State Education Agency (SEA) Dyslexia LegislationYes
SR761; Chapter 2 of Title 20 of the Code of Georgia
Georgia has signed several laws defining and recognizing the importance of dyslexia, as well as its relevance to education (e.g., SR743). Chapter 2 of Title 20 of the Official Code of Georgia was annotated in 2019 so as to provide for identification of and support for students in kindergarten through grade three with characteristics of dyslexia; to provide for definitions; to require the State Board of Education to develop policies for the identification and assistance of students with dyslexia; to require the Department of Education to make a dyslexia informational handbook available to local school systems; to provide for certain information in the dyslexia informational handbook; to provide for ongoing professional development opportunities relating to dyslexia for teachers; to provide for a pilot program to demonstrate and evaluate the effectiveness of early reading assistance programs for students with risk factors for dyslexia; to provide for a report; to provide for screening for all kindergarten students; to provide for referral for screening for students in grades one through three through response-to-intervention programs; to provide for data collection; to provide for a teaching endorsement in dyslexia; to provide for related matters; to repeal conflicting laws; and for other purposes.
According to SB48, “No later than July 1, 2020, the State Board of Education shall develop policies for referring students in kindergarten and grades one through three for screening who have been identified through the response-to-intervention process as having characteristics of dyslexia, other disorders, or both. Such policies shall include but are not limited to: The definition and characteristics of dyslexia and related disorders; (2) A list of approved qualified dyslexia screening tools that address the following components: (A) Phonological awareness and phonemic awareness; (B) Sound symbol recognition; (C) Alphabet knowledge; (D) Decoding skills; (E) Encoding skills; and (F) Rapid naming; (3) The process for referring students in kindergarten and grades one through three for screening in collaboration with the local school system's response-to-intervention programs; A process for parents to provide informed consent for use of a qualified dyslexia screening tool and notification of the results of the screening; (5) A process for parents to decline dyslexia screening for their child; (6) A process for providing the parents of students identified as having characteristics of dyslexia with information and resource material regarding dyslexia; and (7) A process for monitoring the student's progress after the positive identification of characteristics of dyslexia.” See the bill or Georgia Code for additional details about the timeline for implementing screening and reporting requirements.
Georgia does not have pre-service legislation related to dyslexia.
According to SB48, “The Department of Education shall collaborate with the Professional Standards Commission to improve and update professional development opportunities for teachers specifically relating to dyslexia. The training shall focus on: (1) Development and ongoing implementation of training and coaching for teachers regarding dyslexia and other disorders; (2) Identifying high-quality trainers to provide support to local school systems utilizing a coaching model to develop school level dyslexia experts; (3) Developing awareness training modules for all instructional staff to include information about dyslexia; (4) Evidence based interventions, structured multisensory approaches to teach language and reading skills, and accommodations for students with characteristics of dyslexia and other disorders; and School and school system policies and procedures related to the response-to-intervention framework addressing reading, writing, mathematics, and behavior. Teachers shall be notified annually of any changes in policy, procedures, and specific instructional methodologies.”
The screening requirement states, “No later than July 1, 2020, the State Board of Education shall develop policies for 49 referring students in kindergarten and grades one through three for screening who have 50 been identified through the response-to-intervention process as having characteristics of 51 dyslexia, other disorders, or both.” To the extent that the screening requirement necessitates the use of RTI, there is an intervention requirement.
The law further states, “No later than December 1, 2019, the Department of Education shall make available a dyslexia informational handbook that includes guidance, technical assistance, and training to assist all local school systems in the implementation of evidence based practices for instructing students with characteristics of dyslexia. Such handbook shall include, but not be limited to, the following information for local school systems screening students in kindergarten and grades one through three who have been identified through the response-to-intervention process as having characteristics of dyslexia: (1) Evidence based practices designed specifically for students with characteristics of dyslexia; (2) Characteristics of targeted instruction for dyslexia; (3) Guidance on developing instructional plans for students with characteristics of dyslexia; (4) Best practices toward meaning-centered reading and writing; (5) Developmentally appropriate curricula and engaging instructional materials and practices; (6) Structured multisensory approaches to teach language and reading skills; and (7) Suggested training programs.”
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 Dyslexia Legislation?Yes
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 © 2021 National Center on Improving Literacy. https://improvingliterarcy.org