1. Legislative Update: 2015 and Beyond Dr. Diane Cordry Golden Policy Coordinator, MO-CASE

2. What Passed SB 107 – Changes SLP Licensure and SLP-A Registration SB 174 - Establishes MO ABLE Act HB 42 – Transfer Bill (vetoed)

3. What Did Not Pass – will be back in 2016 Braille Assessment & Instruction Dyslexia Task Force and DESE staff Dyslexia Screening and Intervention Special Education Procedures

4. SLP Licensure Changes Eliminates provisional license Masters Degree + passing Praxis = full license New graduates able to bill Medicaid 9 month clinical fellowship only for ASHA CCC January 1, 2016 no public school exception Aligns with current DESE licensure to certification rules Does not impact existing stand-alone DESE certificate holders

5. SLP-A Registration Changes DESE only certified SLPs can supervise One year experience required to supervise Practical hour requirements can be outside of bachelors degree program/college transcript Designation of supervisor after registration CEU’s can be required for SLP-A registration renewal

6. Braille Assessment & Instruction Original bill ◦ required Braille instruction based on assessment ◦ Assessment was National Reading Media Assessment or other DESE approved assessment Last version aligned with IDEA ◦ IEP team shall provide for instruction in Braille... unless the IEP team determines, after an evaluation of the child's reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child's future need for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child

7. Why Current Dyslexia Focus? Federal funding through NIH ◦ Yale Center for Dyslexia and Creativity ◦ Phonological processing deficits, not visual deficits are the marker of dyslexia ◦ At least 20% of children have dyslexia ◦ Used MRI to identify brain area of deficit ◦ Support National Reading Panel & Orton- Gillingham - explicit, systematic phonics instruction

8. Current Dyslexia Advocacy Decoding Dyslexia ◦ Grassroots parent organization in most all states, see http://decodingdyslexia-mo.org/http://decodingdyslexia-mo.org/ ◦ Goals  A universal definition of “dyslexia” in the law  Mandatory teacher training on dyslexia  Mandatory early screening for dyslexia  Mandatory dyslexia remediation programs – for both general and special education populations  Access to appropriate assistive technology

9. Federal Dyslexia Initiatives ESEA Reauthorization ◦ Teacher training on dyslexia ◦ Charter schools for students with dyslexia ◦ Literacy instruction & grants (in Senate bill) Requests for “dyslexia” in IEP ◦ CCD letter and House legislators letter ◦ Request ED issue guidance to schools to use “dyslexia” instead of “LD in basic reading skills” to ensure appropriate services ◦ CASE lead coalition letter of concern

10. State Dyslexia Legislation Mandated Screening and Intervention ◦ Fiscal note concerns last session Dyslexia Legislative Task Force ◦ Recommend system for identification and intervention for students w dyslexia ◦ 18 members DESE dyslexia specialist ◦ Professional development statewide

11. Things to Prepare Yourself Learn about dyslexia research, the NRP recommendations and Orton-Gillingham methodology Focus on reading instruction and ask ◦ Does the reading curriculum provide direct, explicit instruction in basic reading skills consistent with NRP? ◦ Do general education teachers have the expertise to provide quality core and supplemental reading instruction? ◦ Are multi-tiered systems of support available so all students who need more intensive levels of instruction, e.g. Orton- Gillingham based approaches, receive it? ◦ Are special education teachers trained in and able to provide a wide range of techniques and intensive levels of instruction when needed by IDEA eligible students?

12. Special Education Procedures Evaluate every 24 months per parent request – negate IDEA action refused All special education decisions must be proven in compliance with IDEA ◦ Shifts burden of proof to schools (under Supreme Ct is party that initiated proceeding ◦ Negate IDEA provision that procedural errors do not constitute denial of FAPE Prohibits schools from using attorney for due process if involved previously with case, e.g. advising on notice Requires schools to have policy allowing parents to “record” any conversation or proceeding with 24 hour advance notice

13. Get Engaged Invite elected officials to school Show them great things you are doing MTSS, especially reading (dyslexia) Explain how IDEA evaluations are done Emphasize how IDEA is regulation heavy Suggest we do not need state laws added Stay in touch with them during session Share concerns about specific bills