Dyslexia LegislationHas Legislation?Yes
HB7029 provides that students with dyslexia are eligible for a scholarship to attend a school other than the one assigned. HB7069 amends several preexisting education laws, some of which are related to literacy and dyslexia. The law allocates funds to provide an additional hour of research-based reading instruction to the 300 lowest performing elementary schools based on state assessment results, as well as certain supplementary objectives (e.g., professional development to provide intervention). Annually, school districts shall submit a K-12 comprehensive reading plan. The plan must describe reading intervention strategies. Statewide kindergarten screening shall provide objective data concerning each student's readiness for kindergarten. Any student in kindergarten through grade 3 who exhibits substantial reading deficiency as determined in paragraph 5(a) must be covered by a federally required plan (e.g., IEP), an individual progress monitoring plan, or both. Parents shall be notified in writing if their child has been identified as having a substantial reading difficulty, and the current and potential options for remediation. The law also eliminates social promotion, except for good cause (e.g., student received intensive reading instruction for 2 or more years); calls for the revision of professional development standards and teacher preparation practices; and sets requirements for core instructional materials.
Under section (11) Students with Reading Deficiencies of HB7029, Florida requires statewide screening in kindergarten that must be used to identify students in need of intervention and support pursuant to FS 1008.25.
HB7069 amends the uniform core curricula and candidate assessment to include: Scientifically researched and evidence-based reading instructional strategies that improve reading performance for all students, including explicit, systematic, and sequential approaches to teaching phonemic awareness, phonics, vocabulary, fluency, and text comprehension and multi-sensory intervention strategies.
Florida's Department of Education has adjusted its professional development standards and certification and approval requirements such that any applicant for renewal of a professional certificate in any area of certification identified by State Board of Education rule that includes reading instruction or intervention for any students in kindergarten through grade 6, with a beginning validity date of July 1, 2020, or thereafter, must earn a minimum of 2 college credits or the equivalent inservice points in the use of explicit, systematic, and sequential approaches to reading instruction, developing phonemic awareness, and implementing multisensory intervention strategies. Such training must be provided by teacher preparation programs under s. 1004.04 or s. 1004.85 or approved school district professional development systems under s. 1012.98. School districts are required to training for reading coaches, classroom teachers and school administrations in methods of identifying conditions such as dyslexia, instructional techniques that are proven to improve reading performance and using data to make instructional decisions based on individual student needs; and the new the Department's new certification renewal requirements.
Florida now requires several forms of intervention, including intensive interventions for students in kindergarten through grade 12 identified as having a reading deficiency on the statewide assessment.
Literacy State-identified Measurable Result (SIMR) - Part B
Has Literacy SIMR?No
Zirkel, P. A., & Thomas, L. B. (2010). State laws for RTI: An updated snapshot. Teaching Exceptional Children, 42(3), 56-63.
Gearin, B., Turtura, J., Kame’enui, E. J., Nelson, N. J., & Fien, H. (2018). A Multiple Streams Analysis of Recent Changes to State-Level Dyslexia Education Law. Educational Policy, 0895904818807328.
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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