State Education Agency (SEA) Dyslexia LegislationYes
SB140 defines dyslexia, requires screening and intervention, and provides for guidance from the Montana Office of Public Instruction and educator preparation.
- Response to Intervention for Student Learning Disability Eligibility in 2010?
- Permitted by law
- Severe Discrepancy for Student Learning Disability Eligibility in 2010?
- Permitted by law
- Student Learning Disability Eligibility (Zirkel & Thomas 2010 Classification)?
- RTI and SD permitted (including alternative assessment for SD)
SB140 states, “In alignment with the existing requirements of the Individuals With Disabilities Education Act, RULES OF THE BOARD OF PUBLIC EDUCATION, and rules of the superintendent of public instruction, school districts shall establish procedures to ensure that all resident children with disabilities, including specific learning disabilities resulting from dyslexia, are identified and evaluated for special education and related services as early as possible. (b) To support the goal of the people of Montana to develop the full educational potential of each person, articulated in Article X, section 1(1), of the Montana constitution, and to ensure early identification and intervention for students with dyslexia, a school district shall utilize a screening instrument aimed at identifying students at risk of not meeting grade-level reading benchmarks. The screening instrument must: (i) be administered to: (A) a child in the first year that the child is admitted to a school of the district up to grade 2; and (B) a child who has not been previously screened by the district and who fails to meet grade-level reading benchmarks in any grade; (ii) be administered by an individual with an understanding of, and training to identify, signs of dyslexia; and (iii) be designed to assess developmentally appropriate phonological and phonemic awareness skills. (c) If a screening under subsection (3)(b) suggests that a child may have dyslexia or a medical professional diagnoses a child with dyslexia, the child's school district shall take steps to identify the specific needs of the child and implement best practice interventions to address those needs. This process may lead to consideration of the child's qualification as a child with a disability under the Individuals With Disabilities Education Act.”
Montana does not have pre-service legislation related to dyslexia.
SB140 “urges all entities within the state with authority over, or a role to play in, teacher preparation and professional development to ensure that teachers and other school personnel, especially those in the early grades, are well prepared to identify and serve students with dyslexia.” Section 2 states that “Codification instruction. [Section 1] is intended to be codified as an 27 integral part of Title 20, chapter 7, part 4, and the provisions of Title 20, chapter 7, part 4, apply to [section 1].”
Montana’s Office of Public Instruction will provide guidance related to “best practice interventions to support students with dyslexia as early as possible, including 17 interventions for those students with dyslexia evaluated as requiring special education and those students with 18 dyslexia evaluated as not requiring special education; and 19 (iii) best practices for collaborating with and supporting parents of students with dyslexia.”Section 2 states that “Codification instruction. [Section 1] is intended to be codified as an 27 integral part of Title 20, chapter 7, part 4, and the provisions of Title 20, chapter 7, part 4, apply to [section 1].”
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 © 2022 National Center on Improving Literacy. https://improvingliterarcy.org