office must report annually on the compliance
verification results to the Higher Education and Employment
Advancement and Education committees, with an initial reporting
deadline of January 1, 2023.
Additionally, by that same initial date, the bill requires the office to
do the following, annually:
1. review and request updates about webinar modules and
trainings developed or endorsed by SDE to align the modules
with the office’s compliance measures and
2. submit status reports on the compliance of these modules and
trainings to the Higher Education and Employment
Advancement and Education committees.
Approval of New Teacher Preparation Programs (§ 3)
Beginning September 1, 2022, the bill prohibits SBE from approving
any teacher preparation programs until the office completes the
verification of compliance described above (§ 2), using the compliance
measures and audit procedures it develops as required by the bill.
Teacher Certification Applicant Compliance Measures and
Verification (§ 4) 2021HB-06517-R01-BA.DOCX
Researcher: MGS Page 6 6/4/21
Beginning September 1, 2023, the bill requires SBE to issue any
appropriate level of teaching certificate (initial, provisional, or
professional) to an applicant who meets specified requirements in state
teacher certification law, as verified by the office in consultation with
SDE’s Talent Office and Bureau of Educator Standards and
Certification. The bill establishes two verification requirements specific
to the level of teaching certificate that the applicant seeks.
First, if the applicant is seeking an initial certificate and has
graduated from a Connecticut teacher preparation program, the bill
requires the office to certify that he or she has completed at least 12
clock hours of instruction in detection and recognition of, and
evidence-based structured literacy interventions for, students with
dyslexia.
Second, if the applicant is seeking an initial certificate with an
endorsement in comprehensive special education or integrated early
childhood and special education, the bill requires the office to certify
that he or she has complied with the requirements in state law about
completing a program of study in the diagnosis of remediation of
reading and language arts that includes supervised practicum hours
and instruction in the detection and recognition of, and evidence-based
structured literacy interventions for, students with dyslexia.
§ 5 — APPLICANT REQUIREMEN TS FOR CERTAIN TEACH ING
CERTIFICATE ENDORSEM ENTS
Beginning on July 1, 2021, the bill allows the following applicants to
complete a student teaching experience as an alternative to completing
supervised practicum hours:
1. any certified employees applying for a comprehensive special
education or integrated early childhood and special education
endorsement or
2. applicants for an initial, provisional, or professional teaching
certificate and a comprehensive special education or integrated
early childhood and special education endorsement. 2021HB-06517-R01-BA.DOCX
Researcher: MGS Page 7 6/4/21
§ 6 — SUPERVISORS OF PRACT ICUM HOURS
Beginning January 1, 2022, the bill requires the office to provide
guidance to higher education institutions and other teacher
preparation program providers about how to verify whether
practicum hour supervisors have obtained at least four of the
following qualifications:
1. a satisfactory score on the SBE-approved reading instruction
exam or a comparable reading instruction exam;
2. a valid initial, provisional, or professional SBE-issued teaching
certificate;
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’ work experience providing structured
literacy interventions for students with remedial reading needs,
including students with dyslexia.
Under the bill, higher education institutions and other teacher
preparation program providers must give preference to practicum
supervisor candidates who meet the above six qualifications and also
have (1) experience in the design, implementation, or monitoring of
structured literacy interventions or (2) previous practicum supervisor
experience. Current law is silent regarding qualifications for practicum
supervisors.
§ 7 — KINDERGARTEN TO GRAD E 3 READING ASSESSME NTS
Under the bill, SDE must revisit the reading assessments for grades
kindergarten through three that it previously developed and approved
by January 1, 2016. The department must now reconsider these
assessments by July 1, 2022, in light of the recommendations made in 2021HB-06517-R01-BA.DOCX
Researcher: MGS Page 8 6/4/21
Appendix G of the Task Force to Analyze the Implementation of Laws
Governing Dyslexia Instruction and Training’s final report (see
BACKGROUND). Local and regional boards of education must begin
using these assessments in the 2023-24 school year to identify K-3
students who are below proficiency in reading.
Additionally, the bill makes changes to the assessments’
methodology for identifying these students. In addition to the
requirements in current law, it specifically requires that the
assessments also:
1. be evidence-based, as defined in federal law (see
BACKGROUND), be brief, and have proven psychometrics for
validity;
2. measure oral language, phonics, rapid automatic name or letter
name fluency, and reading comprehension, in addition to the
methods in current law (i.e., phonemic awareness, fluency, and
vocabulary); and
3. be given at least three times each school year in fall, winter, and
spring, rather than periodically at unspecified times during the
school year as required under current law.
The bill also requires SDE to provide guidance to local and regional
boards of education by January 1, 2023, about administering the
approved reading assessments. This guidance must address the
following topics at a minimum:
1. appropriate grade levels for each reading assessment;
2. combining approved reading assessments when needed to
ensure each ability is measured during each school year using
one or more grade level-appropriate reading assessments;
3. advice on how each board’s goals, student body characteristics,
and resources should inform the choice of reading assessments
used by each board; 2021HB-06517-R01-BA.DOCX
Researcher: MGS Page 9 6/4/21
4. advice on how aggregate data derived from reading
assessments should guide each board’s prevention and early
intervention initiatives; and
5. the requirement that approved reading assessments be
administered in both English and a student’s native language, if
available, for any student receiving literacy instruction in her or
her native language.
Under the bill, the SDE commissioner must submit the revised
reading assessments and the newly developed or approved guidance
to school boards to the Education Committee by February 1, 2023.
Data Center
The bill allows SDE to partner with a public college or university to
establish a data center to guide SDE and boards of education in the use
and effectiveness of reading assessments. The center may track, but is
not limited to tracking, the following types of data:
1. which reading assessment is used by each board of education
and
2. student information, disaggregated by categories to keep it
personally nonidentifiable (presumably, to protect student
identities), including (a) student demographic background, (b)
school district, (c) reading assessment dates, and (d) scores on
reading assessment.
§ 8 — VOLUNTARY FAMILY HIS TORY QUESTIONNAIRE
The bill requires SDE to develop or approve a voluntary family
history questionnaire by January 1, 2022. This questionnaire must be
distributed annually, beginning with the 2022-23 school year, to help
identify, in whole or in part, students who are at risk of reading
proficiency challenges.
§§ 9 & 10 — SDE REPORTS TO THE L EGISLATURE
The bill requires SDE to make two types of reports to the Higher
Education and Education committees. 2021HB-06517-R01-BA.DOCX
Researcher: MGS Page 10 6/4/21
First, the department must submit status reports on the
establishment and staffing of the Office of Dyslexia and Reading
Disabilities. This report is initially due by January 1, 2022, followed by
annual updates until the office is fully staffed.
Second, the department must submit a report outlining the (1)
outcomes of the compliance verification it has conducted as required
by the bill and (2) reading assessments it has developed or approved
and the related guidance it has provided to boards of education about
their administration.
BACKGROUND
Literacy Skills and Processes Instruction in Teacher Preparation
Programs
Any teacher preparation program that leads to professional teacher
certification must include in its curriculum instruction in literacy skills
and processes that reflects current research and best practices in the
field of literacy training. The instruction must (1) be incorporated into
the requirements of the student’s major and concentration and (2)
include at least 12 clock hours of instruction in dyslexia detection and
recognition of, and evidence-based structured literacy interventions
for, students with dyslexia (CGS § 10-145a(e)).
Final Task Force Report, Appendices D, E, F & G
The Task Force to Analyze the Implementation of Laws Governing
Dyslexia Instruction and Training, established by the legislature in
Special Act 19-8, issued a final report of fi ndings and
recommendations on December 31, 2020.
Appendix D of this report contains task force-approved teacher
preparation program candidate outcomes and compliance targets.
Appendix E contains an audit protocol framework. Appendix F
contains structured literacy educator competency standards for
districts to use. Appendix G contains a “Menu of K-3 Screeners,”
which lists approved reading tests for students in grades K-3, the skills
that each test measures, and the grades during which the tests should
be administered. 2021HB-06517-R01-BA.DOCX
Researcher: MGS Page 11 6/4/21
Definition of “Evidence-Based”
Under federal law, “evidence-based” (in relation to a state, local
education agency, or school activity) means an activity, strategy, or
intervention that demonstrates a statistically significant effect on
improving student outcomes or other relevant outcomes, based on
either:
1. strong evidence from at least one well-designed and well-
implemented experimental study; moderate evidence from at
least one well-designed and well-implemented quasi-
experimental study; or promising evidence from at least one
well-designed and well-implemented correlational study with
statistical controls for selection bias; or
2. demonstration of a rationale based on high-quality research
findings or positive evaluation that such activity, strategy, or
intervention is likely to improve student outcomes or other
relevant outcomes; and inclusion of ongoing efforts to examine
the effects of such activity, strategy, or intervention (20 U.S.C. §
7801(21)).
Related Bill
HB 6620 (File 650), reported favorably by the Education Committee
and the Appropriations Committee, also changes the law regarding
reading assessments for kindergarten through grade three students.
Under HB 6620, § 5, the Center for Literacy Research and Reading
Success, which the bill establishes, must compile a list of approved
reading assessments for school districts to use beginning with the
2023-24 school year.
COMMITTEE ACTION
Higher Education and Employment Advancement Committee
Joint Favorable Substitute
Yea 22 Nay 0 (03/18/2021)
Appropriations Committee 2021HB-06517-R01-BA.DOCX
Researcher: MGS Page 12 6/4/21
Joint Favorable
Yea 48 Nay 0 (05/03/2021)