§ 319*2 — Center for dyslexia and dysgraphia

* § 319. Center for dyslexia and dysgraphia. 1. As used in this\nsection, unless another meaning clearly appears from the context:\n a. "Center" shall mean the center for dyslexia and dysgraphia\nestablished under this section.\n b. "Director" shall mean the executive director of the center.\n c. "Guidebook" shall mean the comprehensive guidebook on dyslexia and\ndysgraphia created by the center under paragraph h of subdivision three\nof this section.\n d. "Local education agencies" shall mean school districts, boards of\ncooperative educational services, and other educational services\nproviders designated as such by the director.\n 2. There is hereby established within the department the center for\ndyslexia and dysgraphia. The center shall be led by the executive\ndirector of the center who shall be appointed by the commissioner.\n 3. The center's duties shall include, but not be limited to:\n a. Establishing a definition of dyslexia and dysgraphia in\nconsultation with nationally recognized dyslexia and dysgraphia advocacy\ngroups, physicians and scientists who specialize in dyslexia and\ndysgraphia, and educators who specialize in remediating dyslexia and\ndysgraphia.\n b. Collecting data to inventory, synthesize, and publicize best\npractices for serving students with dyslexia, dysgraphia, and other\nrelated reading or writing difficulties.\n c. Developing and disseminating of informational tools and briefs on\ndyslexia and dysgraphia.\n d. Setting explicit standards and requirements for peer-reviewed\nevidence-based teacher preparation programs and certifications that\naddress dyslexia and dysgraphia.\n e. Setting explicit standards for annual peer-reviewed evidence-based\nuniversal screening for all students in grades kindergarten through\nfifth and new entrants to schools within the state for reading and\nwriting difficulties and for screening students identified as at risk\nfor dyslexia and/or dysgraphia.\n f. Setting explicit standards for peer-reviewed evidence-based\ndyslexia and dysgraphia interventions and other educational supports for\nuse by local education agencies.\n g. Issuing a public report on the state's progress on implementing\npolicies and practices regarding dyslexia and dysgraphia screenings,\ninterventions, and supports within two years from the effective date of\nthis section and every two years thereafter.\n h. Creating a comprehensive guidebook on dyslexia and dysgraphia for\nprofessional development providers, leaders of local education agencies,\nschool administrators, educators, and specialists.\n i. Perform any other duties the commissioner or the director deems\nnecessary to identify students as at risk for dyslexia and/or dysgraphia\nor to reduce barriers to education for those with dyslexia and/or\ndysgraphia.\n 4. The guidebook shall be created within two years of the effective\ndate of this section and shall be updated at least every five years. The\ncenter shall release a draft version of the guidebook for public comment\nsixty days prior to its publication. The guidebook shall include, but\nnot be limited to, information related to:\n a. Definitions regarding dyslexia and dysgraphia.\n b. Legal responsibilities of the local education agencies and school\nto address the needs of students with diagnosed or suspected dyslexia\nand/or dysgraphia.\n c. Universal screening policies, procedures, and evidence-based\npractices.\n d. Dyslexia and dysgraphia screening policies, procedures, and\nevidence-based practices.\n e. Screening modifications and adaptations for English language\nlearners and multilingual learners and students with disabilities that\nimpact oral language development and/or graphomotor skill development.\n f. Appropriate use of data to guide practices and protocols for local\neducation agencies.\n g. Regulations, guidance, and support for communicating and meeting\nwith parents or guardians to share and discuss screening results,\noptions for next steps, and making data-based decisions about\ninterventions aligned with identified reading and/or writing\ndifficulties.\n h. Classroom instruction and interventions grounded in the science of\nreading and structured literacy.\n i. Development of effective individualized education plans goals,\nprogress monitoring, and accommodations for students with diagnosed or\nsuspected dyslexia and/or dysgraphia and related reading and/or writing\ndifficulties.\n j. Professional development opportunities.\n k. Decision criteria and steps from universal screening through\nsupports and progress monitoring.\n * NB There are 2 § 319's\n