DYSLEXIA

By December 31, 2017, this act requires the Department of Elementary and Secondary Education to develop guidelines for the appropriate screening of students for dyslexia and related disorders and to develop the necessary classroom support for such students. Beginning in the 2018-19 school year, each public school, including charter schools, shall conduct dyslexia screenings and provide reasonable classroom support consistent with the findings and recommendations of the Legislative Task Force on Dyslexia, which is created by the act.

Additionally, practicing teacher assistance programs shall offer two hours of in-service training regarding dyslexia and related disorders provided by each school district for all practicing teachers. Such training shall count as two contact hours of professional development. (Section 167.950)

This provision is substantially similar to a provision contained in SCS/HCS/HB 2379 (2016), HCS/SB 711 (2016), SB 809 (2016), and SCS/SB 468 (2015), and is similar to HB 731 (2015).

This act also creates the Legislative Task Force on Dyslexia. The Task Force will advise and make recommendations to the Governor, the Joint Committee on Education, and relevant state agencies. The Task Force will consist of twenty-one members, as described in the act. The members will be appointed by the President Pro Tempore of the Senate and the Speaker of the House of Representatives. The Task Force will make recommendations for a statewide system for identification, intervention, and delivery of supports for students with dyslexia, as described in the act.

The Task Force will hire or contract for hire specialist services to support the work of the Task Force as necessary with appropriations or from other available funding.

The Task Force will terminate on August 31, 2018, unless reauthorized. (Section 633.420)

This provision is identical to a provision in HCS/SB 827 (2016) and HCS/SCS/SB 904 (2016), and is substantially similar to provisions contained in HCS/SB 635 (2016), HCS/SB 711 (2016), HCS/HB 1928 (2016), SCS/HCS/HB 2379 (2016), SB 548 (2015) and HCS/HB 921 (2015).

SUICIDE PREVENTION AND AWARENESS

Beginning in the 2017-2018 school year, any licensed educator may annually complete up to two hours of training or professional development in youth suicide awareness and prevention as part of the professional development hours required for State Board of Education certification.

The Department of Elementary and Secondary Education shall develop guidelines for training or professional development in youth suicide awareness and prevention. The Department shall also develop materials that may be used for such training or professional development.

Each district shall adopt a policy for youth suicide awareness and prevention by July 1, 2018. The Department develop a model policy by July 1, 2017, that districts may adopt. The Department shall cooperate, consult with, and seek input from organizations that have expertise in youth suicide awareness and prevention. By July 1, 2021, and at least every three years thereafter, the Department shall request information and seek feedback from districts on their experience with the policy for youth suicide awareness and prevention. The Department shall review this information and may use it to adapt the department's model policy. The Department shall post the information it receives from districts on its website. The Department shall not post any confidential information or any information that personally identifies a student or school employee. (Sections 170.047 and 170.048)

This provision is identical to SCS/SB 646 (2016) and to a provision contained in HCS/SCS/SB 904 (2016), SS/SCS/HCS/HB 2379 (2016), SB 1029 (2010), and SCS/HCS/HB 1583 (2016), and is substantially similar to HB 1546 (2016) and SB 328 (2015), and to a provision contained in SB 1029 (2016), HCS/SCS/SB 146 (2015), and SCS/SB 328 (2015).

JOSHUA NORBERG