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  • Ready to Read

Ready to Read Unanimously Passes Senate, Headed to the House

3/19/2019

1 Comment

 
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Annapolis, Maryland. March 18. The Ready to Read Screening & Interventions bill, SB 734, unanimously passed the Maryland Senate on March 18 after a moving floor speech by Senate sponsor Craig Zucker, D-Montgomery.  Senator Zucker noted that he would have benefited from reading screening because he struggled to learn for many years.  By the time he was tested, he had significant gaps in his learning. Senator Zucker described overhearing someone say that he "would never amount to anything" and he made a promise to himself to someday run for office -- and now here he is in the Maryland Senate.

The bill was referred to the House Ways & Means Committee and a sponsor-only hearing is scheduled for Thursday March 21, 2019 at 1:00pm.  The companion house bill 690 is no longer viable and is laid aside in favor of Senate bill 734 as amended. If the House amends SB 734, it could be referred to a House-Senate conference committee fi the Senate does not concur with any House amendments.  A conference committee would work out any differences between the House and Senate versions (should there be amendments).  Each chamber must then pass the conference version of the bill before April 8 when the legislature adjourns.  There also is the option that no House amendments are made to SB 734 and House agrees to the amended Senate version.  In this case, the bill would need a signature by Governor Hogan to become law.

​Summary of Senate Amendments
Amended Version of Ready To Read, SB 734
History & Documents
  1.  (A): DEFINITIONS
    1. Screening is defined as a brief, valid, and reliable measurement procedure used to identify or predict whether a student may be at risk for poor learning outcomes.
    2. Other definitions include supplemental reading instruction, phonemic awareness, phonics, fluency, phonological awareness, student.  
    3. DELETED: informal diagnostic assessment, progress monitoring and amended definition of student.
  2. (A)(7): WHO IS SCREENED: Student is amended and defined as:
    1. All students in Kindergarten;
    2. First grade is screened only if the student was not screened in K or demonstrated difficulty mastering grade level reading in K.
    3. Students who enter or transfer to an elementary school from an elementary school, are screened unless a county board determines the student has already been screened and does not demonstrate difficulty mastering grade-level reading.
  3. (B)(1): EFFECTIVE DATE
    1. Beginning in 2020-2021 School year, each county board shall ensure that a student is screened to identify if the student is at risk for reading difficulties.
  4. (B)(3): PARENT NOTIFICATION
    1. description of the screening and supplemental instruction process in the districts; and
    2. any checklists or forms needed to support the screening protocol.
  5. (C)(1): REQUIREMENT FOR SCREENING: A county board shall select one or more appropriate screening instruments that:
    1. accurately and reliably identify students at risk for poor learning outcomes;
    2. are developmentally appropriate;
    3. are economical to administer in time and cost; and
    4. use norm-referenced or criterion-based scores.
  6. (C)(2): WHAT IS SCREENED: Schools must screen all K students for risks of reading difficulties in the following areas beginning in the 20-21 school year:
    1. phonemic and phonological awareness and processing;
    2. DELETED:
      1. knowledge of letter names and letter sounds
      2. rapid automatized naming
      3. PK, Grade 1 and students in 2+ if concerns are noted. Grade one skills included phonological and phonemic awareness and processing, knowledge of letter names and letter sound associations for uppercase and lowercase letters, normed rapid automatized naming, automatic and fluent single word recognition and oral reading fluency.
  7. (D)(1): SCREENING FREQUENCY
    • Student shall be screened according to the schedule established by the county board;
  8. (D)(2): SUPPLEMENTAL READING INSTRUCTION. If the screening results indicate that a student is at risk of reading difficulties, the county board shall provide supplemental reading instruction in the students’ areas of need.  
    1. Supplemental reading instruction is defined (p. 4, line 25, systemic must be changed to SYSTEMATIC” so that it aligns with MCCRS, Appendix A and ESSA).
  9. (D)(2): PARENT NOTIFICATION
    1. Provide a notification letter to the parent or guardian of the student that includes:
      1. The screening results; and
      2. A description of the supplemental reading instruction that will be provided to the student.
  10. (E): RESOURCES: Each county board shall provide resources on the school district website that include:
    1. Reading screening instruments used in the school district; and
    2. A checklist of early warning signs of reading difficulty/dyslexia by age.
  11. (F): REPORTING: On or before September 1 each year, beginning in 2020-2021 school year: each district shall report:
    1. # students in each grade,
    2. # students in each grade screened,
    3. # students at risk on screening instrument;
    4. # students who received supplemental reading help,
    5. data must be disaggregated and searchable by district and posted on the state website
  12. (G): RESOURCES FOR COUNTY BOARD: On or before June 1, 2020, MSDE will write regulations with advocates and other interested stakeholders, to develop and update resources for use by a county board.  Resources developed under this subsection shall be available on the department’s website.
  13. (H) TECHNICAL SUPPORT: The Department shall provide: technical support for the county boards to provide:
    1. Training opportunities annually for individuals who conduct screenings under this section and for school administrators.  
    2. Training may include:
      1. The administration and interpretation of screenings, informal diagnostic assessments, progress monitoring instruments, and student data;
      2. Interpreting screenings and assessments for parents;
      3. Best practices for designing and implementing supplemental reading instruction; and
      4. The elements, principles, and best practices of supplemental reading instruction.
  14. REGULATIONS. (I) The department (MSDE) shall adopt regulations to implement the requirements of this section.
  15. Section 2: It is the intent of the GA that money appropriated in accordance with The Blueprint for Maryland’s Future, Chapter xx, Senate Bill 1030 of 2019, shall be used to offset the cost of implementation of Section I of this act.
1 Comment

Are Maryland's Reading Instruction Practices Equitable?

3/15/2019

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Lack of Prevention & Effective Intervention Severely Impacts Vulnerable Students

We can all agree that students with less opportunity to develop early literacy at home will be further behind on the reading curve when they enter school and may need more help learning to read.  Maryland's reading outcomes tell us we have a problem -- 25+ states responded by enacting reading screening laws to prevent reading failure.  

​Massachusetts, New Jersey, Arkansas, Ohio and Texas (to name only a few) require that predictive skills for reading be screened in order catch kids early no matter their family income, race, culture, disability or zip code.  
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Maryland PARCC data from 2018 shows 75% of fourth grade students living in poverty were below grade level in reading and 72% of African American students were below grade level.  Poverty, race and disability status do not prevent students from learning to read: poorly chosen curricula, lack of reading screening, poorly designed and targeted professional development, insufficient and inadequate educator preparation programs & lack of knowledge about the science of reading contribute to poor reading outcomes for vulnerable populations.
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"Research indicates that student demographic characteristics are related to the probability of needing remedial coursework in college. In a nationally representative sample, African American students were more likely to take remedial coursework when compared to White students, even after controlling for academic preparation, family socio-economic status (SES), and type of high school and college attended (Attewell et al., 2006)."  Link to report, MD Longitudinal Data System

Reading Screening: Part of the Solution to Close Gaps
Amended Version, Senate Bill 734

Maryland's Career and College Readiness Reading Standards require that all students, beginning in pre-kindergarten, learn foundational reading skills including phonological and phonemic awareness and phonics.  Maryland's poor outcomes for reading tell us that we must do better and provide an early warning system for students who may struggle.

SB 734, the Ready to Read Act, is Maryland's opportunity to address reading failure, and the downstream outcomes and costs, before they develop and before they become chronic.  Research shows that students whose reading instruction needs are not addressed early, do not catch up.
"Using measures currently available, we can accurately determine which students are likely to struggle with reading starting in preschool or kindergarten ”

“In fourth grade, students need 2 hours of instructional time to make the same gains as made in 30 minutes of instructional time in Kindergarten.”

 Dr. Joseph Torgesen, Florida Center for Reading Research, 2010

Why We Must Screen Students for Reading Difficulties

SB 734 enables districts to accurately and consistently apply screening measures to determine which students may struggle to read. This is done by measuring students' pre-and-early literacy skills that evidence shows are predictive of future reading success. 

When school districts wait until a student shows indicators of difficulty, this creates a paradox: reading skills are best developed and addressed in PK, K and 1 -- by waiting for a student to fail to respond to instruction and/or intervention schools are delaying help.  This is the current practice and is not working.
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Senate Amendments to SB 734

The Senate amendments scale back screening to include Kindergarten students only. 

Summary of Senate Amendments:  Amended Version of Ready To Read, SB 734

DEFINITIONS, (Section A):
  1. Screening is defined as a brief, valid, and reliable measurement procedure used to identify or predict whether a student may be at risk for poor learning outcomes.
  2. Other definitions include supplemental reading instruction, phonemic awareness, phonics, fluency, phonological awareness, student.  
  3. DELETED: or amended: informal diagnostic assessment, progress monitoring and amended definition of student.
WHO IS SCREENED: (Section A(7)): Student is amended and defined as:
  1. any student in Kindergarten;
  2. First grade is screened only if the student was not screened in or demonstrated difficulty mastering grade level reading in K.
  3. Students who enter or transfer to an elementary school from an elementary school, are screened unless a county board determines the student has already been screened and does not demonstrate difficulty mastering grade-level reading.
EFFECTIVE DATE: (Section B)(1))
  1. Beginning in 2020-2021 School year, each county board shall ensure that a student is screened to identify if the student is at risk for reading difficulties.
PARENT NOTIFICATION: Section (B)(3)
  1. description of the screening and supplemental instruction process in the districts; and
  2. any checklists or forms needed to support the screening protocol.
REQUIREMENT FOR SCREENING:  (Section C(1)): A county board shall select one or more appropriate screening instruments that:
  1. accurately and reliably identify students at risk for poor learning outcomes;
  2. are developmentally appropriate;
  3. are economical to administer in time and cost; and
  4. use norm-referenced or criterion-based scores.
WHAT IS SCREENED: Section C(2): Schools must screen all K students for risks of reading difficulties in the following areas beginning in the 20-21 school year:
  1. phonemic and phonological awareness and processing;
  2. DELETED:
    1. knowledge of letter names and letter sounds
    2. rapid automatized naming
    3. PK, Grade 1 and students in 2+ if concerns are noted. Grade one skills included phonological and phonemic awareness and processing, knowledge of letter names and letter sound associations for uppercase and lowercase letters, normed rapid automatized naming, automatic and fluent single word recognition and oral reading fluency.​
 SCREENING FREQUENCY: Section D(1)
Student shall be screened according to the schedule established by the county board;

SUPPLEMENTAL READING INSTRUCTION.  Section (D)(2): If the screening results indicate that a student is at risk of reading difficulties, the county board shall provide supplemental reading instruction in the students’ areas of need.  
  1. Supplemental reading instruction is defined (p. 4, line 25…there is a typo to be fixed)

PARENT NOTIFICATION: Section (D)(2)
  1. Provide a notification letter to the parent or guardian of the student that includes:
    1. The screening results; and 
    2. A description of the supplemental reading instruction that will be provided to the student.
RESOURCES (Section E): Each county board shall provide resources on the school district website that include:
  1. Reading screening instruments used in the school district; and
  2. A checklist of early warning signs of reading difficulty/dyslexia by age.
REPORTING (Section F). On or before September 1 each year, beginning in 2020-2021 school year: each district shall report:
  1. # students in each grade, 
  2. # students in each grade screened, 
  3. # students at risk on screening instrument;
  4. # students who received supplemental reading help, 
  5. data must be disaggregated and searchable by district and posted on the state website
TECHNICAL ASSISTANCE: (Section G): On or before June 1, 2020, MSDE will write regulations with advocates and other interested stakeholders, to implement:
  1. training annually for individuals who conduct screening, including administrators, on the administration and interpretation of assessments and data;
  2. best practices to design and implement supplemental reading instruction, and
  3. the elements, principles and best practices of supplemental reading instruction.
  4. Section 2: It is the intent of the GA that money appropriated in accordance with The Blueprint for Maryland’s Future, Chapter xx, SB 1030 of 2019, shall be used to offset the cost of implementation of Section I of this act.
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How did your Senator vote on SB 734?
SENATE Floor Debate Audio, 3.14.19 
LINK to the Senate Recording (jump to 33:41) or Listen to the Excerpt of the floor session on SB 734 on DDMD's YouTube Channel ​
  • Click play below to listen to the except of the floor session debate from 3.14. We’ve excerpted the section of interest for your connivence and included the original link to the officially recorded Senate floor sessions. Official Senate audio recording of the proceedings on March 14 on Ready to Read.

How Much Does it Really Cost to Screen Students in Pk, K and 1?

Screeners are inexpensive and can vary from $0 - $38 per student.  Many screeners are free or low cost and were developed by university research scientists.  DIBELS and Acadience Reading charge $1 per student for data collection and reports.  Virginia recently received a quote to screen each of the the 350,000 K-2 grade students at $1 per student plus and an additional $85,000 for training and data-based decision making support.  The total cost to screen each student in Virginia each year is $435,000 or $1.24 per student.

The chart below was prepared by the Coalition to Support the Ready to Read Act and includes the number of students in each county in PK, K and 1 in each school district.  Using costs from other states and the actual cost of screening instruments in two price ranges, the table below reflects that an urban district like Baltimore City would pay no more than $133,240 annually even if they purchased the more expensive screening instrument(s).  

It would cost an estimated $1.3 million annually to screen every single child in the state.  Special education interventions for students who don't learn to read by the end of first grade are much more costly due to more time and intensity needed to help a student learn to read.
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What are the Skills that Predict Future Reading Success?

From the Executive Summary of the Report of the National Early Literacy Panel, p. 3:

"These six variables not only correlated with later literacy as shown by data drawn from multiple studies with large numbers of children but also maintained their predictive power even when the role of other variables, such as IQ or socioeconomic status (SES), were accounted for.

These six variables include
  1. alphabet knowledge (AK): knowledge of the names and sounds associated with printed letters
  2. phonological awareness (PA): the ability to detect, manipulate, or analyze the auditory aspects of spoken language (including the ability to distinguish or segment words, syllables, or phonemes), independent of meaning
  3. rapid automatic naming (RAN) of letters or digits: the ability to rapidly name a sequence of random letters or digits
  4. RAN of objects or colors: the ability to rapidly name a sequence of repeating random sets of pictures of objects (e.g., “car,” “tree,” “house,” “man”) or colors
  5. writing or writing name: the ability to write letters in isolation on request or to write one’s own name
  6. phonological memory: the ability to remember spoken information for a short period of time."​

Are the Predictive Skills Considered "Screening Instruments"?

During Senate floor discussion it was stated several times that the predictive skills for Pk, K and 1 were removed or limited because they "required a specific screening instrument be used."  This is incorrect.  The skills to be screened are a minimum baseline standard and include those that are predictive of future reading success.  The Ready to Read Act does not require a district to use a specific screening instrument or remediation program.

When Should Students be Screened?

The Senate amendments limit early screening Kindergarten students -- this is not a best practice or recommended by the experts.  Reading skills are developed over time and at each developmental level (measured by grade) a student develops new skills. The majority of those skills are developed in pre-kindergarten, kindergarten and first grade where the bill is targeted.  Skills continue to develop through fifth grade.  Maryland state standards stop teaching foundational reading skills in third grade where students are expected to apply what they know.
FROM THE NATIONAL CENTER ON RESPONSE TO INTERVENTION: 
"Screening should occur every year across the elementary grades. To allow early intervention, schools should screen early in the year so that they can allocate instructional resources intelligently."

Reading Screening Measures must be Brief, Cost Effective, Valid, Reliable, Predictive

The Ready to Read bill enables school districts to purchase screening instruments and professional development that follow best practices for reading screening.  A comprehensive list of screening measures and informal diagnostic tools was compiled by The Gaab Lab at Boston Children's Hospital and the Gabrieli lab at Massachusetts Institute of Technology (M.I.T.), courtesy of Ola Ozernov-Palchik, Michelle Gonzalez, Lindsay Hillyer, Jeff Dieffenbach, John Gabrieli & Nadine Gaab.  The list is available to help school districts make smart purchasing decisions -- there are other lists, in the resources below, that can help districts plan purchases and processes that benefit students and improve reading outcomes.

Are Any Maryland School Districts Screening?
​
Pockets of Promise

Maryland has a partnership with the National Center on Improving Literacy to provide technical assistance on reading screening.  St. Mary's County Maryland began universally screening students in the primary grades at the beginning of the school year in 2019.  Other districts, including Frederick, Prince George's and Baltimore County are also screening.  There are pockets of promise for reading screening in Baltimore City (PIEL Center) and on the Eastern Shore. These pockets of promise expect to expand as the requirements for SB 734 provide more guidance, technical assistance and funding.  

National Center on Improving Literacy, Maryland Beacon Site
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No Statutory Protections for Dyslexia

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See https://improvingliteracy.org/state-of-dyslexia/maryland

What Do the Experts Say About Reading Screening?

  1. National Center on Response to Intervention, Screening Briefs 
  2. Maryland College and Career Readiness Anchor Standards for Foundational Reading, PK, K and Grade 1
  3. National Center on Response to Intervention: Essential Components of Response to Intervention
  4. National Center on Intensive Intervention, Reading Screening Tools Chart
  5. National Center on Improving Literacy, White Paper on Reading Screening & Dyslexia
  6. American Institute for Research, Screening Tool Kit
  7. Doing What Works: Conducting Early Reading Screening, WestEd
  8. How do We Select An Effective Screening Tool?
  9. The National Reading Panel, Teaching Children to Read, 2000
  10. How We Learn to Read: The Key Role of Phonological Awareness, National Center on Improving Literacy
  11. The Alphabetic Principle: From Phonological Awareness to Reading Words
  12. Learning Together About Universal Screening, Dr. Don Compton, Vanderbilt University
  13. Foundational Skills to Support Reading in Grades K-3, Institute for Education Sciences Practice Guide, 2013
  14. Developing Early Literacy: Report of the National Early Literacy Panel
  15. Research Recommendations for Dyslexia Screening & Requirements in Southern Region Education Board States (MD is a member state and is the only state without any protections or requirements for students with dyslexia and the only state that does not have an early screening requirement).
  16. Reading and Dyslexia Screening Components in SREB States
  17. We have a National Reading Crisis, EdWeek, March 2019
  18. What Key Literacy Skills Need to be Developed in Children?  National Center on Improving Literacy, Briefs
  19. Maryland Hub for Data Informed Practices​, Office of Leadership Development and School Improvement

Ready to Read Act, Resources

  1. Costs, Benefits, Local Control and Savings, HB 734
  2. Fact Sheets
  3. Remedial Coursework in Maryland, Maryland Longitudinal Data System
  4. Laws & Regulations that Govern Reading Instruction in Maryland​​
  5. Screening Information for Legislators and Policy Makers

Who Supports the Ready to Read bills?

Montgomery County Board of Education
Education Advocacy Coalition (EAC)

Sean Malone
Prince George’s County Board of Education
Maryland NAACP
Maryland Psychological Association (MPA)
MD Speech-Language Hearing Association
Maryland School Psychologists Association (MSPA)
Maryland State Education Association (MSEA)
Maryland Parent-Teacher Association (MD PTA)
Office of Education Accountability, Valerie Radomsky, Governor Larry Hogan
Parent Advocacy Coalition (PAC)
Maryland Education Coalition (MEC) 
Advocates for Children and Youth
American Civil Liberties Union of MD 
Arts Education in Maryland Schools
CASA
Disability Rights Maryland 
League of Women Voters of MD 
Let Them See Clearly
Maryland Coalition for Community Schools
Maryland Out of School Time Network
Maryland PTA
Maryland NAACP
Parents Advocacy Consortium
Rick Tyler, Jr.
Right to Read MD 
School Social Workers of MD
Sharon Rubinstein

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Reading Screening Bill Aims to Prevent Reading Difficulties in Young Children

1/17/2019

0 Comments

 
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“We want to move from a deficit-model to a preventive model.” 
Dr. Nadine Gaab, Boston Children’s Hospital, Laboratories of Cognitive Neuroscience
Delegate Eric Luedtke (D-Montgomery) and Senator Craig Zucker (D-Montgomery) are set to introduce the Ready to Read Act of 2019 to the Maryland General Assembly in the next few weeks. 

The bill will prevent reading difficulties in young children by screening students in PK, K and Grade 1 using predictive, short measures that tell an educator if the child is at risk for reading problems.  Why is this important?  Because students who fall behind in reading have a difficult time catching up to their peers.

One question that is often asked about reading screening is "will it diagnose young children with a disability like dyslexia?"  Here's a response to that question along with an excellent analogy when thinking about screening  and the benefits for young children.

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Prevention is key and reading screening and early interventions are a critical part of a prevention framework.
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Reading screening is part of an integrated, tiered system of support that predicts and prevents reading difficulties (MD Technical Assistance Bulletin on Curriculum, Instruction and Assessment, April 2018).
Diagnosing Vs Screening: What is the difference?
From 
Spell Talk listserve, 1.16.2018

An interesting question was posed recently on a listserve with members who work in classrooms and universities across the country.  The question, paraphrased was, "will screening kids for reading difficulties mean they are now diagnosed with dyslexia or a disability?"  Dr. Nadine Gaab responded to this question with an excellent medical model for prevention saying:

"The general idea here is not to diagnose children in preschool but to identify children at-risk to develop reading impairments (not just dyslexia). I often use an analogy from medicine for the argument: We are screening people for high cholesterol, which would be an increased risk to develop heart disease. We are not trying to diagnose people who present with high cholesterol with heart disease. 

 
If someone has high cholesterol and therefore is at-risk to develop heart disease we then provide ‘evidence-based response to screening’ which, in this case, would be prescribed exercise, dietary changes, maybe medication. The goal here is to prevent heart disease and not to diagnose earlier. It is hoped that fewer people then end up with a diagnosis of heart disease or if they do, it will be less severe since they already changed their diet, started exercising, take medications, etc. 
 
We want to move from a deficit-model to a preventive model. It's the same with reading impairments. We want to identify preschoolers at-risk but not diagnose them with a reading disability like dyslexia in preschool. Then you put great ‘evidence-based response to screening’ in place so that their risk to develop dyslexia decreases OR if they develop reading problems, it may be less severe since they already had remediation/intervention since preschool.” 

Maryland's Kirwan Commission is planning to include reading screening in the recommendations because it's part of the prevention and intervention framework. The research behind predictive reading screening shows that screening serves the needs of students who may come to the classroom without the requisite knowledge to hit the ground running. If we can figure out what's going to happen before it happens, we can prevent the negative outcomes associated with reading struggles and low literacy.

#soALLcanRead #ReadytoREAD
​
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Contact Your Senator Now: Reading Screening Bill STALLED in Senate

4/2/2018

1 Comment

 
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ACTION
  1. Contact your Senator and ask that they vote yes and move HB 910 as amended out of committee to the floor. 
  2. The amended version is HERE
  3. It is important that HB 910 pass without further amendment.  The amended bill is a compromise between advocates and school districts and further amendment could change the intent of the legislation.
  4. If your Senator is on the Education Committee (see right hand column) please ask that they vote the bill out of committee now!
  5. If your Senator is not on the Committee, ask that they urge their colleagues on the committee to vote the bill out of committee to the Senate floor for a vote.
  6. The following Senators have previously supported HB 910 -- please ​thank them for their past support and ask that they vote yes on HB 910 when it comes to the floor.  Also encourage them to speak to Chairwoman Conway and urge her to send the bill out of committee.  The time is now to ensure that kids don't continue to fall into the reading gap. 
  • Bates
  • Brochin
  • Conway CHAIR, FULL COMMITTEE
  • Feldman
  • Ferguson
  • Kasemeyer
  • Nathan-Pulliam
  • Norman 
  • Rosapepe
  • Young
  • Zucker

​Continuing Action

Once the bill passes out of the Senate, it is sent to the Governor for signature.  Please contact Governor Hogan (see below for contact information) and ask that he support HB 910, Students with Reading Difficulties, Early Screening and Interventions even before it reaches his desk.  
It is necessary that Governor Hogan know that you support this bill and why.  ​​

Contact Governor Hogan
​
  1.  Call 410-974-3901 or 1-800-811-8336 and let him know that Maryland's success depends on the literacy of its citizens and passage of the reading screening bill will help meet that goal.
  2. Fill out an email contact form. In the comments section, let him know that 63% of all 8th grade Maryland students are not proficient in reading and this is unacceptable. Early screening and interventions help prevent reading failure.

All About Reading Screening & Interventions, HB 910


RESOURCES

Links to Bill Status and Amended Language, HB 910

Questions and Answers on Maryland's Reading Screening & Interventions, House Bill 910
Reading Difficulties: Early Screening and Interventions -- House Bill 910

Update
  • HB 910 passed the Ways & Means Committee unanimously on Wednesday, March 14
  • It passed the House of Delegates on Friday, March 16 with 135 yeas and 1 nay -- Delegate Kittleman, Howard County, voted nay.
  • 910 is still pending in the Senate Education, Health and Environmental Affairs (EHEA) Committee and has not been scheduled for a vote.  
  • The MDGA will adjourn at the end of the this week so there is very little time left to move this legislation.  
  • EHEA Committee members are listed with an asterisk below. 
  • The time is NOW!​​

​Senate Contact Information
​

EDUCATION SUBCOMMITTEE
Appointed by Chair, Education, Health & Environmental Affairs Committee:
Paul G. Pinsky, Chair (410) 841-3155, (301) 858-3155
Gail H. Bates
Cheryl C. Kagan
Ronald N. Young
Craig J. Zucker
Staff: Sara C. Fidler (410) 841-3661, (301) 858-3661


Full Senate: Education, Health & Environmental Affairs marked w/ asterisk:

DISTRICT 1 (Allegany, Garrett & Washington Counties)
George C. Edwards (R)
DISTRICT 2 (Washington County)
Andrew A. Serafini (R)
DISTRICT 3 (Frederick County)
*Ronald N. Young (D) 
DISTRICT 4 (Carroll & Frederick Counties)
Michael J. Hough (R)
DISTRICT 5 (Carroll County)
Justin D. Ready (R)
DISTRICT 6 (Baltimore County)
*Johnny Ray Salling (R)
DISTRICT 7 (Baltimore County & Harford County)
J. B. Jennings (R)
DISTRICT 8 (Baltimore County)
Katherine A. Klausmeier (D)
DISTRICT 9 (Carroll & Howard Counties)
*Gail H. Bates (R) 
DISTRICT 10 (Baltimore County)
Delores G. Kelley (D)
DISTRICT 11 (Baltimore County)
Robert A. (Bobby) Zirkin (D)
DISTRICT 12 (Baltimore County & Howard County)
Edward J. Kasemeyer (D)
DISTRICT 13 (Howard County)
Guy J. Guzzone (D)
DISTRICT 14 (Montgomery County)
*Craig J. Zucker (D) MEMBER ED COMMITTEE
DISTRICT 15 (Montgomery County)
Brian J. Feldman (D) 
DISTRICT 16 (Montgomery County)
Susan C. Lee (D)
DISTRICT 17 (Montgomery County)
*Cheryl C. Kagan (D)
DISTRICT 18 (Montgomery County)
Richard S. Madaleno, Jr. (D)
DISTRICT 19 (Montgomery County)
Roger Manno (D)
DISTRICT 20 (Montgomery County)
William C. Smith, Jr. (D)
DISTRICT 21 (Anne Arundel & Prince George's Counties)
James C. Rosapepe (D) 
DISTRICT 22 (Prince George's County)
*Paul G. Pinsky (D) VICE CHAIR 
DISTRICT 23 (Prince George's County)
Douglas J. J. Peters (D)
DISTRICT 24 (Prince George's County)
Joanne C. Benson (D)
DISTRICT 25 (Prince George's County)
Ulysses Currie (D)
DISTRICT 26 (Prince George's County)
C. Anthony Muse (D)
DISTRICT 27 (Calvert, Charles & Prince George's Counties)
Thomas V. Mike Miller, Jr. (D)
DISTRICT 28 (Charles County)
Thomas M. Middleton (D)
DISTRICT 29 (Calvert & St. Mary's Counties)
*Stephen M. Waugh (R)
DISTRICT 30 (Anne Arundel County)
John C. Astle (D)
DISTRICT 31 (Anne Arundel County)
*Bryan W. Simonaire (R)
DISTRICT 32 (Anne Arundel County)
James E. DeGrange, Sr. (D)
DISTRICT 33 (Anne Arundel County)
Edward R. Reilly (R)
DISTRICT 34 (Harford County)
Robert G. Cassilly (R)
DISTRICT 35 (Cecil & Harford Counties)
Linda S. Norman (R)
DISTRICT 36 (Caroline, Cecil, Kent & Queen Anne's Counties)
Stephen S. Hershey, Jr. (R)
DISTRICT 37 (Caroline, Dorchester, Talbot & Wicomico Counties)
Adelaide C. Eckardt (R)
DISTRICT 38 (Somerset, Wicomico & Worcester Counties)
James N. Mathias, Jr. (D)
DISTRICT 39 (Montgomery County)
Nancy J. King (D)
DISTRICT 40 (Baltimore City)
*Barbara A. Robinson (D)
DISTRICT 41 (Baltimore City)
Nathaniel T. Oaks (D) VACANT 
DISTRICT 42 (Baltimore County)
James Brochin (D)
DISTRICT 43 (Baltimore City)
*Joan Carter Conway (D) CHAIR
DISTRICT 44 (Baltimore City & Baltimore County)
*Shirley Nathan-Pulliam (D) 
DISTRICT 45 (Baltimore City)
Nathaniel J. McFadden (D)
DISTRICT 46 (Baltimore City)
William C. Ferguson IV (D)
DISTRICT 47 (Prince George's County)
Victor R. Ramirez (D)
​

1 Comment

MD Legislation Offers Help for Struggling Readers & Dyslexia

2/20/2018

1 Comment

 
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Contact Your State Delegates and Senators Today!
Support the Early Reading Screening and Intervention Bills


SB 548 sponsored by Chairman Joan Carter Conway: Hearing 2.21.18, 1:00pm, Senate Education Committee
HB 910 sponsored by Delegate Eric Luedtke and Chairman Anne Kaiser: Hearing 2.22.18, 1:00pm, House Way & Means

Click here to read the full text of the bill. The purpose of the legislation is to:
  • Provide a framework to screen all students in grades Pre-K – 1 to identify those who will likely struggle with reading.
  • Provide specific interventions for at risk readers, monitor progress toward grade level reading, and increase the intervention as needed.
  • Provide evidence based reading instruction in the early years when positive results are greater.
  • Prevent the trauma of late reading failure and the necessity of special education.

ACTION NEEDED:
  1. Contact your Delegate and Senator and ask them to support SB 548 and HB 910 & send them an email asking for their support -- SEE BELOW FOR EMAIL TEMPLATE
  2. Contact Senators on the Senate Education, Health and Environmental Affairs Committee & ask them to VOTE YES
  3. Contact Delegates on the House Ways and Means Committee and ask them to VOTE YES
  4. Attend the Hearing on Feb. 21 at 1:00pm in the Senate Education, Health and Environmental Affairs Committee & wear RED
  5. Explain how early identification of reading difficulties could have helped your family.
  6. Tweet your support for this bill, use hashtags:  #earlyID #soallCanREAD  #rightnow
A Hearing is scheduled for February 21, 2018 in the Education, Health, and  Environmental Affairs Committee.


CONTACT YOUR LEGISLATORS TO SUPPORT
"Research-Based Reading Instruction & Certification for Teacher Candidates"

HB 493 sponsored by Delegate Dana Stein, Hearing on Feb. 22, Ways & Means Committee, House of Delegates 
SB 638 sponsored by Senator Joan Carter Conway

Current co-sponsors:  Delegate Kevin Hornberger, Delegate Teresa Reilly, Delegate April Rose, Delegate Haven Shoemaker, Delegate Jimmy Tarlau, Delegate Alonzo Washington, Delegate Mary Washington, and Delegate Jheanelle Wilkins

The legislation would require teacher candidates, including K-5 general educators and reading specialists, to successfully pass a written test of evidence-based reading instruction that is based on the science of reading. 
​
Click here to read the full text of the bill. 

Barbara Donick with
 Right To Read - MD is spearheading community efforts to advocate for the passage of this important piece of legislation. Karleen Spitulnik and Jaclyn Paris represent Decoding Dyslexia Maryland as members of Right to Read and DDMD is also committed to passage of both bills dedicated to giving teachers the tools they need to help all students learn to read.

ACTION NEEDED:
  1. Contact your Delegate and Senator and ask them to support SB 638 and HB 493; see template email below;
  2. Attend the hearing in the House Ways & Means Committee scheduled for 2.2.22.18 at 1:00pm;
  3. Explain to elected officials how teachers who are prepared to teach foundational reading can help prevent reading difficulties and are critical to remediating reading difficulties for children who struggle to read, including students with dyslexia.
  4. Follow the bills' progress and add your voice to the growing acknowledgement that we must change reading education #rightnow #soallCanRead  

Resources

Who is My Legislator?

General Assembly of MD Website

EMAIL TEMPLATE FOR SB 548 AND HB 910:
arly Reading Screening bills -- cut and paste to your email, add your personal information and send!


Dear [insert your State Delegate/Senator]
I am a constituent in your district and a member of Decoding Dyslexia Maryland.  I would like your support for the Early Reading Screening and Instruction companion bills (HB 910 and SB 548) and the Teacher Preparation companion bills (HB 493 and SB 638).
INSERT PERSONAL STORY (after you download this letter -- see image to the left for instruction)
The Reading Screening bills, SB 548, sponsored by Senator Conway and the companion bill HB 910, sponsored by Chairman Anne Kaiser and Delegate Eric Luedtke, requires reading screening measures be implemented in pre-Kindergarten, Kindergarten, and first grade to identify students at risk for reading difficulties and provide them with evidence based reading instruction so that they will attain grade level reading.  These bills will be heard in committee on Feb. 21 in the Senate and Feb. 22 in the House.

The Teacher Preparation bills, HB 493, sponsored by Delegate Dana Stein and the Senate companion SB 638, sponsored by Senator Conway, requires teacher candidates to pass a foundational reading exam for certification as a K-6 teacher and requires that undergraduate coursework completed by teacher candidates include foundational, evidence based, structured literacy reading instruction.  These bills will be heard in committee on Feb. 22 in the House and Feb. 28 in the Senate.

Understanding the science of reading and how to teach reading to all students is vital for early identification and remediation of at-risk students before they fail.  Coupled with the measures suggested by the Kirwan Commission in HB 1415 to elevate the teaching profession and encourage new teachers to enter the profession, these bills benefit both students and teachers.

Thank you for your consideration of my request and I look forward to learning about your position on these bills.  If you would like more information, please see the fact sheets posted online.

Sincerely,

Insert Name
Address
Address
Phone

Cc: DecodingDyslexiaMD@gmail.com
1 Comment

Support Bills to Help Students with Dyslexia & Reading Difficulties

2/24/2017

0 Comments

 

Dyslexia ACTION ALERT: Support House Bills 1486 and 1264 Today!

Support HB1264 & HB1486 to narrow the reading gap @DelegateKaiser @EricLuedtke #danastein #mdpolitics @RightToRead ~ https://t.co/2zZS95tun3 pic.twitter.com/iPYTmnS7tY

— Decoding Dyslexia MD (@dyslexiasomd) February 24, 2017

****LEGISLATIVE ACTION ALERT****

Please call, email and/or write your Delegate in Annapolis to support House Bills 1486 and HB 1264.  Hearings are scheduled for Tuesday, March 7 for HB 1486 and Friday, March 10th for HB 1264 before the House Ways & Means Committee. Bills are listed below in order of hearing date and are EQUALLY important.

The Membership of the House Ways & Means Committee is listed below -- if your Delegate is a member click the highlighted link and follow the instructions provided for each bill.  

If your Delegate is not a member of the Ways & Means Committee, follow the instructions below to contact your Delegate by phone, email and/or mail.


We need you to attend the hearings and please wear red to show visual support for the legislation.

Who is My Legislator?
I Want to Testify -- scroll down for information on how to testify
I Want to Attend -- scroll down for information on parking, security and directions

LET US KNOW HOW IT WENT


House Bill 1486: Teacher Preparation, Hearing March 7, Ways & Means Committee, 1pm (bills are heard beginning at 1pm), Sponsor: Delegate Dana Stein

HB 1486, Teacher & Teacher Preparation Programs:  SUMMARY

​Requiring the Professional Standards and Teacher Education Board, on or before January 1, 2019, to require a candidate for a certificate to teach specified students to pass a test of research-based reading instruction; requiring the Board and the State Board of Education jointly to set the passing score for the test, subject to a specified condition; requiring the Board and the State Board jointly to set standards for the delivery of reading instruction by teacher preparation programs in the State; etc.  (Amendments are proposed to change some of the referents in the language to reflect evidence based vs research based.)

 
This bill would improve reading instruction in the state of Maryland by requiring:
  1. A test of teacher knowledge on reading instruction for certification of Pre-Kindergarten through 5th grade teachers, Reading Teachers, Reading Specialists, Teachers of students with Limited English Proficiency and Special Education Teachers; and 

  2. Coursework in foundational reading elements and principles during undergraduate teacher preparation in Maryland Universities

This bill would help provide Maryland teachers with more effective preparation to teach all students to read, write and spell.  School districts cannot sustain the costs of professional learning in foundational reading  particularly when this knowledge should have been provided in undergraduate university coursework.

ACTION STEPS FOR HOUSE BILL 1486

House Bill 1486
Step One: Find your Delegate in Annapolis -- "WHO IS MY LEGISLATOR" and enter the information requested. 

Step Two: You will see a pop-up box with all your elected officials.  At the bottom, you will see your state Senator and Delegate.  Uncheck the box for your Senator, then click: Create Message

Step Three: Another pop-up window will open and allow you to enter your information and a brief message of fewer than 1500 characters. Create your message using the talking points below. OR

Step 4:  If you would rather contact your Delegate by email, a phone call and/or snail mail, click the Delegate's name, which will connect to their email address, phone number and mailing address.


TALKING POINTS
  • 60% of Maryland students read below grade level (PARCC Assessments 2016)
  • Education graduates from Maryland colleges and universities are not assessed or certified to teach foundational reading skills to students.  This is an equity issue particularly for underserved students.
  • K-12 schools cannot sustain the costs to retrain recent college graduates in foundational reading, writing and spelling skills. 
  • Many Maryland graduates of K-12 public schools require remediation before they can enter college.  Students must pay out of pocket for remediation and many of these students drop out of college with a debt-load, no degree and substandard literacy skills.
  • This bill will help teachers help all public school students achieve literacy and close the reading achievement gap.

PLEASE ASK YOUR LEGISLATOR TO DO THE FOLLOWING:
  1. IF your legislator is a Member of the House Ways and Means Committee (scroll down for the list), please ask that they vote yes in committee and send a favorable report on March 7, 2017.  
  2. Ask that your legislator cosponsor the bill​Vote YES on the bill when it comes to the House Floor for a vote

HOUSE BILL 1264, DYSLEXIA & READING PILOT PROGRAM ADVISORY BOARD, Hearing Friday, March 10, Ways & Means Committee, 1pm (beginning at 1pm)
House Bill 1264, Sponsor: Delegate Conaway ​


​ACTION STEPS for House Bill 1264

HEARING DATE: Friday, March 10, 1:00pm (bills are scheduled anytime between 1pm-5pm or later).

Step One: Find your legislator in Annapolis -- CLICK "WHO IS MY LEGISLATOR" and enter the information requested. 

Step Two: You will see a pop-up box with all your elected officials.  At the bottom, you will see your state Senator and Delegate.  Uncheck the pop-up box for your Senator, then click: Create Message

Step Three: Another pop-up window will open and allow you to enter your information and a brief message of fewer than 1500 characters. Create your message using the talking points below. OR

Step 4:  If you would rather contact your Delegate directly by email, a phone call and/or snail mail, click the Delegate's name to connect to their home page where you will find their email address, phone number and mailing address.

 Talking Points
  1. This legislation would create the Dyslexia and Reading Pilot Advisory Board
  2. It would implement the reading pilot program developed by the “Task Force to Study the Implementation of a Dyslexia Education Pilot Program.”
  3. The legislature and the Governor appointed the Task Force members and it included a broad coalition of teachers, parents, school administrators and State Education officials -- it is bipartisan.
  4. The pilot is needed:  60% of Maryland students were reading below grade level in 2016.  We must help kids learn to read.
  5. LINK to Task Force Report and Recommendations - the report can be downloaded and shared with your legislator if they request a copy.
Please Ask Your Legislator to do the Following: 
  1. IF your legislator is a Member of the House Ways and Means Committee (scroll down for list), please ask that they vote yes in committee on Friday, March 10, 2017.  Members of the W&M committee voted yes to create the original Dyslexia Task Force -- this is the next step in the process to create a dyslexia pilot program.

  2. Ask that your legislator cosponsor the bill

  3. If they are NOT a member of the House Ways & Means Committee, Ask Your Delegate to Vote YES on the bill when it comes to the House Floor and send a letter or email offering support for the bill.

House of Delegates Ways & Means Committee Membership
House Ways and Means Committee, Room 131
Lowe House Office Building
6 Bladen Street
Annapolis, MD 21401
Parking: Gott's Garage or Navy-Marine Corps Stadium

Montgomery County
Eric Luedtke  Dis. 14 eric.luedtke@house.state.md.us (410 841 3110)  
Anne Kaiser Dis. 14 anne.kaiser@house.state.md.us (410 841 3036) 
Jheanelle Wilkins Dis. 20 jheanelle.wilkins@house.state.md.us  (410 841 3493)  

Baltimore County
Eric Ebersole Dis 12 eric.ebersole@house.state.md.us (410 841-3328)
Robert B. Long  Dis 6  bob.long@house.state.md.us ((410 841 3458) 

Howard County
Eric Ebersole Dis 12 eric.ebersole@house.state.md.us (410 841-3328)
Frank S. Turner Dis. 13  frank.turner@house.state.md.us (410 841 3246)

Prince George's County
James Tarlau Dis. 47A jimmy.tarlau@house.state.md.us (410 841 3326)
Jay Walker Dis.26 jay.walker@house.state.md.us (410 841 3581)
Darryl Barnes Dis.25 Darryl.barnes@house.state.md.us (410 841 3557)
Carolyn B. Howard Dis.24 Carolyn.howard@house.state.md.us (410 841 3919)
Alonzo Washington Dis.22 Alonzo.washington@house.state.md.us (410 841 3652)

Carroll County
April Rose Dist. 5 april.rose@house.state.md.us (410 841 3070)
Kathryn Afzali Dis.4 Kathy.afzali@house.state.md.us ((410 841 3288)
Haven Shoemaker,Jr. Dis 5  haven.shoemaker@house.state.md.us (410 841 3359) 

Frederick County
Kathryn Afzali Dist.4 Kathy.afzali@house.state.md.us ((410 841 3288)

Baltimore City
Mary Washington Dis.43 mary.washington@house.state.md.us (410 841 3476)
Bilal Ali Dis.41  bilal.ali@house.state.md.us  ( 410 841 3268)
Nick Mosby Dis.40 nick.mosby@house.state.md.us (410 841 3520)

Cecil County 
Kevin Hornberger Dis. 35A  kevin.hornberger@house.state.md.us (410 841 3284)  
Teresa E. Reilly Dis. 35B Teresa.reilly@house.state.md.us ( 410 841 3278) 
Del Reilly also Harford County

Charles County
Edith J. Patterson Ed.D  Dis .28 ( edith.patterson@house.state.md.us (410 841 3247)

Anne Arundel County 
Meagan C. Simonaire Dis 31B Meagan.simonaire@house.state.md.us(410 841 3206)
​
Allegany County
Delegate Jason C. Buckel Dis. 1B  Jason.buckel@house.state.md.us (410 841 3404)

Parking, Security & Testimony

Hearing Location

House Ways and Means Committee Room 131, Lowe House Office Building, 6 Bladen Street
Annapolis, MD 21401 LINK to MAP


Parking Options

Gott's Garage 
Navy-Marine Corps Stadium -- parking is $5 all day and the shuttle to College Avenue/Lawyer's Mall is $4 round trip, exact change required.  Please allow at least 30 minutes to catch the shuttle and transit to your destination.  The bus drops you off at the back of the House Office Building.  Cross the street to Bladen Street/Rowe Blvd (Rt. 50) and walk about 1/2 block to the entrance to the office building on the right. 

Security
​
  • Enter the row of doors near the flagpole on Bladen Street/Rowe Boulevard
  • Have your identification ready
  • Be prepared to go through a screening process -- metal on boots, belts, etc. will set off the metal detector
  • Depending on the number of visitors, there could be a line to gain entrance so give yourself at least 20 minutes to go through security.
  • Once inside, security can direct you to the Ways & Means Committee -- there also is an information desk in the central lobby area.
Offering Testimony
  • Arrive early
  • Testimony Requirements for Ways & Means, 2017
  • All written testimony (35 copies) must be submitted to the Committee staff in the Ways and Means Hearing Room #130 beginning at 9:00am up until 12:00noon (one hour before the announced hearing time). Printed materials will be distributed on the member’s desks only by committee staff. Late testimony will be accepted, but will be distributed to the members at the next scheduled hearing.
    • DDMD will help with copying and distribution of your testimony:  Please email it to DecodingDyselxiaMD@gmail.com as soon as possible.
  • All witnesses wishing to offer oral testimony must be signed-in one hour before the hearing begins – no exceptions will be allowed. Oral testimony is limited to three minutes for individuals and five minutes for groups. The Chairman reserves the right to alter this limit so that both proponents and opponents have the opportunity to be heard.  DDMD will sign you in if you cannot be there by 12:00 Noon. Please contact DecodingDyslexiaMD@gmail.com if you would like this assistance.

    Note: Any individual requiring special assistance should call Keith Walmsley at least 48 hours prior to the hearing at 410-841-3469. 

​Resources
​

Report of the Task Force to Study the Implementation of a Dyslexia Education Program (in Maryland)

House Bill 1264: Pilot Advisory Board: Link to General Assembly Website for Tracking and Information

House Bill 1486: Teacher Preparation Bill: Link to General Assembly Website for Tracking and Information

Directions & Parking Information: Lowe House Office Building/Ways & Means Committee, 6 Bladen St.  
Annapolis, MD 21401
0 Comments

Maryland Dyslexia Legislative Update, 2016

5/4/2016

6 Comments

 
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In 2015 Maryland enacted legislation to establish a Dyslexia Education Task  Force.  The Task Force met for three months and is preparing a report for the legislature that will outline how to establish a dyslexia pilot program/s in Maryland.  The Task Force will also issue a Best Practices for Dyslexia and Reading Difficulties that can be used by the Maryland Department of Education and local school districts.   

HOUSE BILL 895 // SENATE BILL 823: Dyslexia Task Force Extension and Amendments

HB 895 and SB 823, introduced on February 10, 2016 by Delegate Kaiser and Senator Conway, respectively, extends the date, to on or before December 30, 2016, by which the Task Force to Study the Implementation of a Dyslexia Education Program is required to submit specified findings and recommendations; and would extend the termination date of the Task Force.  

Relevant Links/Documents:

Entitled:Task Force to Study the Implementation of a Dyslexia Education Program - Membership, Duties, and Extension
Sponsored by:Delegate Kaiser
Status:Approved by the Governor - Chapter 235 
  • Summary
  • Documents
  • History
Amendments House - (Ways and Means) {335663/01 Adopted
Analysis - Fiscal and Policy Note 
Post Passage 4/26/16
​4/26/2016 Approved by the Governor - Chapter 235

OTHER DYSLEXIA EFFORTS IN MARYLAND
  • Dyslexia Legislation, Enacted Summary: If you are interested in enacted dyslexia legislation across the country, please refer to the Enacted Dyslexia Legislative and Regulatory Guide.  
  • Last, but not least, the U.S. Department of Education published a Dyslexia Guidance for families to use during IEP, 504 and eligibility meetings for special education.  If you are going through the eligibility process or have a current 504/IEP plan, please read the guidelines and take them with you to all IEP meetings.  
  • Dyslexia is a specific term with specific, effective interventions that are research proven.  You can download a copy of the DOE Guidance HERE or read DDMD's blog posts on the issue HERE.  
Task Force History and Information

The Task Force to Study the Implementation of a Dyslexia Education Program (Task Force) was established through the enactment of House Bill 278 by the Maryland General Assembly.

The Task Force received oral public comment from parents, teachers and related professionals concerned about students who struggle to learn to read.

The work of the Dyslexia Task Force to Study the Implementation of a Dyslexia Education Program can be found HERE.


6 Comments

HB 895 & SB 823 --  Dyslexia Task Force Extension

4/22/2016

0 Comments

 
Entitled:Task Force to Study the Implementation of a Dyslexia Education Program - Extension
Sponsored by:Delegate Kaiser/Senator Conway

Amendments House - (Ways and Means) {335663/01 Adopted
Analysis - Fiscal and Policy Note 
Text - First - Task Force to Study the Implementation of a Dyslexia Education Program - Extension
Text - Third - Task Force to Study the Implementation of a Dyslexia Education Program - Extension
Text - Enrolled - Task Force to Study the Implementation of a Dyslexia Education Program - Membership, Duties, and Extension
Vote - Senate - Committee - Education, Health, and Environmental Affairs
Vote - House - Committee - Ways and Means
Vote - Senate Floor - Third Reading Passed (46-0) - 03/03/16
Vote - Senate Floor - Third Reading Passed (46-0) - 03/29/16
Vote - House Floor - Third Reading Passed (136-0) - 03/27/16

The bill is headed to the Governor's Desk for Signature.  
0 Comments

SB 15, Dyslexia Education Task Force Bill, Passes Ways & Means Committee on 3/26--includes an amendment to add Decoding Dyslexia MD to the Task Force

3/15/2015

0 Comments

 
House Bill 278 passed the House on March 12 and its companion bill, SB 15, passed the Senate in January.  Both pieces of legislation are pending in the opposite chambers.  HB 278 was heard in the House Ways & Means Committee on Thursday, February 19, 2015. DD-MD provided testimony.  The bill is sponsored by Delegate Kaiser, Chair of the House Education Subcommittee for Ways & Means. The bill is currently pending in the Senate Committee on Education, Health and Environmental Affairs.

SB 15 passed the House Ways & Means Committee on March 26, 2015 and included an amendment to add Decoding Dyslexia Maryland to the Dyslexia Education Program Task Force.  DD-MD is very excited to join this team and to help find solutions for struggling readers in Maryland.

Decoding Dyslexia Parent Testimony
Decoding Dyslexia Teacher Testimony 
Dyslexia Bill Hearing Video (DD-MD is at minute 26)
Who is My Legislator?  
Ways & Means Committee, Room 131

Brief Synopsis for HB 278 and SB 15:  Establishing the Task Force to Study the Implementation of a Dyslexia Education Program; providing for the composition of the Task Force including one representative of the Public School Superintendents Association of Maryland; prohibiting a member of the Task Force from receiving specified compensation; authorizing the reimbursement of specified expenses; requiring the Task Force to study specified matters; requiring the Task Force to report its findings and recommendations on or before December 30, 2015; etc.

Letter to a Legislator & Tips
Legislative Process
0 Comments

Hearing on HB 763, To Study Teacher Education Programs for Reading

2/17/2015

1 Comment

 
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How You Can Help!

Contact the Ways and Means Committee Members and tell them:
  • I am your constituent and live in your district.
  • I support House Bill 763 (if you prefer a letter, scroll down to see letter model)
  • Too many students are not learning to read in Maryland because they do not receive appropriate instruction.
  • Appropriate instruction for struggling readers and those with reading disabilities like dyslexia must include structured, explicit, systematic, cumulative instruction.  
  • Members of the Task Force indicated in HB 763 should include experts in the field of reading who have deep knowledge and practice in the foundations of reading.
  • To ensure all kids learn to read, we cannot leave one more teacher untrained.
  • Thank them for their time.

Ways & Means Committee

Montgomery County: Del Sheila Hixson (District 20) Delegate Anne Kaiser( District 14), Delegate Andrew Platt (District 17)

Baltimore County: Del. Robert Long (District 6), Del. Ric Metzger ( District 6) Del Eric Ebersole (District 12)

Howard County: Del. Frank Turner ( District 13), Del.Eric Ebersole ( District 12)

Prince George's Country: Del Darryl Barnes (District 25) Del. Diana Fennell ( District 47A), Del. Jimmy Tarlau (District 47A), Del. Jay Walker (District 26), Delegate Alonzo Washington ( District 22), Delegate Carolyn Howard ( District 24)


Frederick and Carroll Counties: Delegate Kathy Afzali (District 4), Del Haven Shoemaker (District 5)

Baltimore City : Delegate Mary Washington ( District 43)

Anne Arundel County : Delegate Meagan Simonaire ( District 31B)

Allegheny County: Del. Jason Buckel ( District 1B)

Cecil County : Del. Kevin Hornberger ( District 47A)

Cecil and Harford Counties : Del. Teresa Reilly (District 35B)

Charles County : Del. Edith Patterson ( District 28)
 

HB 763 by Del. Cullison (D-Montgomery) would establish a Task Force to study Effectiveness of Teacher Education Programs in the Instruction of Reading.  A hearing was held March 5 at 1:00pm -- 
CLick here to read DD-MD testimony in support of HB 763
Click here to Watch Testimony (Delegate Cullison, 3:15:13)

Bill Synopsis:
  1. Study and assess whether students in the State are meeting age and grade appropriate benchmarks for reading comprehension;
  2. Study whether current teacher education courses are adequately preparing teachers to teach students how to read;
  3. Study whether current assessments given at the completion of teacher education courses are adequately assessing whether an individual is prepared to teach reading;
  4. Study whether current teacher education courses include an emphasis on phonemic awareness, phonics, vocabulary development, fluency and comprehension;
  5. Research teacher education courses relating to reading instruction in other states, compile a list of best practices and assess whether any of the finding should be applied in the State;
  6. Research other states that require additional assessments or certifications specifically designed to measure a teacher's ability to teach reading, compile a list of best practices and assess whether any of the findings should be applied in the State and 
  7. Make recommendations regarding:
  • whether the State should require additional teacher education coursework, assessments, or certifications specific to an individual's ability to teach reading instruction before an individual is given a credential to teach in the state;
  • funding requirements and budgetary priorities necessary to carry out any legislative or policy initiatives of the Task Force; and 
  • any other relevant issues or considerations identified by the Task Force

On or before Dec. 31, 2015, the Task Force shall report its finding and recommendations to the Governor and the General Assembly.  This act shall take effect on July 1, 2015.

HB 763 is scheduled for a hearing on March 5 at 1pm.  DD-MD will offer testimony to support this legislation.   Anyone is allowed to testify at bill hearings -- here's a link to the testimony requirements.  If you would like to testify, the best way to do so is to follow the letter format linked below on how to call, write, email your legislator.  

If you are interested in bills that impact reading & dyslexia, please follow their progress, hearings and other activities by registering with the Maryland Legislature. 

HB 763: TEXT
DD-MD Testimony
Track Items of Interest 
Legislative Information for HB 763
Who is My Legislator?
Call, Write or Email Your Legislator
Sample Appointment Letter
Letter/Email to Your Legislator/Governor to Support HB 763

Dear (name):

I am very concerned about reading instruction in the state of Maryland.  In 2012, Governor Scott Walker took the lead in Wisconsin to create a task force called Read to Lead, recognizing that there is no skill more important to future success than reading.  

 After many years of research , we have the knowledge of the nature, causes , and treatments for reading difficulties. We also know that the classroom teacher has a significant impact on student outcomes. Dr. Louisa Moats, a nationally recognized expert in reading writes, "If the classroom teacher does not know what a reading disability looks like, what causes it, or what science says can be done about it, the affected students will languish and suffer. On the other hand, a well-trained and well-equipped teacher can make a huge difference to a student's eventual outcomes."

There is a big void  in the world of teacher training standards which have not been aligned with scientific research and which are not rigorous and measurable.  In 2012,  the American Federation of Teachers called for a "more rigorous threshold to ensure that every teacher is actually ready to teach. All prospective teachers should meet a universal and rigorous bar that gauges mastery of  subject matter knowledge and demonstrates competency." 

The foundation of knowledge in reading is comparable to teaching anatomy to medical students so that they can better practice medicine. It is not a curriculum, but that on which a curriculum is based. Maryland requires no test of knowledge of the foundations of reading.

HB 763 creates a Task Force to study this issue and make recommendations.  State data shows that a large number of students are not literate -- we need to change education to close that gap.

Sincerely,
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