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ENGROSSED SENATE AMENDMENTS
TO
ENGROSSED HOUSE
BILL NO. 2768 By: Randleman and Mize of the
House
and
Standridge of the Senate
[ education - including dysgraphia in annual dyslexia
professional development program - effective date ]
AMENDMENT NO. 1. Page 7, line 6, insert, after the word “Force”,
the following language, “, a speech-language
pathologist, an occupational therapist, ”
AMENDMENT NO. 2. Page 1, restore the title
Passed the Senate the 27th day of April, 2022.
Presiding Officer of the Senate
Passed the House of Representatives the ____ day of __________,
2022.
Presiding Officer of the House
of Representatives
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ENGROSSED HOUSE
BILL NO. 2768 By: Randleman and Mize of the
House
and
Standridge of the Senate
[ education - including dysgraphia in annual dyslexia
professional development program - effective date ]
BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA:
SECTION 1. AMENDATORY 70 O.S. 2 021, Section 6-194, is
amended to read as follows:
Section 6-194. A. The district boards of education of this
state shall establish professional development programs for the
certified teachers and administrators of the di strict. Programs
shall be adopted by each board based upon recommendations of a
professional development committee appointed by the board of
education for the district. For the fiscal years ending June 30,
2011, and June 30, 2012, a school district board of education may
elect not to adopt and offer a professional development program for
certified teachers and administrators of the district. If a school
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district elects not to adopt and offer a professional development
program, the district may expend any monies allocated for
professional development for any purpose related to the support and
maintenance of the school district as determined by the b oard of
education of the school district.
B. Each professional development committee shall include
classroom teachers, administrators, school counselors or licensed
mental health providers, and parents, guardians or custodians of
children in the school di strict and shall consult with a higher
education faculty. A majority of the members of the professional
development committee shall be compos ed of classroom teachers. The
teacher members shall be selected by a designated administrator of
the school district from a list of names submitted by the teachers
in the school district. The members selected shall be sub ject to
the approval of a majorit y vote of the teachers in the district.
C. In developing program recommendations, each professional
development committee shall annually utilize a data -driven approach
to analyze student data and determine district and sch ool
professional development need s. The professional development
programs adopted shall be directed toward development of
competencies and instruc tional strategies in the core curriculum
areas for the follow ing goals:
1. Increasing the academic performan ce data scores for the
district and each school site;
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2. Closing achievement gaps among student subgroups;
3. Increasing student achievement as d emonstrated on state -
mandated tests and the ACT;
4. Increasing high school graduation rates; and
5. Decreasing college remediation rates.
Each program may also include components on classroom management
and student discipline strategies, outreach to pare nts, guardians or
custodians of students, special education, and racial and ethnic
education, which all perso nnel defined as teachers in Secti on 1-116
of this title shall be required to complete on a periodic basis.
The State Board of Education shall prov ide guidelines to assist
school districts in developing and i mplementing racial and ethnic
education components into professional development programs.
D. At a minimum of once an academic year a program shall be
offered which includes the following:
1. Training on recognition of child abuse and neglect;
2. Recognition of child sexual abuse;
3. Proper reporting of suspected abuse; and
4. Available resources.
E. One time per year, beginning in the 2009-2010 school year,
training in the area of autism sh all be offered and all resident
teachers of students in early childhood programs through grade three
shall be required to complete the autism training during the
resident year and at least one time every three (3) years
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thereafter. All other teachers and education support professionals
of students in early childhoo d programs through grade three shall be
required to complete the autism training at least one time every
three (3) years. The autism training shall include a minimum
awareness of the characteris tics of autistic children, resources
available and an introdu ction to positive behavior supports to
challenging behavior. Each adopted program shall allow school
counselors to receive at least one-third (1/3) of the hours or
credit required each year thro ugh programs or courses specifically
designed for school coun selors.
Districts are authorized to utilize any means for professional
development that is not prohibited by law including, but not limited
to, professional development provided by the district, any state
agency, institution of higher education, or any pri vate entity.
F. One time per year, beginning in the 2020-2021 school year, a
dyslexia awareness program shall be offered. Beginning in the 2023 -
2024 school year, the program shall include information and training
in dysgraphia. At a minimum, the program shall include:
1. Training in awareness of dyslexia characteristics in
students;
2. Training in effective classr oom instruction to meet the
needs of students with dyslexia; and
3. Available dyslexia resources for teacher s, students and
parents.
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G. Except as otherwise provided for in this subsection, each
certified teacher in this state shall be required by the dis trict
board of education to meet the professi onal development requirements
established by the board, or estab lished through the negotiation
process. Except as otherwise provided for in this subsection, the
professional development requirements established by each board of
education shall require eve ry teacher to annually complete a mini mum
number of the total nu mber of points required to maintain
employment. Failure of any teacher to meet district board of
education professional development requirements m ay be grounds for
nonrenewal of such teacher' s contract by the board. Such failure
may also be grounds for n onconsideration of salary increments
affecting the teacher. For the fiscal years ending June 30, 2011,
and June 30, 2012, a certified teacher shal l not be required to
complete any points of t he total number of professional develo pment
points required. Pr ovided, a teacher may elect to complet e some or
all of the minimum number of points required for t he two (2) fiscal
years and any points completed shall be counted toward the total
number of points required to maintain employment. If a teacher does
not complete some or all of the minimum numb er of points required
for one (1) or both fiscal years, the total number of points
required to maintain emplo yment shall be adjusted and reduced by the
number of points not completed.
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H. Each district shall annually s ubmit a report to the State
Department of Education on the district level professional
development needs, activities completed, expenditures, and r esults
achieved for each school year by each goal as provided in subsection
C of this section. If a school d istrict elects not to adopt and
offer a professional development program as provided for in
subsection A of this section, the district shall not be required to
submit an annual report as requi red pursuant to this subsection but
shall report to the State De partment of Education its election not
to offer a program and all professional development activit ies
completed by teachers and administrators of t he school district.
I. Subject to the availa bility of funds, the Department shall
develop an online system f or reporting as required in subsection H
of this section. The Department shall also make such inf ormation
available on its website.
SECTION 2. AMENDATORY 70 O.S. 2021, Section 1210.517, is
amended to read as follows:
Section 1210.517 A. The State Department of Educat ion shall
maintain the dyslexia handboo k created by the Dysl exia and Education
Task Force pursuant to Section 1, Chapter 261, O.S.L. 2017 that
includes guidance, techn ical assistance and training to assist all
local school systems, studen ts and families in the implementation of
evidence-based practices for instructing students with
characteristics of dyslexia and dysgraphia. Beginning January 1,
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2024, the dyslexia handbook shall be known as the dyslexia and
dysgraphia handbook.
B. The Department shall review the handbook and make revisions,
as necessary, but at a minimum of every three (3) years, with
stakeholders, including, but not limited to, previous members of th e
Dyslexia and Education Task Force and the State Advisory Panel
created pursuant to Part B of the Individuals with Disabilities
Education Act. Previous members of the Task Force shall be
consulted when making revisions to the handbook. Each member of the
Task Force not available for the review shall be replaced by an
individual meeting the criteria of the original appointment in order
to maintain the original composition of the Task Force.
As part of the review, members shall:
1. Study how to effectively identify students who have
dysgraphia identified through possible reading and broad writ ten
language scores;
2. Study the response-to-intervention process (RTI), as well as
other effective research -based approaches in writing, reading, and
literacy to identify the appropriate measures for assisting students
with dysgraphia; and
3. Make recommendations for appropriate resources and
interventions for students with reading or writing difficulties,
including dysgraphia and broad written language disorder, in order
to make schools aware of the significance of dysgraphia .
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C. Any revisions to the handbook shall include, but not be
limited to, the following information for sc hool districts screening
students in kindergarten and grades one through three who have been
identified through the response-to-intervention process as h aving
characteristics of dyslexia or dysgraphia:
1. Evidence-based practices designed specifically for students
with characteristics of dyslexia or dysgraphia;
2. Characteristics of targeted instruction for dyslexia and
dysgraphia;
3. Guidance on developing instructional plans for students with
characteristics of dyslexia or dysgraphia;
4. Best practices for reading and writing instruction aligned
with the science of reading;
5. Guidance for selecting instructional materials that address
dyslexia, dysgraphia and other reading or writing difficulties;
6. Suggested training programs; and
7. Guidance on dysgraphia and dyscalculia.
SECTION 3. This act shall become effective November 1, 2022.
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Passed the House of Representatives the 23rd day of March, 2022.
Presiding Officer of the House
of Representatives
Passed the Senate the ___ day of __________, 2022.
Presiding Officer of the Senate