Dyslexia LegislationHas Legislation?Yes
This bill defines dyslexia, establishes screening and intervention requirements, and calls for supplementary actions by the superintendent of public instruction, including the convening of a dyslexia advisor panel.
Beginning in 2021-2022, schools must “use screening tools and resources that exemplify best practices, as described under section 3 of this act. School districts may use the screening tools and resources identified by the superintendent of public instruction in accordance with section 3 of this act.” According to section 3, the superintendent of public instruction will identify screening tools that: “Satisfy developmental and academic criteria, including considerations of validity and reliability, that indicate typical literacy development or dyslexia, taking into account typical child neurological development; and (b) Identify indicators and areas of weakness that are highly predictive of future reading difficulty, including phonological awareness, phonemic awareness, rapid naming skills, letter sound knowledge, and family history of difficulty with reading and language acquisition. (2) Beginning September 1, 2019, the superintendent of public instruction must maintain on the agency's web site the list of screening tools and resources identified under this section and must include links to the tools and resources, when available. (3) The superintendent of public instruction must review and update the list of screening tools and resources identified under this section as appropriate.”
Washington does not have pre-service legislation related to dyslexia.
Washington does not have in-service legislation related to dyslexia.
However, a dyslexia pilot program was created, with a goal to develop an educator training program to enhance the reading, writing, and spelling skills of students with dyslexia. The training program must provide research-based, multisensory literacy intervention professional development in the areas of dyslexia and intervention implementation.
According to SB6162, “(1) Beginning in the 2021-22 school year, and as provided in this section, each school district must use multitiered systems of support to provide interventions to students in kindergarten through second grade who display indications of, or areas of weakness associated with, dyslexia. In order to provide school districts with the opportunity to intervene before a student's performance falls significantly below grade level, school districts must screen students in kindergarten through second grade for indications of, or areas associated with, dyslexia as provided in this section.”
The bill further states, “(a) If a student shows indications of below grade level literacy development or indications of, or areas of weakness associated with, dyslexia, the school district must provide interventions using evidence-based multitiered systems of support, consistent with the recommendations of the dyslexia advisory council under section 4 of this act and as required under this subsection (3). (b) The interventions must be evidence-based multisensory structured literacy interventions and must be provided by an educator trained in instructional methods specifically targeting students' areas of weakness. (c) Whenever possible, a school district must begin by providing student supports in the general education classroom. If screening tools and resources indicate that, after receiving the initial tier of student support, a student requires interventions, the school district may provide the interventions in either the general education classroom or a learning assistance program setting. If after receiving interventions, further screening tools and resources indicate that a student continues to have indications of, or areas of weakness associated with, dyslexia, the school district must recommend to the student's parents and family that the student be evaluated for dyslexia or a specific learning disability.” The bill also includes several reporting/notification requirements.
Literacy State-identified Measurable Result (SIMR) - Part B
Has Literacy SIMR?Yes
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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 © 2019 National Center on Improving Literacy. https://improvingliterarcy.org