State Education Agency (SEA) Dyslexia LegislationHas Legislation?Yes
Maryland HB278 and HB 1264 established committees to study dyslexia education in Maryland, and to develop plans of action. SB734 established screening and intervention requirements.
“Beginning in the 2020–2021 school year, each county board shall ensure that a student is screened to identify if the student is at risk for reading difficulties. The screening required under this section may not be included in the time limitation for assessments set forth in §7–203(h) of this article, (2) a screening may be conducted by: (i) a classroom teacher; (ii) a school psychologist; (iii) a special education teacher; (iv) a speech–language pathologist; (v) a reading interventionist; (vi) a designated reading specialist; or (vii) any other educator trained in screening instruments and protocols. (3) On registration of a student at a public school, the 25 county board shall provide to the parent or guardian of the student: (i)a description of the screening and supplemental instruction process in the county; and (ii) any checklists or forms needed to support the screening protocol. (c)(1) a county board shall select one or more appropriate screening instruments that: (i) accurately and reliably identify students at risk for poor learning outcomes; (ii) are developmentally appropriate; (iii) are economical to administer in time and cost; and (iv)use norm–referenced or criterion–based scores. (2) the screening instrument shall be based on foundational reading skills that include phonological and phonemic awareness and processing. 1) students shall be screened according to the schedule of the screening instrument selected established by the county board.”
Maryland does not have pre-service legislation related to dyslexia.
Maryland does not have in-service legislation related to dyslexia.
If the screening results indicate that a student is at risk of reading difficulties, the county board shall provide supplemental reading instruction to address the student’s identified areas of need; and (iii)(ii) provide a notification letter to the parent or guardian of the student that includes the screening results; and a description of the supplemental reading instruction that will be provided to the student. [Supplemental reading instruction “means evidence–based, sequential, systemic systematic, explicit, and cumulative instruction or intervention to mastery of foundational reading skills including phonological or phonemic awareness and processing, phonics, and vocabulary to support development of decoding, spelling, fluency, and reading comprehension skills to meet grade level curriculum.”]
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 © 2020 National Center on Improving Literacy. https://improvingliterarcy.org