New York S 6844: Relates to establishing a crisis intervention team program

Bill Text

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S06844 Summary:

BILL NOS06844 

&nbsp

SAME ASSAME AS A00037

&nbsp

SPONSORJACKSON

&nbsp

COSPNSRCLEARE, GALLIVAN, HARCKHAM, SKOUFIS

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MLTSPNSR

&nbsp

Add §926, Ed L

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Establishes the "New York individuals with dyslexia education act"; implements a plan to identify and support students with characteristics of dyslexia; requires annual screening in grades K-5; directs intervention and notification; directs education department to develop a handbook providing guidance to parents and teachers.

Go to top S06844 Actions:

BILL NOS06844 

&nbsp

03/25/2025REFERRED TO EDUCATION

01/07/2026REFERRED TO EDUCATION

Go to topS06844 Committee&nbspVotes:

Go to topS06844 Floor&nbspVotes:

There are no Assembly votes for this bill in this legislative session.

Go to topS06844 Text:

 STATE OF NEW YORK
 ________________________________________________________________________

 6844

 2025-2026 Regular Sessions

 IN SENATE

 March 25, 2025
 ___________

 Introduced by Sen. JACKSON -- read twice and ordered printed, and when
 printed to be committed to the Committee on Education

 AN ACT to amend the education law, in relation to establishing the "New
 York individuals with dyslexia education act" and implementing a plan
 to identify and support students with characteristics of dyslexia

 The People of the State of New York, represented in Senate and Assem-
 bly, do enact as follows:

 1 Section 1. This act shall be known as the "New York individuals with
 2 dyslexia education act".
 3 § 2. The education law is amended by adding a new section 926 to read
 4 as follows:
 5 § 926. Dyslexia education act. 1. As used in this section: a. "Dysle-
 6 xia" means a specific learning disability that is neurobiological in
 7 origin. Dyslexia is characterized by difficulties with accurate and/or
 8 fluent word recognition and by poor spelling and decoding abilities.
 9 These difficulties typically result from a deficit in the phonological
 10 component of language that is often unexpected in relation to other
 11 cognitive abilities and the provision of effective classroom instruc-
 12 tion. Secondary consequences may include problems in reading comprehen-
 13 sion and reduced reading experience that can impede growth of vocabulary
 14 and background knowledge. For the purposes of this section, dyslexia
 15 shall also include dysgraphia, a neurological and learning difference in
 16 which someone has difficulty writing for their age level.
 17 b. "Dyslexia screening" means a process, as determined by the school
 18 district, for gathering additional information to determine if the char-
 19 acteristics of dyslexia are present.
 20 c. "Multi-tiered system of support (MTSS)" means a framework for
 21 supporting and increasing academic, behavioral, and social emotional
 22 outcomes for all students.
 23 d. "Universal screener" means an assessment that is administered three
 24 times per year (beginning, middle, and end) to identify or predict

 EXPLANATION--Matter in italics (underscored) is new; matter in brackets
 [ ] is old law to be omitted.
 LBD00286-01-5

 S. 6844 2

 1 students who may be at risk for poor reading outcomes and is typically
 2 brief and conducted with all students at a particular grade level.
 3 e. "Structured literacy" means an evidence-based approach to teaching
 4 oral and written language aligned to the science of reading. It is based
 5 on the science of how children learn to read and is characterized by
 6 explicit, systematic, cumulative, and diagnostic instruction in phonolo-
 7 gy, sound-symbol association, syllable instruction, morphology, syntax,
 8 and semantics.
 9 f. "Science of reading" means the large body of evidence that informs
 10 how proficient reading and writing develop; why some have difficulty;
 11 and how we can most effectively assess and teach and, therefore, improve
 12 student outcomes through prevention of and intervention for reading
 13 difficulties.
 14 g. "Dyslexia-specific intervention" means evidenced-based, specialized
 15 reading, writing, and spelling instruction that is multisensory in
 16 nature and equips students to simultaneously use multiple senses
 17 (vision, hearing, touch, and movement). Dyslexia-specific intervention
 18 employs direct instruction of systematic and cumulative content. The
 19 sequence shall b