Dyslexia Research, Training, and Statewide Conference (Adds Uncodified
Section)
SEC 14. The Legislature finds and declares both of the following:
(a) (1) Students with dyslexia and other forms of specific learning disabilities
often goes undiagnosed until the student is failing in school, many are never
diagnosed and never receive services. Early identification and intervention
with student showing signs of dyslexia are critical for improving outcomes.
The most effective treatment for students who struggle with reading and
related language problems is early diagnosis and skilled teaching. For that
reason, it is critical that educators receive evidenced-based practices and
strategies informed by research to reduce the impact on long-term
educational outcomes.
The California Dyslexia Guidelines, developed by the Department of
Education as required by Chapter 647, Statutes of 2015 (AB 1369) provides
guidelines for educators, parents, and other stakeholders in identifying,
assessing, and supporting students with dyslexia. While these guidelines
created a road map for supporting students with dyslexia, it was developed
prior to the establishment of the statewide system of support and is not
integrated into the supports.
To ensure existing research and available resources leads into improved
outcomes for these students, the state must invest in a statewide effort to
build upon the Dyslexia Guidelines and to disseminate the knowledge and
information of best practices throughout the state system of support.
(2) The statewide system of support established pursuant to Section 52059.5
of the Education Code should include expertise and resources to help school
districts improve their ability to identify signs of dyslexia and specific
learning disabilities as early as possible and to provide evidenced-based
supports and services to students once identified.
(b) The California Dyslexia Initiative is hereby established for the purpose of
all of the following: (1) Build capacity in the state system of support for local
school districts, county offices of education, and charter schools to provide
early intervention services and supports for students with specific learning
disabilities, such as dyslexia, with a focus on improving outcomes for
students in all education settings.
(2) Identify effective models for diagnosis and treatment of specific learning
disabilities.
(3) Develop effective professional development for educators on evidencedbased instruction and strategies informed by research to reduce the impact
on long-term educational outcomes. (4) Develop effective partnerships

 between school districts, county offices of education, and charter schools in
utilizing the state system of support structure administered by the California
Collaborative for Educational Excellence and the resources of the
Department of Education, to disseminate lessons learned from the XXX
identified in paragraph (1) and the models identified in paragraph (2).
(5) Conduct a statewide conference to disseminate the resources,
information and models identified in paragraphs (1) through (4).
(c) By September 1, 2020, the State Department of Education and the
California Collaborative for Educational Excellence, with approval from the
executive director of the State Board of Education, shall designate a county
office of education to administer the California Dyslexia Initiative in direct
consultation with the Department of Education, the California Collaborative
for Educational Excellence, and the postsecondary educational institution
selected pursuant to subdivision (d). The designated county office of
education for this work shall demonstrate a willingness and capacity to do all
of the following:
(1) Work collaboratively with the California Collaborative for Educational
Excellence, the Department of Education, and the selected postsecondary
education institution selected pursuant to subdivision (d) to further the
purposes of the California Dyslexia Initiative identified in subdivision (b).
(2) Communicate regularly with the State Department of Education, and the
California Collaborative for Educational Excellence.
(3) Document the outcomes of the activities authorized by this section
through the duration of the California Dyslexia Initiative and in partnership
with the California Collaborative for Educational Excellence, to ensure the
resources, research, and professional development models developed are
available through the state system of support and align with other statewide
initiatives.
(4) Play a leadership role in the California Dyslexia Initiative.
(d) The designated county office of education shall contract with a California
postsecondary educational institution, selected in consultation with the
executive director of the State Board of Education, to expand the state’s
dyslexia and specific learning disabilities early identification and evidencedbased best practices for supports and services in furtherance of the
California Dyslexia Initiative. The postsecondary educational institution shall
be selected no later than December 1, 2020.
(e) The designated county offices of education and the selected
postsecondary educational institution shall identify existing evidence-based
resources, professional development activities, and other efforts currently
available at the state, federal, and local levels as well as develop new
evidence-based resources and activities designed to help local educational
agencies across the state identify and provide services and supports to
students with dyslexia or a specified learning disability as defined in Section
XXX of the Education Code to do, among other things, all of the following:

 (1) Develop professional development through train-the-trainer models, or
online training modules.
(2) Provide technical assistance to local educational agencies.
(3) Develop a network of educators who can provide coaching and training to
other local educational agencies.
(4) Provide stipends for school personnel to attend a statewide conference.
(5) Develop evaluation tools to measure the effectiveness of evidence-based
strategies identified.
(g) By January 1, 2021, and using funds identified in the expenditure plan in
subdivision (h) for this purpose, the designated county office of education,
the selected postsecondary educational institution, and the California
Collaborative for Educational Excellence shall convene a statewide
conference pursuant to paragraph (5) of subdivision (b).
(h) The sum of four million dollars ($4,000,000) is hereby appropriated from
the General Fund to the Superintendent of Public Instruction for allocation to
the designated county office of education for the California Dyslexia Initiative
create pursuant to this section. The designated county offices of education
may use up to five hundred thousand dollars ($500,000) in total to
administer the program. The designated county office shall submit an
expenditure plan including the estimate allocation to the postsecondary
educational institution and the statewide conference pursuant to subdivision
(g) to the Department of Finance for approval before January, 20, 2021. The
approved expenditure plan shall become operative no sooner than 30 days
after notification in writing is provided to the Joint Legislative Budget
Committee The designated county offices of education shall encumber or
expend the funds allocated pursuant to this subdivision by June 30, 2022.
(i) For purposes of making the computations required by Section 8 of Article
XVI of the California Constitution, the appropriation made by subdivision (a)
shall be deemed to be “General Fund revenues appropriated for school
districts,” as defined in subdivision (c) of Section 41202 of the Education
Code, for the 2019-20 fiscal year, and included within the “total allocations
to school districts and community college districts from General Fund
proceeds of taxes appropriated pursuant to Article XIII B,” as defined in
subdivision (e) of Section 41202 of the Education Code, for the 2019-20 fiscal
year.