Reference is to the bill as introduced.
Amend the bill, as and if amended, by deleting all after the enacting words and inserting:
/ SECTION 1. Chapter 33, Title 59 of the 1976 Code is amended by adding:
Section 59-33-510. As
used in this section:
(1) 'Evidence-based
reading instruction' means reading, writing, and spelling
instruction that employs direct instruction of systematic and
cumulative content, with the sequence beginning with the easiest
and most basic elements, and progressing methodically to more
difficult material. Each step also must be based on steps
already learned. Components of evidence-based reading
instruction include instruction targeting phonemic awareness,
phonics, fluency, vocabulary, and comprehension.
(2) 'Dyslexia specific
intervention' means evidence-based, specialized reading,
writing, and spelling instruction that is multisensory in
nature, equipping students to simultaneously use multiple
senses, such as vision, hearing, touch, and movement. Dyslexia
specific intervention requires greater intensity, such as
smaller groups, increased frequency of instruction, and
individualized progression through steps, than typical
evidence-based reading instruction.
(3) 'Multi-tiered
system of supports' or 'MTSS' means an evidence-based model of
schooling that uses data-based problem solving to integrate
academic and behavioral instruction and intervention. The
integrated academic and behavioral supports are delivered to
students at varying intensities by means of multiple tiers based
on student need. Need-driven decision making seeks to ensure
that district resources reach the appropriate students at their
schools at the appropriate levels to accelerate the performance
of all students to fulfill the profile of the South Carolina
Graduate.
(4) 'Response to
Intervention' or 'RTI' means the process of providing
high-quality instruction and intervention matched to student
needs using learning rate over time and level of performance to
make important instructional decisions. To ensure efficient use
of resources, schools begin with the identification of trends
and patterns using schoolwide data and grade level data.
Students who need instructional intervention beyond what is
provided universally for positive behavior or academic content
areas are provided with targeted, supplemental interventions
delivered individually or in small groups at increasing levels
of intensity. RTI is a process that is driven by the use of a
problem-solving model and is used for the purpose of revealing
what works best for groups of students and individual students,
regardless of placement.
(5) 'Tiered
instruction' means instruction and intervention provided with
increasing intensity in response to student needs. This
instruction is typically provided in an RTI process depicted as
a three-tier model. Data is collected at each tier and is used
to measure the efficacy of the instruction and intervention so
that meaningful decisions may be made about how instruction and
intervention should be maintained and layered. Tier 1 is the
foundation and consists of scientific, research-based core
instructional and behavioral methodologies, practices, and
supports designed for all students in the general curriculum.
Tier 2 consists of supplemental, targeted instruction and
interventions that are provided in addition to and in alignment
with effective core instruction and behavioral supports to
groups of targeted students who need additional instructional
support, behavioral support, or both. Tier 3 consists of
intensive instructional or behavioral interventions provided in
addition to and in alignment with effective core instruction
with the goal of increasing an individual student's rate of
progress. Tier 3 interventions are developed for individual
students using a problem-solving process. Students receiving
Tier 3 level supports may or may not be eligible for specially
designed instruction and related services in accordance with the
Individuals with Disabilities Education Improvement Act.
(6) 'Problem solving
model' means a problem solving method used to match
instructional resources to educational need. The problem solving
model uses data to define the problem, establish performance
goals, develop intervention plans, monitor progress, and
evaluate outcomes.
Section 59-33-520.
(A)(1) The State Department of
Education shall establish and provide training and support for a
statewide MTSS framework that must contain a common data-based
problem solving model, on-going student assessment, and a
layered continuum of supports using evidence-based practices. As
part of the assessment, a universal screening process must be
used to identify students who may be at risk for problems in
reading, math, writing, and social-emotional development.
(2)
Beginning with the 2019-2020 School Year, a local school
district shall use the universal screening process to screen
each student in the district who is in kindergarten through
second grade three times each school year as part of the
district's universal screening procedures, and any other student
as required by the department, for reading difficulties,
including dyslexia, and the need for intervention.
(3)
In addition to screening required by this subsection,
screening also may be requested for a student by his parent or
guardian, teacher, counselor, or school psychologist.
(B) The district,
following the universal screening procedures it conducted, shall
convene a school-based problem solving team to analyze screening
data and progress monitoring data to assist teachers in planning
and implementing appropriate instruction and evidence-based
interventions for all students who are at risk, including those
students who exhibit the characteristics of dyslexia. Guidance
may include suggestions of appropriate tiered interventions,
dyslexia specific interventions, academic and social-emotional
supports, and access to assistive technology.
(C) If the RTI process
conducted by the district indicate that a student is at risk for
problems, including dyslexia, the district shall:
(1)
notify the parent or legal guardian of the student;
(2)
provide the parent or legal guardian of the student with
information and resource material regarding the problem;
(3)
provide the student with appropriately tiered,
evidence-based intervention through its RTI process; and
(4)
monitor and evaluate the progress of the student using a
tool designed to measure the effectiveness of the intervention.
Section 59-33-530. The department shall provide appropriate professional development training and resources for all educators in the area of MTSS and the identification of, and evidence-based intervention methods for, students who are at risk, including students with dyslexia.
Section 59-33-540. The
State Board of Education shall create a reporting template that
must be completed by the local school district and provided to
the State Board, State Superintendent of Education, and the
Chairs of the House Education and Public Works Committee and
Senate Education Committee by July thirty-first of each year of
the pilot program. The template must include the following:
(1)
identification of the screening tool used;
(2)
the type and amount of professional development
specifically applicable to dyslexia and other related disorders
that is provided to faculty and staff;
(3)
the number of students identified as having dyslexia or a
related disorder, and the interventions employed by the school;
and
(4)
longitudinal data reported by grade that separately
identifies academic growth for students who are identified as
having dyslexia or a related disorder and provided intervention
services, and students who do not receive services. Individual
students must not be identified.
Section 59-33-550. (A)
There is created a Dyslexia Task Force for
the purpose of working with the department in matters relating
to dyslexia. The task force is composed of nine members as
follows:
(1)
an education specialist appointed by the State
Superintendent of Education, for a term of three years;
(2)
a representative from the South Carolina branch of the
International Dyslexia Association, appointed by the president
of the association for a term of three years;
(3)
a special education teacher with an understanding of
dyslexia, appointed by the State Superintendent of Education for
a term of three years;
(4)
an elementary school teacher, appointed by the State
Superintendent of Education for a term of three years;
(5)
a middle school teacher appointed by the State
Superintendent of Education for a term of three years;
(6)
a high school teacher, appointed by the State
Superintendent of Education for a term of three years;
(7)
a parent of a child with dyslexia, appointed by the State
Superintendent of Education for a term of three years;
(8)
a licensed speech pathologist, appointed by the State
Superintendent of Education for a term of three years; and
(9)
a member in good standing of the South Carolina Optometric
Physicians Association appointed by that association's board of
directors for a term of three years.
(B) The terms of the
task force members commence July 1, 2018.
(C) A vacancy must be
filled in the same manner of the original appointment for the
unexpired portion of the term. A member may be appointed to
successive terms.
(D) The members of the
task force shall serve without compensation, mileage, per diem,
or subsistence allowances.
(E) The task force
shall meet at least quarterly. A quorum consists of a majority
of the membership of the council.
(F) The task force
shall coordinate with the department and the South Carolina
branch of the International Dyslexia Association in the
selection of the universal screening tool provided in Section
59-33-520, and collaborate with the department in the reporting
required by Section 59-33-540."
SECTION 2. This act takes effect upon approval of the Governor. /
Renumber sections to conform.
Amend title to conform.