State Education Agency (SEA) Dyslexia LegislationYes
HB2602 established a dyslexia taskforce. SB16 requires the Kansas State Board of Education to identify and approve evidence-based programs provided by state-based national nonprofit organizations that: Focus on students who are eligible to receive at-risk program services or who face other identifiable barriers to success; Provide evidence-based instruction and support services to such students; and Evaluate outcomes data for such students, including, but not limited to, school attendance, academic progress, graduation rates, pursuit of postsecondary education, or other career advancement. The bill also defines “evidence-based instruction” to mean an education delivery system based on peer-reviewed research that consistently produces better student outcomes over a five-year period than would otherwise be achieved by the same students who are receiving at-risk program services. The bill also includes several provisions concerning school finance audits, appropriations, and tax levies. State Board recommendations are summarized here, including the appointment of a State Dyslexia Coordinator.
In 2019, Kansas Department of Education recommended the adoption of IDA’s definition of dyslexia. Legislation and state documents prior to the dyslexia taskforce may reference alternative definitions.
- Response to Intervention for Student Learning Disability Eligibility in 2010?
- Permitted by law
- Severe Discrepancy for Student Learning Disability Eligibility in 2010?
- Permitted by guidelines
- Student Learning Disability Eligibility (Zirkel & Thomas 2010 Classification)?
- RTI permitted, SD and Other permitted via pattern (ambiguities in legislation noted)
Every accredited school district to screen and identify students at risk of dyslexia or demonstrating characteristics of dyslexia in accordance with universal screening evidenced-based practices. Universal screening evidence-based practices include:
Beginning of the year screening
All students are screened
Measures are scientifically reliable, efficient, and valid for risk of reading difficulties.
Once risk is identified and immediate and effective interventions begins to ensure adequate progress continues. Board approval of screeners scheduled for January 2020.
Though parent notification of screening results is not required per se, parent communication is identified as an inherent part of the KSEA model.
Educator Preparation Program Standards shall be modified to integrate the International Dyslexia Association’s Knowledge and Practice Standards for Teachers of Reading, so to provide specificity (clarity) of the essential elements of literacy instruction. Standards changes by August 2021 and full implementation by August 2023. Candidates for K-6 teaching licenses, English Language Arts endorsements, reading specialist teaching licenses, and special education teaching licenses to pass an examination of their knowledge of the science of reading. August 2021.
Colleges of education in Kansas are encouraged to develop a course of study with a specialization in dyslexia and struggling readers. This course should be geared toward a Science of Reading endorsement and align with the IDA Knowledge and Practice Standards. It should include practica experiences with appropriate supervision and leadership development skills such that the person who graduates with this endorsement can train other classroom teachers and reading specialists within their school district. Course work development by July 2020.
School systems shall provide evidence based and consistent professional learning. Opportunities consisting of training regarding the nature of dyslexia, an introduction to procedures to identify students who are struggling in reading, and an introduction to intervention strategies and procedures. Professional learning should consist of the following: (By August 2020)
Overview of science and how science works to solve problems and create solutions including the scientific method.
Information concerning the meaning of terms research based and science based and how to identify programs that are science based.
Definition of dyslexia
Characteristics of dyslexia
Potential outcomes if students are not taught explicitly to become competent readers, including results of additional socioemotional difficulties.
Information regarding writing systems, including differences in transparent and opaque writing systems.
Information concerning how the English writing systems contributes to reading failure.
Dyslexia identification procedures
Dyslexia intervention strategies and how to implement them.
Dyslexia progress monitoring and progress monitoring systems
Each accredited school district to utilize structured literacy as the explicit and evidence-based approach to teaching literacy skills to all students and promote early intervention for students with characteristics of dyslexia. KSDE should create a checklist to guide selection and implementation of structured literacy practices for accreditation purposes. KSDE should ensure school districts are made aware of information concerning structured literacy training and information currently available from TASN. Timeline August 2020/Full Implementation by all schools August 2021.
KSBE directed the creation of a dyslexia handbook for use by schools in Kansas. The creation of the handbook should involve input from a broad array of stakeholders. Timeline August 2020. The handbook promotes multisensory instruction throughout.
KSBE should identify a dyslexia coordinator within the Kansas State Department of Education. Timeline July 2020.
School systems shall implement the Kansas Education Accreditation (KESA) model to require districts to implement a rigorous tiered system of supports (as defined in the Foundational Structures of KESA) subject to external review.
Timeline August 2021 – Foundational structures are below
All students are involved.
System and school-wide behavior expectations and response/discipline policy.
Data-based decision-making framework.
Evidence-based screeners for reading, math, behavior.
Evidence-based curriculum for reading, math, behavior.
Research-based interventions tiers 2 and 3.
Fluid intervention groups.
Buildings have master schedule providing for assessment, core, intervention, and collaborative team time.
Family engagement is an inherent part of the tiered system of supports process.
System-wide assessment plan.
Regular evaluation of tiered system of supports.
Ongoing review/revision of system policies to support framework.
KSBE shall develop and provide to school districts criteria for vetting and approving tools for screening and assessing students for characteristics of dyslexia. By January 2020.
Literacy State-identified Measurable Result (SIMR) - Part B
Has Literacy SIMR?Yes
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?Yes
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 © 2022 National Center on Improving Literacy. https://improvingliterarcy.org