State Education Agency (SEA) Dyslexia LegislationYes
Section 3 of AB341 “requires that [school districts’ annual report] include the results of early literacy screening assessment. Section 8 of this bill requires the board of trustees of each school district and the governing body of each charter school to prescribe an early literacy screening assessment for use by the schools located in the school district or the charter school, respectively. Section 9 of this bill: (1) requires each school district and charter school to administer screenings for dyslexia to pupils in certain grade levels; (2) requires a school district and charter school to consider an independent evaluation performed at the request of a parent or guardian; and (3) requires a school district and charter school to provide dyslexia therapy and the accommodations or modifications required by federal law to a pupil with dyslexia. Section 10 of this bill requires each school district and charter school to provide notice to the parent or guardian of a pupil for whom the school district or charter school performs a comprehensive dyslexia evaluation. Section 11 of this bill requires the dyslexia therapy provided by a school district or charter school to include certain instructional approaches. Section 12 of this bill requires the Department of Education to designate a full-time employee to serve as a dyslexia specialist. Existing law creates regional training programs and requires each regional training program to operate a program for the professional development of teachers and administrators. Section requires the Department to ensure that each regional training program employs at least one dyslexia specialist to provide necessary information and support to the school districts and charter schools in the counties that are served by the regional training program. Section 12 also requires each school district to employ at least one dyslexia interventionist. Section 13 of this bill requires each school district and charter school to provide professional development regarding dyslexia for teachers and other educational personnel. Section 14 of this bill requires the Department to prepare and publish a Dyslexia Resource Guide as a guide for each school district and public school to use in order to identify and provide dyslexia therapy for pupils with dyslexia. Section 16 of this bill requires that the standards prescribed by the State Board for pupils with dyslexia include certain instruction. Existing law requires the State Board to prescribe by regulation the standards for approval of a course of study or training offered by an educational institution to qualify a person to be a teacher or administrator or perform other educational functions. Section 17 of this bill requires these regulations to include training on how to identify a pupil who is at risk for dyslexia or related disorders.”
AB341 and Nevada’s dyslexia handbook recognize IDA’s definition of dyslexia.
- 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 and SD permitted
State law requires the board of trustees of each school district and the governing body of each charter school that serves pupils in kindergarten or grade 1, 2 or 3 to prescribe an early literacy screening assessment for use by the schools located in the school district or the charter school, respectively. The early literacy screening assessment prescribed must include screening for: (a) Phonological and phonemic awareness; (b) Sound-symbol recognition; (c) Alphabet knowledge; (d) Decoding skills; (e) Rapid naming skills; and (f) Encoding skills. Section 3 of AB341 “requires that [school districts’ annual report] include the results of early literacy screening assessment. Section 8 of this bill requires the board of trustees of each school district and the governing body of each charter school to prescribe an early literacy screening assessment for use by the schools located in the school district or the charter school, respectively.
State Recognized Screeners
AIMSWEB, DIBELS Next, abecedarian reading assessment, Arkansas Rapid Naming Screener, Houghton Mifflin phonics/decoding screening test, Scholastic Core Phonics Survey, FCRR's OPM Oral Reading Fluency, Grades 1 - 5, Phonemic Awareness Screener Assessment, Words Their Way spelling inventories, Gentry Developmental Test of Spelling, Lakeshore, Words Journey, College Station, Texas A&M: Quick Phonics Screener, Reading A-Z. See the state department of education website for guidelines on grade level-use and test-content correspondences.
Nevada does not have pre-service legislation related to dyslexia.
At least one employee in each school must be trained to (1) recognize indicators of dyslexia, and (2) the science related to teaching pupils with dyslexia. Professional development must be provided by learning strategies, and may be provided through online training.
Section 9 of AB341: (1) requires each school district and charter school to administer screenings for dyslexia to certain pupils in certain grade levels; and (2) requires a school district and charter school to address the needs of a pupil if the screening confirms that a pupil has indicators for dyslexia through the response to scientific, research-based intervention system of instruction. Intervention should be systematic, multisensory, and offered in an appropriate setting that is derived from a research evidence-base.
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 © 2024 National Center on Improving Literacy. https://improvingliteracy.org