HOUSE BILL 230
49th legislature - STATE OF NEW MEXICO - second session, 2010
INTRODUCED BY
Mimi Stewart and Mary Jane M. Garcia
FOR THE LEGISLATIVE EDUCATION STUDY COMMITTEE
AN ACT
RELATING TO SPECIAL EDUCATION; REQUIRING INTERVENTIONS FOR STUDENTS DISPLAYING CHARACTERISTICS OF DYSLEXIA.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF NEW MEXICO:
Section 1. Section 22-13-6 NMSA 1978 (being Laws 1972, Chapter 95, Section 2, as amended) is amended to read:
"22-13-6. SPECIAL EDUCATION--DEFINITIONS.--As used in the Public School Code:
A. "special education" means the provision of services additional to, supplementary to or different from those provided in the regular school program by a systematic modification and adaptation of instructional techniques, materials and equipment to meet the needs of exceptional children;
B. "exceptional children" means school-age persons whose abilities render regular services of the public school to be inconsistent with their educational needs;
C. "children with disabilities" means those children who are classified as developmentally disabled according to the Developmental Disabilities Act; [and]
D. "gifted child" means a school-age person who is determined to be gifted pursuant to Section 22-13-6.1 NMSA 1978 and standards adopted by the [state board] department pursuant to that section. Nothing in this section shall preclude a school district from offering additional gifted programs for students who fail to meet the eligibility criteria; however, the state shall only provide state funds for [department of education approved] department-approved gifted programs for those students who meet the established criteria;
E. "dyslexia" means a condition of neurological origin that is characterized by difficulty with accurate or fluent word recognition and by poor spelling and decoding abilities, which characteristics typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction and may result in problems in reading comprehension and reduced reading experience that may impede the growth of vocabulary and background knowledge;
F. "response to intervention" means a multitiered intervention model that uses a set of increasingly intensive academic or behavioral supports, matched to student need, as a framework for making educational programming and eligibility decisions; and
G. "student assistance team" means a school-based group whose purpose, based on procedures and guidelines established by the department, is to provide additional educational support to students who are experiencing difficulties that are preventing them from benefiting from general instruction."
Section 2. A new section of Chapter 22, Article 13 NMSA 1978 is enacted to read:
"[NEW MATERIAL] INTERVENTION FOR STUDENTS DISPLAYING CHARACTERISTICS OF DYSLEXIA.--
A. A student who, despite effective classroom instruction in general education, demonstrates characteristics of dyslexia and is having difficulty learning to read, write, spell, understand spoken language or express thoughts clearly shall be referred to a student assistance team.
B. In accordance with department response to intervention procedures, guidelines and policies, each public school district shall provide timely, appropriate, systematic, scientific, research-based interventions recommended by the student assistance team, with progress monitoring to determine the student's response or lack of response, for a student in the secondary tier of response to intervention who meets the criteria in Subsection A of this section prior to referring the student for a special education evaluation.
C. A parent of a student referred to a student assistance team shall be informed of the parent's right to request an initial special education evaluation at any time during the school district's implementation of the interventions recommended by the student assistance team. If the school district agrees that the student may have a disability, the student assistance team shall refer the child for an evaluation. The student shall be evaluated within sixty days of receiving the request for an evaluation. If the school district declines the parent's request for an evaluation, the school district shall provide written notice, including notice of the parent's right to challenge the school district's decision as provided in state and federal law and rules.
D. The department shall develop recommended teacher professional development materials and opportunities for teachers and administrators regarding research-based reading instruction for students at risk for reading failure and displaying the characteristics of dyslexia, and it shall adopt rules, standards and guidelines necessary to implement this section.
E. Local school districts and charter schools shall ensure that every teacher and administrator who teaches reading is trained to provide and implement appropriate research-based reading interventions prior to referring the child for a special education evaluation. Local school districts and charter schools shall ensure that special education teachers are trained to provide appropriate specialized reading instruction for students who are identified with dyslexia as a specific learning disability and who are eligible for special education services.
F. The department shall provide professional development materials and training for special education diagnosticians and other special education professionals regarding the formal special education evaluation of students suspected of having a specific learning disability, such as dyslexia."
- 5 -