Dyslexia LegislationHas Legislation?Yes
In 2015, the Alabama legislature passed a resolution requiring the Alabama Administrative Code to be amended such that it addressed dyslexia education. Amendments were approved in October of 2015. The amendments make provisions for the use of Response to Intervention (RTI), the creation of problem solving teams at the district level, the screening of students with dyslexia, the definition of dyslexia, dyslexia training for classroom teachers, evidence-based interventions, and dyslexia interventionists.
In 2019, Alabama passed HB 388, the Alabama Literacy Act, which comprehensively addresses literacy instruction.
According to HB388, “The State Superintendent of Education shall convene a standing task force, within three months after the effective date of this act, to provide recommendations for comprehensive core reading and reading intervention programs, a state continuum of teacher development for approved science of reading pursuant to subsection (e) of Section 6, and an annual list of vetted and approved assessments which are valid and reliable reading screening, formative, and diagnostic assessment systems for selection and use by local education agencies. The task force shall meet in regular session at least twice a year. All appointing authorities shall coordinate their appointments so that diversity of gender, race, and geographical areas is reflective of the makeup of this state. The membership of the task force shall include all of the following appointees, each of whom shall have at least three years of experience with scientifically based reading instruction: One local board of education member appointed by the Alabama Association of School Boards. One Regional Education Lab member appointed by the State Superintendent of Education. One early childhood educator appointed by the Secretary of the Alabama Department of Early Childhood Education. One dean of a college of education appointed by the Alabama Commission on Higher Education.
Each approved assessment system shall do all of the following: Provide screening and diagnostic capabilities for monitoring student progress. Measure, at a minimum, phonological awareness, the alphabetic principle, decoding, encoding, accuracy, vocabulary, and comprehension. Identify students who have a reading deficiency, including identifying students with characteristics of dyslexia.
In determining which assessment systems to approve for use by local education agencies, the task force, at a minimum, shall also consider all of the following factors: The time required to conduct the assessments, with the intention of minimizing the impact on instructional time, the level of integration of assessment results with instructional support for teachers and students. The timeliness in reporting assessment results to teachers, administrators, and parents. “
HB 388 contains other provisions related to the reporting of screening results.
State Recognized Screeners
These screeners were identified before the passage of HB388.
|DIBELS 6th Edition|
|Core Phonics Survey|
|San Diego Quick Assessment|
|CORE Guided High Frequency Word Survey|
|Test of Written Spelling-5|
|Diagnostic Spelling Test|
|Developmental Spelling Analysis|
HB 388 addresses numerous aspects of pre-service training.
HB 388 addresses Alabama has legislation concerning numerous aspects of in-service training.
HB 388 contains detailed specifications for reading intervention. The specifications are too lengthy to enumerate here.
Literacy State-identified Measurable Result (SIMR) - Part B
Has Literacy SIMR?No
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Has Literacy SIMR?No
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2020 National Center on Improving Literacy. https://improvingliterarcy.org