Texas 2023 - 88th Regular

Texas House Bill HB950 Compare Versions

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1	1	88R2984 ANG-F
2	2	By: Dutton H.B. No. 950
3	3
4	4
5	5	A BILL TO BE ENTITLED
6	6	AN ACT
7	7	relating to a student's eligibility for special education services
8	8	provided by a school district, including services for dyslexia and
9	9	related disorders.
10	10	BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS:
11	11	SECTION 1. This Act may be cited as the Beckley Wilson Act.
12	12	SECTION 2. Section 7.028(a), Education Code, is amended to
13	13	read as follows:
14	14	(a) Except as provided by Section 21.006(k), 22.093(l),
15	15	22.096, 28.006, 29.001(5), 29.010(a), 33.006(h), [38.003,] or
16	16	39.003, the agency may monitor compliance with requirements
17	17	applicable to a process or program provided by a school district,
18	18	campus, program, or school granted charters under Chapter 12,
19	19	including the process described by Subchapter F, Chapter 11, or a
20	20	program described by Subchapter B, C, D, E, F, H, or I, Chapter 29,
21	21	or Subchapter A, Chapter 37, only as necessary to ensure:
22	22	(1) compliance with federal law and regulations;
23	23	(2) financial accountability, including compliance
24	24	with grant requirements;
25	25	(3) data integrity for purposes of:
26	26	(A) the Public Education Information Management
27	27	System (PEIMS); and
28	28	(B) accountability under Chapters 39 and 39A; and
29	29	(4) qualification for funding under Chapter 48.
30	30	SECTION 3. Section 7.102(c)(28), Education Code, is amended
31	31	to read as follows:
32	32	(28) The board shall develop and update, as necessary,
33	33	guidance information for school districts on evidence-based
34	34	practices for intervention and instruction of students with
35	35	[approve a program for testing students for] dyslexia and related
36	36	disorders and incorporate in the information input from a
37	37	broad-based dialogue with educators and experts in the field of
38	38	reading and dyslexia and related disorders from across the state.
39	39	The guidance information may not address:
40	40	(A) the evaluation and identification of
41	41	students with dyslexia or a related disorder; or
42	42	(B) how intervention and instruction are to be
43	43	accessed by a student [as provided by Section 38.003].
44	44	SECTION 4. Section 11.252(a), Education Code, is amended to
45	45	read as follows:
46	46	(a) Each school district shall have a district improvement
47	47	plan that is developed, evaluated, and revised annually, in
48	48	accordance with district policy, by the superintendent with the
49	49	assistance of the district-level committee established under
50	50	Section 11.251. The purpose of the district improvement plan is to
51	51	guide district and campus staff in the improvement of student
52	52	performance for all student groups in order to attain state
53	53	standards in respect to the achievement indicators adopted under
54	54	Section 39.053(c). The district improvement plan must include
55	55	provisions for:
56	56	(1) a comprehensive needs assessment addressing
57	57	district student performance on the achievement indicators, and
58	58	other appropriate measures of performance, that are disaggregated
59	59	by all student groups served by the district, including categories
60	60	of ethnicity, socioeconomic status, sex, and populations served by
61	61	special programs, including students in special education programs
62	62	under Subchapter A, Chapter 29;
63	63	(2) measurable district performance objectives for
64	64	all appropriate achievement indicators for all student
65	65	populations, including students in special education programs
66	66	under Subchapter A, Chapter 29, and other measures of student
67	67	performance that may be identified through the comprehensive needs
68	68	assessment;
69	69	(3) strategies for improvement of student performance
70	70	that include:
71	71	(A) instructional methods for addressing the
72	72	needs of student groups not achieving their full potential;
73	73	(B) evidence-based practices that address the
74	74	needs of students for special programs, including:
75	75	(i) suicide prevention programs, in
76	76	accordance with Subchapter G, Chapter 38, which include a parental
77	77	or guardian notification procedure;
78	78	(ii) conflict resolution programs;
79	79	(iii) violence prevention programs; and
80	80	(iv) special education [dyslexia
81	81	treatment] programs;
82	82	(C) dropout reduction;
83	83	(D) integration of technology in instructional
84	84	and administrative programs;
85	85	(E) positive behavior interventions and support,
86	86	including interventions and support that integrate best practices
87	87	on grief-informed and trauma-informed care;
88	88	(F) staff development for professional staff of
89	89	the district;
90	90	(G) career education to assist students in
91	91	developing the knowledge, skills, and competencies necessary for a
92	92	broad range of career opportunities;
93	93	(H) accelerated education; and
94	94	(I) implementation of a comprehensive school
95	95	counseling program under Section 33.005;
96	96	(4) strategies for providing to elementary school,
97	97	middle school, junior high school, and high school students, those
98	98	students' teachers and school counselors, and those students'
99	99	parents information about:
100	100	(A) higher education admissions and financial
101	101	aid opportunities, including state financial aid opportunities
102	102	such as the TEXAS grant program and the Teach for Texas grant
103	103	program established under Chapter 56;
104	104	(B) the need for students to make informed
105	105	curriculum choices to be prepared for success beyond high school;
106	106	and
107	107	(C) sources of information on higher education
108	108	admissions and financial aid;
109	109	(5) resources needed to implement identified
110	110	strategies;
111	111	(6) staff responsible for ensuring the accomplishment
112	112	of each strategy;
113	113	(7) timelines for ongoing monitoring of the
114	114	implementation of each improvement strategy;
115	115	(8) formative evaluation criteria for determining
116	116	periodically whether strategies are resulting in intended
117	117	improvement of student performance;
118	118	(9) the policy under Section 38.0041 addressing sexual
119	119	abuse and other maltreatment of children; and
120	120	(10) the trauma-informed care policy required under
121	121	Section 38.036.
122	122	SECTION 5. Section 21.003, Education Code, is amended by
123	123	adding Subsection (b-1) to read as follows:
124	124	(b-1) A school district shall employ a person who may be a
125	125	therapist, practitioner, specialist, or interventionist to provide
126	126	services to students with dyslexia and related disorders. The
127	127	person hired under this subsection is not required to hold a
128	128	certificate or permit issued under Subchapter B in special
129	129	education but must:
130	130	(1) hold an appropriate license, including a license
131	131	issued under Chapter 403, Occupations Code;
132	132	(2) hold a certification issued by an appropriate
133	133	association or have received training from an appropriate training
134	134	provider, including an academic language practitioner or therapist
135	135	certified by the Academic Language Therapy Association; or
136	136	(3) if a person qualified under Subdivision (1) or (2)
137	137	is not available, meet the applicable training requirements for the
138	138	position adopted by the commissioner by rule.
139	139	SECTION 6. Section 21.4552(b-1), Education Code, is amended
140	140	to read as follows:
141	141	(b-1) The completion of a literacy achievement academy
142	142	under this section by an educator who teaches students with
143	143	dyslexia satisfies:
144	144	(1) the training requirement under Section 21.054(b);
145	145	and
146	146	(2) a training requirement adopted [by the State Board
147	147	of Education] pursuant to Section 29.0031 [38.003] related to the
148	148	screening or treatment of a student for dyslexia or a related
149	149	disorder.
150	150	SECTION 7. Section 28.006(g-2), Education Code, is amended
151	151	to read as follows:
152	152	(g-2) In accordance with a notification program developed
153	153	by the commissioner by rule, a school district shall notify the
154	154	parent or guardian of each student determined, on the basis of a
155	155	screening under Section 29.0031 [38.003] or other basis, to be at
156	156	risk for [have] dyslexia or a related disorder, or determined, on
157	157	the basis of reading instrument results, to be at risk for dyslexia
158	158	or other reading difficulties, of the program maintained by the
159	159	Texas State Library and Archives Commission providing students with
160	160	reading disabilities the ability to borrow audiobooks free of
161	161	charge.
162	162	SECTION 8. Section 29.001, Education Code, is amended to
163	163	read as follows:
164	164	Sec. 29.001. STATEWIDE PLAN. The agency shall develop, and
165	165	modify as necessary, a statewide design, consistent with federal
166	166	law, for the delivery of services to children with disabilities in
167	167	this state that includes rules for the administration and funding
168	168	of the special education program so that a free appropriate public
169	169	education is available to all of those children between the ages of
170	170	three and 21. The statewide design shall include the provision of
171	171	services primarily through school districts and shared services
172	172	arrangements, supplemented by regional education service centers.
173	173	The agency shall also develop and implement a statewide plan with
174	174	programmatic content that includes procedures designed to:
175	175	(1) ensure state compliance with requirements for
176	176	supplemental federal funding for all state-administered programs
177	177	involving the delivery of instructional or related services to
178	178	students with disabilities;
179	179	(2) facilitate interagency coordination when other
180	180	state agencies are involved in the delivery of instructional or
181	181	related services to students with disabilities;
182	182	(3) periodically assess statewide personnel needs in
183	183	all areas of specialization related to special education and pursue
184	184	strategies to meet those needs through a consortium of
185	185	representatives from regional education service centers, local
186	186	education agencies, and institutions of higher education and
187	187	through other available alternatives;
188	188	(4) ensure that regional education service centers
189	189	throughout the state maintain a regional support function, which
190	190	may include direct service delivery and a component designed to
191	191	facilitate the placement of students with disabilities who cannot
192	192	be appropriately served in their resident districts;
193	193	(5) allow the agency to effectively monitor and
194	194	periodically conduct site visits of all school districts to ensure
195	195	that rules adopted under this section and Section 29.0031 are
196	196	applied in a consistent and uniform manner, to ensure that
197	197	districts are complying with those rules, and to ensure that annual
198	198	statistical reports filed by the districts and not otherwise
199	199	available through the Public Education Information Management
200	200	System under Sections 48.008 and 48.009 are accurate and complete;
201	201	(6) ensure that appropriately trained personnel are
202	202	involved in the diagnostic and evaluative procedures operating in
203	203	all districts and that those personnel routinely serve on district
204	204	admissions, review, and dismissal committees;
205	205	(7) ensure that an individualized education program
206	206	for each student with a disability is properly developed,
207	207	implemented, and maintained in the least restrictive environment
208	208	that is appropriate to meet the student's educational needs;
209	209	(8) ensure that, when appropriate, each student with a
210	210	disability is provided an opportunity to participate in career and
211	211	technology and physical education classes, in addition to
212	212	participating in regular or special classes;
213	213	(9) ensure that each student with a disability is
214	214	provided necessary related services;
215	215	(10) ensure that an individual assigned to act as a
216	216	surrogate parent for a child with a disability, as provided by 20
217	217	U.S.C. Section 1415(b), is required to:
218	218	(A) complete a training program that complies
219	219	with minimum standards established by agency rule;
220	220	(B) visit the child and the child's school;
221	221	(C) consult with persons involved in the child's
222	222	education, including teachers, caseworkers, court-appointed
223	223	volunteers, guardians ad litem, attorneys ad litem, foster parents,
224	224	and caretakers;
225	225	(D) review the child's educational records;
226	226	(E) attend meetings of the child's admission,
227	227	review, and dismissal committee;
228	228	(F) exercise independent judgment in pursuing
229	229	the child's interests; and
230	230	(G) exercise the child's due process rights under
231	231	applicable state and federal law; [and]
232	232	(11) ensure that each district develops a process to
233	233	be used by a teacher who instructs a student with a disability in a
234	234	regular classroom setting:
235	235	(A) to request a review of the student's
236	236	individualized education program;
237	237	(B) to provide input in the development of the
238	238	student's individualized education program;
239	239	(C) that provides for a timely district response
240	240	to the teacher's request; and
241	241	(D) that provides for notification to the
242	242	student's parent or legal guardian of that response;
243	243	(12) ensure the integration of technology to
244	244	accommodate students with dyslexia and related disorders; and
245	245	(13) ensure that training opportunities, including
246	246	continuing education that satisfies the requirements of Section
247	247	21.054(b):
248	248	(A) are accessible to school districts by
249	249	developing a list of training opportunities regarding dyslexia and
250	250	related disorders that comply with the knowledge and practice
251	251	standards of an international organization on dyslexia; and
252	252	(B) assist an educator or dyslexia service
253	253	provider in understanding and recognizing dyslexia and providing
254	254	multisensory, structured instruction that is systematic, explicit,
255	255	and evidence-based to meet the educational needs of students with
256	256	dyslexia or a related disorder.
257	257	SECTION 9. Section 29.002, Education Code, is amended to
258	258	read as follows:
259	259	Sec. 29.002. DEFINITIONS [DEFINITION]. In this
260	260	subchapter[, "special services" means]:
261	261	(1) "Special [special] education" means specially
262	262	designed instruction that is provided at no cost to the parent or
263	263	person standing in parental relation to meet the unique needs of a
264	264	student with a disability.[, which may be provided by professional
265	265	and supported by paraprofessional personnel in the regular
266	266	classroom or in an instructional arrangement described by Section
267	267	48.102; and]
268	268	(2) "Student with a disability" means a student
269	269	evaluated in accordance with Section 29.004 and the Individuals
270	270	with Disabilities Education Act (20 U.S.C. Section 1400 et seq.) as
271	271	having:
272	272	(A) an intellectual disability, a hearing
273	273	impairment including deafness, a visual impairment including
274	274	blindness, a serious emotional disturbance, an orthopedic
275	275	impairment, autism, a traumatic brain injury, a speech or language
276	276	impairment, deaf-blindness, multiple disabilities, any other
277	277	health impairment, or a specific learning disability and who, as a
278	278	result of the disability, needs special education;
279	279	(B) noncategorical early childhood developmental
280	280	delays that prevent the student from being adequately or safely
281	281	educated in a public school without receiving special education; or
282	282	(C) dyslexia or a related disorder and who, as a
283	283	result of the dyslexia or the related disorder, needs special
284	284	education [related services, which are developmental, corrective,
285	285	supportive, or evaluative services, not instructional in nature,
286	286	that may be required for the student to benefit from special
287	287	education instruction and for implementation of a student's
288	288	individualized education program].
289	289	SECTION 10. Section 29.003(b), Education Code, is amended
290	290	to read as follows:
291	291	(b) A student is eligible to participate in a school
292	292	district's special education program if the student:
293	293	(1) is not more than 21 years of age and is identified
294	294	as a student with [and has] a visual or hearing [auditory]
295	295	impairment [that prevents the student from being adequately or
296	296	safely educated in public school without the provision of special
297	297	services]; [or]
298	298	(2) is at least three years of age but not more than 21
299	299	years of age and has been identified as a student with a disability
300	300	other than a visual or hearing impairment; [and has one] or
301	301	(3) is at least three years of age but not more than
302	302	five years of age and the [following disabilities that prevents
303	303	the] student is a student evaluated as having noncategorical early
304	304	childhood developmental delays as described by Section
305	305	29.002(2)(B) [from being adequately or safely educated in public
306	306	school without the provision of special services:
307	307	[(A) physical disability;
308	308	[(B) intellectual or developmental disability;
309	309	[(C) emotional disturbance;
310	310	[(D) learning disability;
311	311	[(E) autism;
312	312	[(F) speech disability; or
313	313	[(G) traumatic brain injury].
314	314	SECTION 11. Subchapter A, Chapter 29, Education Code, is
315	315	amended by adding Section 29.0031 to read as follows:
316	316	Sec. 29.0031. DYSLEXIA AND RELATED DISORDERS. (a) A school
317	317	district shall:
318	318	(1) screen students for dyslexia and related
319	319	disorders;
320	320	(2) notify the parent of or person standing in
321	321	parental relation to each student who is determined to be at risk
322	322	for dyslexia or a related disorder that the student is at risk; and
323	323	(3) make a good faith effort to ensure that the notice
324	324	provided under Subdivision (2):
325	325	(A) is clear and easy to understand;
326	326	(B) is in the recipient's native language; and
327	327	(C) includes information about the student's
328	328	data and measurements that led to the determination that the
329	329	student is at risk for dyslexia or a related disorder.
330	330	(b) On determining that a student is at risk for dyslexia or
331	331	a related disorder, the school district shall implement a
332	332	multisensory, structured reading instruction program as an
333	333	intervention as part of the district's multitiered systems of
334	334	support under Section 26.0081 that, to the extent possible,
335	335	incorporates training provided to teachers under Section 21.4552.
336	336	The district shall determine the form, content, and timing of a
337	337	program provided under this subsection, subject to requirements for
338	338	the program established by the commissioner by rule. The program
339	339	adopted under this subsection may not be used to delay an evaluation
340	340	for special education services under Section 29.004.
341	341	(c) Only a person who meets the qualifications for
342	342	employment by a school district to provide services to students
343	343	with dyslexia and related disorders under Section 21.003(b-1) may
344	344	perform screenings for dyslexia and related disorders and implement
345	345	reading instruction programs as required by this section.
346	346	(d) The commissioner shall adopt rules as necessary to
347	347	implement this section. The rules must:
348	348	(1) require a universal screening for each student for
349	349	dyslexia and related disorders:
350	350	(A) at the end of the school year in
351	351	kindergarten; and
352	352	(B) before the end of the school year in first
353	353	grade;
354	354	(2) establish, in coordination with experts and
355	355	educators in the field of reading and dyslexia and related
356	356	disorders from across the state, the screening requirements under
357	357	Subsection (a);
358	358	(3) establish the requirements for reading
359	359	instruction programs provided under Subsection (b); and
360	360	(4) establish the personnel required to deliver
361	361	dyslexia intervention in accordance with Section 21.003(b-1).
362	362	SECTION 12. Section 30.001(b), Education Code, is amended
363	363	to read as follows:
364	364	(b) The commissioner, with the approval of the State Board
365	365	of Education, shall develop and implement a plan for the
366	366	coordination of services to children with disabilities in each
367	367	region served by a regional education service center. The plan must
368	368	include procedures for:
369	369	(1) identifying existing public or private
370	370	educational and related services for children with disabilities in
371	371	each region;
372	372	(2) identifying and referring children with
373	373	disabilities who cannot be appropriately served by the school
374	374	district in which they reside to other appropriate programs;
375	375	(3) assisting school districts to individually or
376	376	cooperatively develop programs to identify and provide appropriate
377	377	services for children with disabilities;
378	378	(4) expanding and coordinating services provided by
379	379	regional education service centers for children with disabilities;
380	380	[and]
381	381	(5) providing for special education [services],
382	382	including special seats, books, instructional media, and other
383	383	supplemental supplies and services required for proper
384	384	instruction; and
385	385	(6) ensuring services provided for students with
386	386	dyslexia and related disorders align with guidance on
387	387	evidence-based practices developed by the State Board of Education
388	388	under Section 7.102(c)(28).
389	389	SECTION 13. Section 30.002(g), Education Code, is amended
390	390	to read as follows:
391	391	(g) To facilitate implementation of this section, the
392	392	commissioner shall develop a system to distribute from the
393	393	foundation school fund to school districts or regional education
394	394	service centers a special supplemental allowance for each student
395	395	with a visual impairment and for each student with a serious visual
396	396	disability and another medically diagnosed disability of a
397	397	significantly limiting nature who is receiving special education
398	398	services through any approved program. The supplemental allowance
399	399	may be spent only for special education [services] uniquely
400	400	required by the nature of the student's disabilities and may not be
401	401	used in lieu of educational funds otherwise available under this
402	402	code or through state or local appropriations.
403	403	SECTION 14. Section 37.146(a), Education Code, is amended
404	404	to read as follows:
405	405	(a) A complaint alleging the commission of a school offense
406	406	must, in addition to the requirements imposed by Article 45.019,
407	407	Code of Criminal Procedure:
408	408	(1) be sworn to by a person who has personal knowledge
409	409	of the underlying facts giving rise to probable cause to believe
410	410	that an offense has been committed; and
411	411	(2) be accompanied by a statement from a school
412	412	employee stating:
413	413	(A) whether the child is eligible for or receives
414	414	special education [services] under Subchapter A, Chapter 29; and
415	415	(B) the graduated sanctions, if required under
416	416	Section 37.144, that were imposed on the child before the complaint
417	417	was filed.
418	418	SECTION 15. Section 48.103, Education Code, is amended by
419	419	amending Subsections (b) and (c) and adding Subsection (c-1) to
420	420	read as follows:
421	421	(b) A school district is entitled to an allotment under
422	422	Subsection (a) only for a student who:
423	423	(1) is receiving services for dyslexia or a related
424	424	disorder in accordance with:
425	425	(A) an individualized education program
426	426	developed for the student under Section 29.005; or
427	427	(B) a plan developed for the student under
428	428	Section 504, Rehabilitation Act of 1973 (29 U.S.C. Section 794);
429	429	(2) is receiving instruction that:
430	430	(A) meets applicable dyslexia intervention
431	431	components [program criteria] established by the State Board of
432	432	Education or agency; and
433	433	(B) is provided by a person with specific
434	434	training in providing that instruction; or
435	435	(3) is permitted, on the basis of having dyslexia or a
436	436	related disorder, to use modifications in the classroom or
437	437	accommodations in the administration of assessment instruments
438	438	under Section 39.023.
439	439	(c) A school district shall:
440	440	(1) [may] receive funding for a student under this
441	441	section and Section 48.102 if the student satisfies the
442	442	requirements of both sections;
443	443	(2) allocate money received under Subdivision (1) to
444	444	the district's special education budget; and
445	445	(3) prioritize the use of money received under
446	446	Subdivision (1) for the employment and retention of district
447	447	employees who are specially trained to evaluate, identify, and
448	448	provide services for dyslexia and related disorders, including a
449	449	person described by Section 21.003(b-1).
450	450	(c-1) A school district may only use funding received under
451	451	this section to supplement the district's special education budget
452	452	and not to offset or deduct from the district's special education
453	453	budget.
454	454	SECTION 16. (a) A joint interim committee is established to
455	455	study methods for screening and testing students for dyslexia and
456	456	related disorders and the appropriate instruction for students with
457	457	dyslexia and related disorders.
458	458	(b) The committee shall assess:
459	459	(1) the method and efficiency with which programs for
460	460	dyslexia and related disorders are delivered to students;
461	461	(2) whether the screening process for dyslexia and
462	462	related disorders used by school districts correctly identifies
463	463	students with dyslexia or a related disorder and provides the
464	464	intervention and curriculum necessary for those students;
465	465	(3) whether the implementation of recommended
466	466	methodologies for students with dyslexia or a related disorder in
467	467	the elementary grades is successful and appropriate;
468	468	(4) methods to properly enforce and provide oversight
469	469	of programs for dyslexia and related disorders;
470	470	(5) parental rights related to screening and programs
471	471	for dyslexia and related disorders;
472	472	(6) methods to ensure federal funds received to
473	473	support special education instruction for students with dyslexia
474	474	and related disorders are used to provide students with the best
475	475	evidence-based multisensory systematic language therapy
476	476	intervention available; and
477	477	(7) the effectiveness of educator incentives for
478	478	programs for dyslexia and related disorders.
479	479	(c) The committee consists of the following eight members:
480	480	(1) four members of the house of representatives
481	481	appointed by the speaker of the house of representatives; and
482	482	(2) four members of the senate appointed by the
483	483	lieutenant governor.
484	484	(d) The speaker of the house of representatives and the
485	485	lieutenant governor shall each designate a co-chair from among the
486	486	committee members.
487	487	(e) The joint interim committee has all other powers and
488	488	duties provided to a special or select committee by the rules of the
489	489	senate and house of representatives by Subchapter B, Chapter 301,
490	490	Government Code, and by policies of the senate and house committees
491	491	on administration.
492	492	(f) Not later than December 1, 2024, the joint interim
493	493	committee shall report the committee's findings and
494	494	recommendations to the governor and the members of the legislature.
495	495	(g) The joint interim committee established under this
496	496	section is abolished and this section expires December 10, 2024.
497	497	SECTION 17. The following provisions of the Education Code
498	498	are repealed:
499	499	(1) Section 38.003;
500	500	(2) Section 38.0031; and
501	501	(3) Section 38.0032.
502	502	SECTION 18. (a) This Act applies beginning with the
503	503	2024-2025 school year.
504	504	(b) As soon as practicable after the effective date of this
505	505	Act, the commissioner of education shall adopt rules necessary to
506	506	implement this Act using a negotiated rulemaking process under
507	507	Chapter 2008, Government Code.
508	508	(c) As soon as practicable after the effective date of this
509	509	Act, each school district shall notify the parent or person
510	510	standing in parental relation to a student who has been identified
511	511	as having dyslexia or a related disorder and who received dyslexia
512	512	intervention and instructional support in accordance with Section
513	513	504, Rehabilitation Act of 1973 (29 U.S.C. Section 794), during the
514	514	2023-2024 school year of the parent's or person's rights to have the
515	515	student continue that support and to request a full individual
516	516	evaluation under Section 29.004, Education Code. The commissioner
517	517	of education shall develop and make available a model notice that a
518	518	school district shall use to provide the notice required by this
519	519	subsection.
520	520	(d) Not later than September 1, 2024, the Texas Education
521	521	Agency shall provide informal guidance to school districts on the
522	522	evaluation and identification of students with dyslexia or a
523	523	related disorder in accordance with this Act.
524	524	SECTION 19. This Act takes effect September 1, 2023.