AN ACT TO REQUIRE THE STATE DEPARTMENT OF EDUCATION TO ASSIGN A QUALIFIED LICENSED DYSLEXIA THERAPY TEACHER SUPERVISOR TO EACH COUNTY; TO PRESCRIBE THE RESPONSIBILITIES OF SUCH DYSLEXIA THERAPY TEACHER SUPERVISORS; TO REQUIRE THE DEPARTMENT TO CONDUCT A PROGRAM WITH WILLING SCHOOL DISTRICTS AND/OR SCHOOLS WHICH FOCUSES ON THE USE OF DYSLEXIA DATA COACHES TO IMPROVE READING AND LITERACY AMONG STUDENTS DIAGNOSED WITH DYSLEXIA; TO PROVIDE THAT THE PROGRAM SHALL BE SUBJECT TO APPROPRIATION; TO PROVIDE THAT INDIVIDUALS ASSIGNED BY THE DEPARTMENT SERVE IN THE CAPACITY AS A COUNTY DYSLEXIA THERAPY TEACHER SUPERVISOR OR DYSLEXIA DATA COACH, SHALL BE EMPLOYEES OF THE DEPARTMENT, AND SHALL RESIDE IN THE COUNTY WHEREIN HE OR SHE HAS BEEN ASSIGNED TO SERVE IN SAID CAPACITY; AND FOR RELATED PURPOSES.
Impact
The directive in HB 914 mandates the development of specific interventions tailored to the needs of students with dyslexia, focusing on accommodations that enable these students to make educational progress. Supervisors will be tasked with implementing emphasized instruction in dyslexia intervention, utilizing an evidence-based instructional model, as well as training provisions defined by recognized educational standards. The bill further proposes a collaborative program with school districts and schools that incorporates dyslexia data coaches, who will serve as support to enhance literacy among affected students.
Summary
House Bill 914 establishes a requirement for the State Department of Education in Mississippi to assign a qualified licensed dyslexia therapy teacher supervisor in each county. The bill aims to enhance the support provided to students diagnosed with dyslexia by ensuring that qualified professionals are in place to implement effective intervention strategies. This is particularly important in schools that are identified as needing the most assistance, based on achievement levels from state-adopted reading assessments.
Contention
Notable points of contention surrounding HB 914 may include concerns about funding, as the program is subject to legislative appropriation, and thus may depend on state budget allocations. There may also be discussions about the effectiveness and adequacy of the training provided to dyslexia therapy teachers and data coaches, as well as the overall implementation of the program across diverse school districts. Additional challenges may arise in ensuring consistent application of the strategies outlined in different areas of the state, given that educational needs can vary widely.