HF 2349 (LSB 6273HH (4) 88)

HOUSE FILE 2349

BY  JACOBSEN

A BILL FOR

An Act establishing the language equality and acquisition for deaf kids task force.
BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF IOWA:

    Section 1.  DEPARTMENT OF EDUCATION —— LANGUAGE EQUALITY AND ACQUISITION FOR DEAF KIDS TASK FORCE.
   1.  The director of the department of education shall convene a language equality and acquisition for deaf kids task force for the purposes of doing all of the following:
   a.  Developing a resource for parents and guardians to monitor and track deaf or hard-of-hearing children’s expressive and receptive language acquisition using American sign language or English, or both, and developmental stages toward English literacy. 
   b.  Developing a framework for assessing children who are deaf or hard of hearing to determine their competencies in language and literacy skills for the purpose of ensuring they have the opportunity to achieve kindergarten readiness in an equitable manner. The framework shall consider children with congenital or acquired hearing loss, unilateral and bilateral hearing loss, all degrees of hearing loss from minimal to profound, and all types of hearing loss. When conducting analysis and making recommendations relative to the framework, the task force shall be impartial with regard to the language and modalities used to teach children who are deaf or hard of hearing.
   2.  The task force shall do all of the following:
   a.  Review and make recommendations relative to existing tools or assessments for educators to use to assess the language and literacy development of children who are deaf or hard of hearing. The tools or assessments must be standardized, norm-referenced, and validated and designed to do all of the following:
   (1)  Track such children’s expressive and receptive language and cognitive abilities compared to peers who are not deaf or hard of hearing.
   (2)  Be used to establish or modify a deaf or hard-of-hearing child’s individualized education program or individualized family service plan.
   b.  Determine how often the tools or assessments reviewed pursuant to paragraph “a” should be used for children from birth to age five.
   c.  Identify language development milestones for children who are deaf or hard of hearing by consulting with professionals trained in the language development and education of such children. The milestones shall be evaluated by the use of existing formalized, evidence-based assessments and designed for all of the following uses: 
   (1)  As a resource by which parents, guardians, and educators can monitor and track such children’s expressive and receptive language acquisition.
   (2)  To ensure that such children meet developmental milestones toward English literacy.
   d.  Identify procedures and methods for reporting language acquisition, assessment results, milestones, assessment tools used, and progress of such children to parents and guardians and to teachers and other professionals involved in such children’s early intervention and education.
   e.  (1)  Identify any changes to current state law or administrative rule deemed necessary to implement the recommendations of the task force.
   (2)  Recommend measures designed to ensure that state law and state and local policies adequately address the language developmental needs of such children.
   f.  Make any recommendations on any other related issues the task force deems appropriate.
   3.  The task force shall consist of nineteen voting members appointed by the director of the department of education in consultation with the state school for the deaf, the area education agencies, and the director of the department of public health, as follows: 
   a.  One parent or guardian whose child is deaf or hard of hearing and proficient in American sign language and English.
   b.  One parent or guardian whose child is deaf or hard of hearing and uses only spoken English.
   c.  One teacher of children who are deaf or hard of hearing whose expertise is in curriculum and instruction in American sign language and English.
   d.  One teacher of children who are deaf or hard of hearing whose expertise is in curriculum and instruction in English.
   e.  One early intervention specialist who works with infants and toddlers who are deaf or hard of hearing and use American sign language and spoken English.
   f.  One administrator of an early intervention program for children who are deaf or hard of hearing.
   g.  One administrator of a school-age program for children who are deaf or hard of hearing.
   h.  One speech pathologist with experience working with children who are deaf or hard of hearing on the development of spoken English, with or without the use of visual supplements.
   i.  One school psychologist with experience working with students who are deaf or hard of hearing and with knowledge in conducting and interpreting cognitive assessments for such students.
   j.  Two representatives of an association that advocates to enhance the quality of life for Iowa children who are deaf or hard of hearing.
   k.  One licensed or certified mental health professional who works with children who are deaf or hard of hearing and their families.
   l.  One adult who is deaf or hard of hearing and is proficient in American sign language and English.
   m.  One adult who is deaf or hard of hearing who uses spoken English, without visual supplements.
   n.  The director of the department of public health or the director’s designee. 
   o.  The coordinator of the early hearing detection and intervention program of the department of public health or the coordinator’s designee.
   p.  The director of the office of deaf services of the department of human rights or the director’s designee.
   q.  The director of the department of education or the director’s designee.
   r.  The superintendent of the state school for the deaf governed by the state board of regents or the superintendent’s designee.
   4.  Four nonvoting ex officio members shall be appointed to the task force as follows:
   a.  Two members of the house of representatives, one each appointed by the speaker of the house of representatives and the minority leader of the house of representatives.
   b.  Two members of the senate appointed by the president of the senate and the minority leader of the senate.
   5.  When making appointments pursuant to subsection 3, preference shall be given, if applicable, to persons with deaf education certification or with early childhood education certification and experience working with children with hearing loss.
   6.  A vacancy in the membership of the task force shall be filled in the same manner as the original appointment.
   7.  The members of the task force shall elect a chairperson. A majority of the members of the task force shall constitute a quorum.
   8.  a.  Public members of the task force shall serve without compensation, but are entitled to receive reimbursement for actual expenses incurred while engaged in the performance of official duties. 
   b.  Legislative members of the task force shall be paid the per diem and expenses specified in section 2.10, subsection 6, from the funds appropriated under section 2.12. 
   9.  The department of education shall provide staff support for the task force.
   10.  The task force shall submit its written report including any proposed legislative or administrative rule changes and the task force’s findings and recommendations to the general assembly not later than January 15, 2021. 
EXPLANATION
The inclusion of this explanation does not constitute agreement with
the explanation’s substance by the members of the general assembly.
   This bill requires the director of the department of education to convene a language equality and acquisition for deaf kids task force, establishes the purposes and identifies the membership for such task force, and requires that the task force submit its report to the general assembly by January 15, 2021.
   The task force is charged with developing a resource for parents and guardians to monitor and track deaf or hard-of-hearing children’s expressive and receptive language acquisition using American sign language or English, or both, and developmental stages toward English literacy, and for developing a framework for assessing children who are deaf or hard of hearing to determine the children’s competencies in language and literacy skills for the purpose of ensuring they have the opportunity to achieve kindergarten readiness in an equitable manner.
   The framework must consider children with congenital or acquired hearing loss, unilateral and bilateral hearing loss, all degrees of hearing loss from minimal to profound, and all types of hearing loss. 
   The task force must be impartial with regard to the language and modalities used to teach children who are deaf or hard of hearing and must review and make recommendations relative to existing tools or assessments for educators to use to assess the language and literacy development of such children; determine how often the tools or assessments should be used for children from birth to age five; identify language development milestones for children who are deaf or hard of hearing; identify procedures and methods for reporting language acquisition, assessment results, milestones, assessment tools used, and progress of such children to parents and guardians and to professionals involved in such children’s early intervention and education; identify any changes to current state law or administrative rule deemed necessary to implement the recommendations of the task force; and make any recommendations on any other related issues the task force deems appropriate.
   The task force shall consist of 19 voting members appointed by the director of the department of education in consultation with the state school for the deaf, the area education agencies, and the director of the department of public health, and four nonvoting ex officio legislative members. 
   When making appointments of voting members, preference must be given, if applicable, to persons with deaf education certification or with early childhood education certification and experience working with children with hearing loss.
   Public members serve without compensation, but are entitled to receive reimbursement for actual expenses incurred while engaged in the performance of official duties. Legislative members shall be paid the per diem and expenses specified in Code section 2.10. The department of education shall provide staff support for the task force.