(a)There is established an Office of Dyslexia and Reading Disabilities within the Department of Education which shall be under the management of a chief. The chief shall be qualified by training and experience to perform the duties of the office, including, but not limited to, expertise in higher education, dyslexia and structured literacy. The Office of Dyslexia and Reading Disabilities shall (1) verify the compliance of (A) educator preparation programs, as defined in section 10-146c, including intermediate administrator and supervisor programs, and (B) applicants for an initial, provisional or professional educator certificate pursuant to the provisions of chapter 166 relating to scientifically-based reading research and instruction, as defined in section 10-14u, structured literacy in
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(a) There is established an Office of Dyslexia and Reading Disabilities within the Department of Education which shall be under the management of a chief. The chief shall be qualified by training and experience to perform the duties of the office, including, but not limited to, expertise in higher education, dyslexia and structured literacy. The Office of Dyslexia and Reading Disabilities shall (1) verify the compliance of (A) educator preparation programs, as defined in section 10-146c, including intermediate administrator and supervisor programs, and (B) applicants for an initial, provisional or professional educator certificate pursuant to the provisions of chapter 166 relating to scientifically-based reading research and instruction, as defined in section 10-14u, structured literacy instruction and training, dyslexia instruction and training, including, but not limited to, the compliance verifications required pursuant to sections 10-14aa to 10-14cc, inclusive; (2) review and recommend changes, as necessary, to the State Board of Education's process for approval of educator preparation programs related to such compliance verifications; and (3) provide guidance to and consult with the department's Talent Office related to such compliance verifications. (b) The chief of the Office of Dyslexia and Reading Disabilities shall appoint such full-time staff as may be necessary for the operations of said office, which shall include, but need not be limited to, (1) staff with expertise in (A) educator preparation program accreditation analysis and approval, and (B) educator preparation program curriculum analysis related to structured literacy and dyslexia; and (2) support staff. (c) Not later than July 1, 2022, the office shall (1) with consideration given to the recommendations set forth in appendices d and e of the final report of the task force established pursuant to special act 19-8 , develop compliance measures and audit procedures to determine the compliance of educator preparation programs with the provisions of subsection (e) of section 10-145a , and whether such educator preparation programs include supervised practicum hours or student teaching experience and instruction in the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia in any programs of study in the diagnosis and remediation of reading and language arts; and (2) submit such compliance measures and audit procedures, in accordance with the provisions of section 11-4a , to the joint standing committees of the General Assembly having cognizance of matters relating to higher education and education. (d) Not later than July 1, 2022, the office shall develop, and update as necessary, (1) with consideration given to the recommendations set forth in appendix f of the final report of the task force established pursuant to special act 19-8 , structured literacy competency targets for the purpose of identifying structured literacy competencies that should be achieved by an educator based on certification level and endorsement type; (2) for the review and consideration of institutions of higher education and other providers of educator preparation programs approved by the department, a list of sample course assignments and evaluations aligned with the structured literacy competency targets developed by the office and the compliance measures developed pursuant to subsection (c) of this section; and (3) model dyslexia in-service training programs, for use by local and regional boards of education, aligned with the structured literacy competency targets developed by the office.