California Dyslexia Initiative

Dyslexia Research, Training, and Statewide Conference (Adds Uncodified Section) SEC 14. The Legislature finds and declares both of the following: (a) (1) Students with dyslexia and other forms of specific learning disabilities often goes undiagnosed until the student is failing in school, many are never diagnosed and never receive services. Early identification and intervention with student showing signs of dyslexia are critical for improving outcomes. The most effective treatment for students who struggle with reading and related language problems is early diagnosis and skilled teaching. For that reason, it is critical that educators receive evidenced-based practices and strategies informed by research to reduce the impact on long-term educational outcomes. The California Dyslexia Guidelines, developed by the Department of Education as required by Chapter 647, Statutes of 2015 (AB 1369) provides guidelines for educators, parents, and other stakeholders in identifying, assessing, and supporting students with dyslexia. While these guidelines created a road map for supporting students with dyslexia, it was developed prior to the establishment of the statewide system of support and is not integrated into the supports. To ensure existing research and available resources leads into improved outcomes for these students, the state must invest in a statewide effort to build upon the Dyslexia Guidelines and to disseminate the knowledge and information of best practices throughout the state system of support. (2) The statewide system of support established pursuant to Section 52059.5 of the Education Code should include expertise and resources to help school districts improve their ability to identify signs of dyslexia and specific learning disabilities as early as possible and to provide evidenced-based supports and services to students once identified. (b) The California Dyslexia Initiative is hereby established for the purpose of all of the following: (1) Build capacity in the state system of support for local school districts, county offices of education, and charter schools to provide early intervention services and supports for students with specific learning disabilities, such as dyslexia, with a focus on improving outcomes for students in all education settings. (2) Identify effective models for diagnosis and treatment of specific learning disabilities. (3) Develop effective professional development for educators on evidencedbased instruction and strategies informed by research to reduce the impact on long-term educational outcomes. (4) Develop effective partnerships between school districts, county offices of education, and charter schools in utilizing the state system of support structure administered by the California Collaborative for Educational Excellence and the resources of the Department of Education, to disseminate lessons learned from the XXX identified in paragraph (1) and the models identified in paragraph (2). (5) Conduct a statewide conference to disseminate the resources, information and models identified in paragraphs (1) through (4). (c) By September 1, 2020, the State Department of Education and the California Collaborative for Educational Excellence, with approval from the executive director of the State Board of Education, shall designate a county office of education to administer the California Dyslexia Initiative in direct consultation with the Department of Education, the California Collaborative for Educational Excellence, and the postsecondary educational institution selected pursuant to subdivision (d). The designated county office of education for this work shall demonstrate a willingness and capacity to do all of the following: (1) Work collaboratively with the California Collaborative for Educational Excellence, the Department of Education, and the selected postsecondary education institution selected pursuant to subdivision (d) to further the purposes of the California Dyslexia Initiative identified in subdivision (b). (2) Communicate regularly with the State Department of Education, and the California Collaborative for Educational Excellence. (3) Document the outcomes of the activities authorized by this section through the duration of the California Dyslexia Initiative and in partnership with the California Collaborative for Educational Excellence, to ensure the resources, research, and professional development models developed are available through the state system of support and align with other statewide initiatives. (4) Play a leadership role in the California Dyslexia Initiative. (d) The designated county office of education shall contract with a California postsecondary educational institution, selected in consultation with the executive director of the State Board of Education, to expand the state’s dyslexia and specific learning disabilities early identification and evidencedbased best practices for supports and services in furtherance of the California Dyslexia Initiative. The postsecondary educational institution shall be selected no later than December 1, 2020. (e) The designated county offices of education and the selected postsecondary educational institution shall identify existing evidence-based resources, professional development activities, and other efforts currently available at the state, federal, and local levels as well as develop new evidence-based resources and activities designed to help local educational agencies across the state identify and provide services and supports to students with dyslexia or a specified learning disability as defined in Section XXX of the Education Code to do, among other things, all of the following: (1) Develop professional development through train-the-trainer models, or online training modules. (2) Provide technical assistance to local educational agencies. (3) Develop a network of educators who can provide coaching and training to other local educational agencies. (4) Provide stipends for school personnel to attend a statewide conference. (5) Develop evaluation tools to measure the effectiveness of evidence-based strategies identified. (g) By January 1, 2021, and using funds identified in the expenditure plan in subdivision (h) for this purpose, the designated county office of education, the selected postsecondary educational institution, and the California Collaborative for Educational Excellence shall convene a statewide conference pursuant to paragraph (5) of subdivision (b). (h) The sum of four million dollars ($4,000,000) is hereby appropriated from the General Fund to the Superintendent of Public Instruction for allocation to the designated county office of education for the California Dyslexia Initiative create pursuant to this section. The designated county offices of education may use up to five hundred thousand dollars ($500,000) in total to administer the program. The designated county office shall submit an expenditure plan including the estimate allocation to the postsecondary educational institution and the statewide conference pursuant to subdivision (g) to the Department of Finance for approval before January, 20, 2021. The approved expenditure plan shall become operative no sooner than 30 days after notification in writing is provided to the Joint Legislative Budget Committee The designated county offices of education shall encumber or expend the funds allocated pursuant to this subdivision by June 30, 2022. (i) For purposes of making the computations required by Section 8 of Article XVI of the California Constitution, the appropriation made by subdivision (a) shall be deemed to be “General Fund revenues appropriated for school districts,” as defined in subdivision (c) of Section 41202 of the Education Code, for the 2019-20 fiscal year, and included within the “total allocations to school districts and community college districts from General Fund proceeds of taxes appropriated pursuant to Article XIII B,” as defined in subdivision (e) of Section 41202 of the Education Code, for the 2019-20 fiscal year.