What's happening
This bill creates a dyslexia task force to develop screening and intervention guidelines for students and related teacher training in New York schools.
Why it matters
Standardizes early identification. By mandating the development and implementation of evidence-based, low-cost, and efficient dyslexia screening in all public schools, the bill could lead to earlier and more consistent identification of students with dyslexia or related disorders, potentially reducing long-term academic struggles.
Guides classroom and intervention practices. The task force will recommend best practices for classroom supports and interventions, ensuring that students with dyslexia receive proven, effective assistance—such as oral exams or extended time—across schools statewide.
Shapes teacher preparation and ongoing training. The bill requires that teacher preparation programs include instruction and practicum experience in diagnosing and intervening for dyslexia. This could increase the number of teachers equipped to recognize and address dyslexia, improving educational outcomes for affected students.
Ensures statewide input and accountability. The task force structure incorporates geographic diversity and includes educators, scientists, parents, and individuals with dyslexia, as well as public hearings across regions. This broad input aims to make recommendations more effective and equitable, while the reporting and regulatory deadlines hold the state accountable for timely implementation.
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Who cares
Headline styles
Create Dyslexia Task Force
Plain English, a few words. Used as the page title.
Sponsors
History
- Referred to education
Companion bill
The same bill in the other chamber. A bill becomes law when one version passes both houses and the governor signs it, so either number can carry it.
Create Dyslexia Task Force
In Assembly Committee · Education · Sponsor Robert C. Carroll
Full text
3 pagesUnderlined is new[Struck] is removedOfficial text on nysenate.gov ↗
STATE OF NEW YORK
7093
IN SENATE (Prefiled)
January 8, 2020
Introduced by Sen. HOYLMAN -- read twice and ordered printed, and when printed to be committed to the Committee on Education
AN ACT to amend the education law, in relation to establishing a dyslexia task force and implementing the findings of such task force
The People of the State of New York, represented in Senate and Assembly, do enact as follows:
Section 1. The education law is amended by adding two new sections 4407-a and 4407-b to read as follows:
§ 4407-a. Dyslexia; task force. 1. The task force on dyslexia is hereby created within the department to develop guidelines for the appropriate screening of students for dyslexia and related disorders, provide guidelines regarding the appropriate interventions and classroom support for students deemed at risk, and to develop a program of study for teachers to better help students with dyslexia.
2. For the purposes of this section, the following terms shall have the following meanings:
(a) The term "dyslexia" shall mean an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader, most commonly caused by a difficulty in the phonological processing, the appreciation of the individual sounds of spoken language, which affects the ability of an individual to speak, read, and spell.
(b) The term "screening program" shall mean a dyslexia screening program which is: (i) evidence based with proven psychometrics for validity; (ii) efficient and low cost; and (iii) readily available.
(c) The term "related disorders" shall mean disorders similar to or related to dyslexia including, but not limited to, developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.
(d) The term "support" shall mean low-cost and effective best practices including, but not limited to, oral examinations and extended test-taking periods used to support students who have dyslexia or any related disorder.
EXPLANATION--Matter in italics (underscored) is new; matter in brackets
[ ] is old law to be omitted.
LBD14035-03-9
S. 7093 2
3. (a) Such task force shall consist of ten members, each to serve for a term of three calendar years. Such members shall be appointed as follows: four members shall be appointed by the governor; two members shall be appointed by the temporary president of the senate; one member shall be appointed by the minority leader of the senate; two members shall be appointed by the speaker of the assembly; and one member shall be appointed by the minority leader of the assembly. Appointments shall be made on or before July first, two thousand twenty. Vacancies in the task force shall be filled in the manner provided for original appointments.
(b) Such members shall include: two physicians and/or scientists who work with dyslexic persons; two educators who specialize in educating dyslexic persons; one parent advocate; one dyslexic person; and one person who works for the state university who is an expert in dyslexia. All appointments shall be coordinated to ensure geographic representation from the entire state.
(c) The task force shall consist of a chair, vice-chair and any other necessary officers shall be elected from among all the appointed members.
(d) A majority of the members of the task force then in office shall constitute a quorum for the transaction of business or the exercise of any power or function of the task force. An act, determination or decision of the majority of the members present during the presence of a quorum shall be held to be the act, determination, or decision of the task force.
(e) The task force shall meet at least quarterly at the call of the chair. Meetings may be held via teleconference. Special meetings may be called by the chair at the request of a majority of the members of the task force.
(f) Members of the task force shall receive no compensation for their services but shall be reimbursed for their actual expenses incurred in the performance of their duties in the work of the task force.
4. The task force established shall:
(a) Study screening programs for identifying dyslexic persons;
(b) Study intervention and classroom support services for dyslexic persons;
(c) Develop guidelines for appropriate screening programs, intervention services and classroom support for dyslexic persons; and
(d) Develop a program of study in the diagnosis and remediation of reading and language arts that includes supervised practicum hours and instruction in the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia and other related disorders.
5. The task force may, as it deems appropriate, request that studies, surveys, or analyses relating to the task force's powers and duties be performed by any state department, commission, agency or public authority. All state departments, commissions, agencies or public authorities shall provide information and advice in a timely manner and otherwise assist the task force with its work.
6. The department shall provide staff services to the task force and such other administrative assistance as may be necessary for the task force to carry out its duties, functions and powers.
7. The task force shall hold a minimum of three public hearings each year: one in New York city; one in western New York; and one in upstate eastern New York. The task force may hold additional public hearings in other locations as it deems appropriate.
S. 7093 3
8. The task force shall issue a report to the governor and the legislature of its findings, conclusions, recommendations and activities already undertaken by the task force, not later than September first, two thousand twenty-one and shall submit with its reports legislative proposals as it deems necessary to implement its recommendations, the guidelines developed under paragraph (c) of subdivision four of this section, and the program of study developed under paragraph (d) of subdivision four of this section.
9. On or before December thirty-first, two thousand twenty-one, the department shall promulgate rules and regulations to implement the guidelines and program of study developed by the task force which were submitted in the task force's report.
10. Nothing in this section shall require a student with dyslexia to obtain an individualized education program unless the student has otherwise met the federal conditions necessary.
§ 4407-b. Dyslexia; screening and intervention. 1. For the purposes of this section, the following terms shall have the following meanings:
(a) The term "dyslexia" shall mean an unexpected difficulty in reading for an individual who has the intelligence to be a much better reader, most commonly caused by a difficulty in the phonological processing, the appreciation of the individual sounds of spoken language, which affects the ability of an individual to speak, read, and spell.
(b) The term "screening program" shall mean a dyslexia screening program which is: (i) evidence based with proven psychometrics for validity; (ii) efficient and low cost; and (iii) readily available.
(c) The term "related disorders" shall mean disorders similar to or related to dyslexia including, but not limited to, developmental auditory imperception, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.
(d) The term "support" shall mean low-cost and effective best practices including, but not limited to, oral examinations and extended test-taking periods used to support students who have dyslexia or any related disorder.
2. On or before July first, two thousand twenty-two, each public school shall conduct a dyslexia screening program and shall provide interventions based on the rules and regulations promulgated under subdivision nine of section forty-four hundred seven-a of this article.
3. On or before July first, two thousand twenty-two, any certified educator applying for a comprehensive special education or integrated early childhood and special education endorsement or applicant for an initial, provisional or professional educator certificate and a comprehensive special education or integrated early childhood and special education endorsement shall have completed a program of study in the diagnosis and remediation of reading and language arts that includes supervised practicum hours and instruction in the detection and recognition of, and evidence-based structured literacy interventions for, students with dyslexia and other related disorders.
4. Nothing in this act shall require a student with dyslexia to obtain an individualized education program unless the student has otherwise met the federal conditions necessary.
§ 2. This act shall take effect immediately.
Reflowed for reading: line numbers and page breaks removed. Cite the official text.
Sponsor's memo
Title of bill
An act to amend the education law, in relation to establishing a dysle- xia task force and implementing the findings of such task force
Purpose or general idea of bill
To establish a task force to develop guidelines for appropriate screen- ing, intervention, and support for students with and at risk of dyslexia and related disorders, and to develop a program of study for teachers to better help students with dyslexia.
Summary of provisions
Section 1 amends the education law by adding two new sections 4407-a and 4407-b:
44007-a.1 creates the task force on dyslexia within the department to develop guidelines for the appropriate screening and related disorders, provide guidelines regarding the appropriate interventions and classroom support for students deemed at risk, and to develop a program of study for teachers to better help students with dyslexia.
4407-a.2 defines the terms dyslexia, screening program, related disor- ders, and support.
4407-a.3 defines the size, length of service, appointment and service calendar, constituency, and operational details of the task force, and related details.
4407-a.4 details the topics undertaken by the task force, including screening programs, intervention and classroom support services, guide- line development, and program of study development.
4407-a.5 empowers the task force to request studies and or surveys where additional data is needed.
4407-a.6 requires the department to provide staff services to the task force as needed.
4407-a.7 requires at least three public hearings around the state.
4407-a.8 mandates a report submitted to the governor and legislature no later than September 1, 2021 and details some of the required elements of the report.
4407-a.9 requires the department to adopt rules and regulations put forth by the task force no later that December 31, 2021.
4407-a.10 states nothing in the above section shall require a student with dyslexia to obtain an individualized education program unless the student has otherwise met the federal conditions necessary.
4407-b.1 defines the terms dyslexia, screening program, related disor- ders, and support.
4407-b.2 sets the date of no later than July 1, 2022 for each public school to implement screening programs and interventions based on the task force findings.
4407-b.3 requires on or before July 1, 2022 applicants for a number of specialized educator certifications fulfill a set of requirements including a complete program of study in the diagnosis and remediation of reading and language arts.
4407-a.4 states nothing in the above section shall require a student with dyslexia to obtain an individualized education program unless the student has otherwise met the federal conditions necessary.
Section 2 Sets an immediate effective date.
Justification
One in five students has dyslexia or another phonemic awareness issue that requires them to learn to read through a directed multi-sensory sequential phonics or Orton-Gillingham approach. The current education system teaches reading with a balanced literacy approach, which is essentially whole language by another name and ineffective at teaching reading to the roughly 20% of students who have dyslexia or another phonemic based learning difference. This bill will establish a task force to study and implement the best methods to provide these students the classroom resources they require for a lifetime of literacy.
Prior legislative history
This is a new bill
Fiscal implications
To be determined.
Effective date
Immediate
Summaries, headlines and scores are AI-generated from the official bill text. How we score bills. Source: NYS Open Legislation.