students who may be at risk of experiencing academic difficulties in reading, math, or writing, and who also may be at risk of experiencing difficulties in socialemotional development. (2) Beginning with the 20192020 School Year, to the extent the General Assembly provides funding, a local school district shall use the universal screening process to screen each student in the district who is in kindergarten through first grade three times each school year and as needed in second grade as outlined in the universal screening procedures, and any other student as district’s 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 schoolbased team to analyze screening data and progress monitoring data to assist teachers in planning and implementing appropriate instruction and evidencebased interventions for all students who, based on the screening, are at risk of experiencing academic difficulties, including those students who exhibit the characteristics of dyslexia, as provided by the department. Guidance may include suggestions of tiered interventions, dyslexia specific interventions, academic and socialemotional supports, and supplemental technology as appropriate for the access to assistive technology. student’s (C) If the RTI process conducted by the district indicates that a student is at risk for experiencing academic difficulties, 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 so that they may assist and support learning for their child; (3) provide the student with tiered, evidencebased intervention as defined in Section 5933510; and (4) monitor and evaluate the effectiveness of the intervention and the progress. student’s Section 5933530. The department shall provide appropriate professional development training and resources for all educators in the area of MTSS and the identification of, and evidencebased intervention methods for, students who are at risk of experiencing academic difficulties, including students with dyslexia.
students who may be at risk of experiencing academic difficulties in reading, math, or writing, and who also may be at risk of experiencing difficulties in socialemotional development. (2) Beginning with the 20192020 School Year, to the extent the General Assembly provides funding, a local school district shall use the universal screening process to screen each student in the district who is in kindergarten through first grade three times each school year and as needed in second grade as outlined in 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 schoolbased team to analyze screening data and progress monitoring data to assist teachers in planning and implementing appropriate instruction and evidencebased interventions for all students who, based on the screening, are at risk of experiencing academic difficulties, including those students who exhibit the characteristics of dyslexia, as provided by the department. Guidance may include suggestions of tiered interventions, dyslexia specific interventions, academic and socialemotional supports, and supplemental technology as appropriate for the student’s access to assistive technology. (C) If the RTI process conducted by the district indicates that a student is at risk for experiencing academic difficulties, 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 so that they may assist and support learning for their child; (3) provide the student with tiered, evidencebased intervention as defined in Section 5933510; and (4) monitor and evaluate the effectiveness of the intervention and the student’s progress. Section 5933530. The department shall provide appropriate professional development training and resources for all educators in the area of MTSS and the identification of, and evidencebased intervention methods for, students who are at risk of experiencing academic difficulties, including students with dyslexia.
4434_20180417.docx