KRS 158.307: Dyslexia toolkit to assist school districts in instructing students with

dyslexia -- Professional development related to dyslexia -- Local board of

education policy to identify and assist students in kindergarten through grade

three with dyslexia -- Annual report.

(1) As used in this section:

(a) "Dyslexia" means a specific learning disability that is neurological in origin. It

is characterized by difficulties with accurate or fluent word recognition and by

poor spelling and decoding abilities. These difficulties 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. Secondary consequences may include problems in reading

comprehension and reduced reading experience that can impede the growth of

vocabulary and background knowledge;

(b) "Evidence-based" has the same meaning as in 20 U.S.C. sec. 7801(21); and

(c) "Phonemic awareness" means the ability to recognize that a spoken word

consists of a sequence of individual sounds and the ability to manipulate

individual sounds in speaking.

(2) The Department of Education shall make available a dyslexia toolkit that includes

guidance, technical assistance, and training to assist all local school districts in the

implementation of evidence -based practices for instructing students identified with

or displaying characteristics of dyslexia.

(3) The dyslexia toolkit shall include but not be limited to the following guidance f or

local districts targeting students in kindergarten through grade three (3) who have

been identified with or displaying characteristics of dyslexia:

(a) Evidence-based practices designed specifically for students with dyslexia;

(b) Characteristics of targeted instruction for dyslexia;

(c) Guidance on developing instructional plans for students with dyslexia;

(d) Best practices toward meaning-centered reading and writing;

(e) Structured multisensory and literacy approaches to teaching language and

reading skills; and

(f) Suggested professional development activities.

(4) The department shall collaborate with the Education Professional Standards Board,

Council on Postsecondary Education, and other groups as necessary to improve and

update professional development opportunities for teachers specifically related to

dyslexia. Professional development opportunities may focus on:

(a) Development and ongoing implementation of training and coaching for

teachers;

(b) Identifying high-quality trainers to provide support to local districts utilizing a

coaching model to develop building level dyslexia experts;

(c) Developing awareness training modules for all instructional staff to include

information about characteristics of dyslexia; and

(d) Evidence-based interventions, structured multisensory and literacy approaches

to teach language and reading skills, and accommodations for dyslexia and

other specific learning disabilities.

(5) Each local board of education shall develop a policy addressing the implementation

of a program for the identification of and strategies for assisting students in

kindergarten through grade three (3) with dyslexia.

(6) The local board policies shall include but not be limited to:

(a) The definition and characteristics of dyslexia;

(b) A process for identifying students who are displaying characteristics of

dyslexia;

(c) A process for the utilization of evaluation tools to accurately identify students

who are displa ying characteristics of dyslexia. Any qualified dyslexia

evaluation tool utilized by a local district shall address but not be limited to

the following components:

1. Phonological awareness and phonemic awareness;

2. Sound symbol recognition;

3. Alphabet knowledge;

4. Decoding skills;

5. Encoding skills; and

6. Rapid naming;

(d) A process for how evaluation tools are administered and evaluated by trained

district personnel or licensed professionals;

(e) A process for outreach to parents of students identifi ed with or displaying the

characteristics of dyslexia with information and resource materials and how

dyslexia may be addressed in the student's educational setting;

(f) Identification of evidence -based interventions, structured multisensory and

literacy approaches to teach language and reading skills, and accommodations

that schools may utilize to provide services to students identified as having

dyslexia; and

(g) A process for monitoring a student's progress, including assessments to

ascertain whether the intervention services improve the student's language

processing and reading skills.

(7) By June 30, 2028, and June 30 of each year thereafter for five (5) years, each local

school district shall provide the department the following data for the current school

year:

(a) The number of students in kindergarten through grade three (3) that were

identified through the approved universal screener and reading diagnostic

assessment as defined in KRS 158.305 as displaying characteristics of

dyslexia;

(b) The number of students in paragraph (a) of this subsection that were identified

as needing enrichment programs as defined in KRS 158.305;

(c) The number of students in kindergarten through grade three (3) that were

participating in literacy interventions within the school setting; and

(d) The process or tools used to evaluate student progress.