Dyslexia LegislationHas Legislation?Yes
General Laws Chapters 71, 287
Massachusetts does not explicitly require dyslexia screening. However, according to Section 57A. “The department of elementary and secondary education, in consultation with the department of early education and care, shall, subject to appropriation, issue guidelines to assist districts in developing screening procedures or protocols for students that demonstrate 1 or more potential indicators of a neurological learning disability including, but not limited to, dyslexia.”
Further, according to Section 287: “SECTION 1. (a) There shall be an early literacy expert panel to develop recommendations to have all students in the commonwealth reading proficiently by the end of third grade....The panel shall make recommendations to the secretary and the commissioners of early education and care, elementary and secondary education and higher education on the alignment, coordination and implementation of, including, but not limited to… (4) developmentally appropriate screening and assessment to monitor and report on children’s progress toward achieving benchmarks in language and literacy development across educational levels prior to third grade and measuring school readiness and children’s reading proficiency from pre-kindergarten to third grade;”
Massachusetts does not explicitly require dyslexia pre-service training. However, according to Section 287: “The literacy panel shall recommend “action steps to implement research-based recommendations contained in reports written by experts in early language and literacy development on student screening and teacher preparation methods with respect to reading disabilities including, but not limited to, dyslexia."
Massachusetts does not explicitly require dyslexia in-service training. However, according to Section 287: “The literacy panel shall make recommendations concerning “(3) pre-service and in-service professional development and training for educators on language and literacy development, the administration of screenings and assessments, and the analysis of data gained through screenings and assessments to make instructional decisions to improve language and literacy acquisition in young children;”
Massachusetts does not explicitly require dyslexia in-service training. However, according to Section 287, the literacy panel shall issue recommendations related to “1) strategies for evaluating the effectiveness of curricula on language and literacy development for children in early education and care programs and grades pre-kindergarten to third grade, inclusive, that (i) is anchored in rich content; (ii) uses a wide variety of types of text to support content under study; (iii) emphasizes the role of oral language and discussion in promoting early reading skills; and (iv) contains a balanced instructional design focused on developing both meaning-based skills, such as comprehension, conceptual knowledge, vocabulary and code-based skills, such as letter knowledge, letter sounds and word reading; (2) effective instructional practices to promote children’s language and literacy development in early education and care programs and grades pre-kindergarten to third grade, inclusive, including tiered instructional strategies and materials;”
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 © 2019 National Center on Improving Literacy. https://improvingliterarcy.org