Requires all incarcerated individuals who do not have a high-school diploma or its equivalent to receive a reading proficiency level assessment and dyslexia screening upon intake by the department of corrections; requires for such individuals who perform below a certain proficiency level to be provided with intervention services that are evidence-based, effective and consistent with science-based research specifically tailored to addressing dyslexia.
Summary
Bill S00395 mandates that all incarcerated individuals in New York who lack a high school diploma or its equivalent undergo a reading proficiency assessment and dyslexia screening during their intake process. If an individual is found to be below the proficiency level necessary for high-functioning reading, they are to receive evidence-based dyslexia intervention tailored to their needs. The bill also requires that teachers in correctional facilities be trained in scientific reading instruction practices, and establishes a process for voluntary assessments and interventions for reading and dyslexia.
Impact
This legislation will amend the correction law to ensure that educational assessments and interventions are systematically integrated into the intake procedures for incarcerated individuals. It aims to improve literacy and educational outcomes for this population, potentially reducing recidivism by equipping individuals with necessary reading skills. The bill will also necessitate the development of new regulations and training programs for correctional facility staff, thereby impacting the operational procedures within the Department of Corrections.
Sentiment
The sentiment surrounding Bill S00395 appears to be positive, as indicated by unanimous votes in the Senate Crime Victims, Crime and Correction Committee on two separate occasions. The discussions around the bill highlight a recognition of the importance of educational support for incarcerated individuals, suggesting a bipartisan agreement on the need for such interventions.
Contention
While there is broad support for the bill, potential points of contention may arise regarding the allocation of resources for implementing the required assessments and interventions. Some stakeholders may express concerns about the feasibility of training all correctional facility staff in best practices for reading instruction and the availability of licensed professionals to provide the necessary intervention services.
Same As
Requires all incarcerated individuals who do not have a high-school diploma or its equivalent to receive a reading proficiency level assessment and dyslexia screening upon intake by the department of corrections; requires for such individuals who perform below a certain proficiency level to be provided with intervention services that are evidence-based, effective and consistent with science-based research specifically tailored to addressing dyslexia.
Requires all incarcerated individuals who do not have a high-school diploma or its equivalent to receive a reading proficiency level assessment and dyslexia screening upon intake by the department of corrections; requires for such individuals who perform below a certain proficiency level to be provided with intervention services that are evidence-based, effective and consistent with science-based research specifically tailored to addressing dyslexia.
Requires all incarcerated individuals who do not have a high-school diploma or its equivalent to receive a reading proficiency level assessment and dyslexia screening upon intake by the department of corrections; requires for such individuals who perform below a certain proficiency level to be provided with intervention services that are evidence-based, effective and consistent with science-based research specifically tailored to addressing dyslexia.
Requires all incarcerated individuals who do not have a high-school diploma or its equivalent to receive a reading proficiency level assessment and dyslexia screening upon intake by the department of corrections; requires for such individuals who perform below a certain proficiency level to be provided with intervention services that are evidence-based, effective and consistent with science-based research specifically tailored to addressing dyslexia.
Education; dyslexia screenings; increasing when screenings are given for certain students; requiring the Department of Education to notify parents of the option to request dyslexia screening; effective date.
AN ACT relating to literacy screening assessment and intervention; providing requirements for screening assessments, evidence based interventions and evidence based core literacy instruction for specified grade levels; requiring schools and school districts to submit improvement plans; requiring specific skills for literacy proficiency used in data collection; requiring school districts to maintain records; requiring professional development; requiring school districts to employ or consult with persons with literacy endorsements as specified; specifying additional duties for the Wyoming professional teaching standards board; repealing the reading assessment and intervention program; requiring reporting; requiring rulemaking; making conforming amendments; providing definitions; specifying applicability; and providing for effective dates.
Quality Basic Education Act; students significantly at risk of not achieving grade level reading proficiency or with characteristics of dyslexia; include provisions