House
File
244
-
Introduced
HOUSE
FILE
244
BY
JACOBSEN
,
STAED
,
and
SALMON
A
BILL
FOR
An
Act
relating
to
language
and
literacy
development
for
deaf
1
and
hard-of-hearing
children.
2
BE
IT
ENACTED
BY
THE
GENERAL
ASSEMBLY
OF
THE
STATE
OF
IOWA:
3
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Section
1.
NEW
SECTION
.
256B.10
Deaf
and
hard-of-hearing
1
children
——
language
developmental
milestones.
2
1.
Language
developmental
milestones
——
selection.
3
a.
The
director
of
the
department
of
education
shall
appoint
4
an
early
language
development
consultant
to
work
with
the
5
state
school
for
the
deaf,
the
area
education
agencies,
school
6
districts,
and
the
early
hearing
detection
and
intervention
7
program
in
the
department
of
public
health,
and
shall
select
8
language
developmental
milestones
from
existing
standardized
9
norms
for
purposes
of
developing
a
resource
for
use
by
parents
10
or
guardians
to
monitor
and
track
deaf
and
hard-of-hearing
11
children’s
expressive
and
receptive
language
acquisition
and
12
developmental
stages
toward
American
sign
language
and
English
13
literacy.
In
selecting
the
language
developmental
milestones,
14
the
early
language
development
consultant
shall
consider
15
recommendations
from
the
advisory
committee
established
under
16
subsection
5.
17
b.
The
duties
of
the
early
language
development
consultant
18
appointed
by
the
director
pursuant
to
paragraph
“a”
shall,
at
a
19
minimum,
include
all
of
the
following:
20
(1)
Developing
and
managing
language
milestones
for
each
21
age,
from
birth
through
age
eight,
in
American
sign
language
22
and
English
pursuant
to
subsection
3.
23
(2)
Staffing
the
advisory
committee
established
pursuant
24
to
subsection
5,
including
but
not
limited
to
organizing
and
25
facilitating
the
advisory
committee
meetings.
26
(3)
Developing
and
distributing
resources
for
parents
27
pertaining
to
language
development
pursuant
to
subsection
4.
28
(4)
Developing
and
distributing
resources
for
early
29
interventionists,
educators,
hospitals,
and
health
care
30
providers
pertaining
to
language
development.
31
(5)
Exercising
general
supervision
over
follow-up
contacts
32
with
parents
and
guardians
regarding
the
need
for
valid
and
33
reliable
language
assessments
and
distribution
of
resources
34
toward
language
development
in
American
sign
language
and
35
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English.
1
(6)
Planning
a
parent-friendly
procedure
for
outreach
and
2
follow-up.
3
(7)
Exercising
general
supervision
over
annual
or
biannual,
4
at
the
consultant’s
discretion,
milestone
assessments
for
deaf
5
and
hard-of-hearing
children.
6
(8)
Managing
and
summarizing
data
outcomes
for
parents,
7
guardians,
and
partner
agencies
to
use,
including
the
annual
8
report
published
pursuant
to
subsection
7.
9
(9)
Arranging
for
and
exercising
general
supervision
over
10
the
appropriate
training
for
language
assessment
personnel.
11
(10)
Maintaining
valid
and
reliable
two-fold
language
12
assessment
approach,
utilizing
both
American
sign
language
and
13
English,
in
selecting
milestones,
compiling
data,
employing
14
qualified
personnel,
and
distributing
resources.
15
2.
Parent
resource.
The
parent
resource
developed
pursuant
16
to
subsection
1
shall
meet
all
of
the
following
requirements:
17
a.
Include
American
sign
language
and
English
language
18
developmental
milestones
selected
under
subsection
1.
19
b.
Be
appropriate
for
use,
in
both
content
and
20
administration,
with
deaf
and
hard-of-hearing
children
from
21
birth
through
age
eight
who
use
American
sign
language
or
22
English,
or
both.
23
c.
Present
the
language
developmental
milestones
in
terms
24
of
typical
development
of
all
children
from
birth
through
age
25
eight,
by
age
range.
26
d.
Be
written
for
clarity
and
ease
of
use
by
parents
and
27
guardians.
28
e.
Be
aligned
to
the
department
of
education’s
existing
29
infant,
toddler,
and
preschool
guidelines,
standards
for
30
evaluating
eligibility
and
progress
for
early
intervention
or
31
special
education
under
federal
law,
and
state
standards
in
32
English
language
arts.
33
f.
Clearly
specify
that
the
parent
resource
is
not
a
34
formal
assessment
of
language
and
literacy
development,
and
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that
the
observations
of
a
child
by
the
child’s
parent
or
1
guardian
may
differ
from
formal
assessment
data
presented
at
an
2
individualized
family
service
plan
or
individualized
education
3
program
meeting.
4
g.
Clearly
specify
that
a
parent
or
guardian
may
bring
5
the
parent
resource
to
an
individualized
family
service
plan
6
or
individualized
education
program
meeting
for
purposes
of
7
sharing
the
parent’s
or
guardian’s
observations
regarding
the
8
child’s
development.
9
3.
Selection
of
tools
or
assessments.
The
early
language
10
development
consultant,
in
consultation
with
the
state
school
11
for
the
deaf,
the
area
education
agencies,
school
districts,
12
and
the
early
hearing
detection
and
intervention
program
in
the
13
department
of
public
health,
shall
select
existing
tools
or
14
assessments
for
educators
that
can
be
used
to
assess
American
15
sign
language
and
English
language
and
literacy
development
of
16
deaf
and
hard-of-hearing
children
from
birth
through
age
eight.
17
a.
Educator
tools
or
assessments
selected
under
this
18
subsection
shall
meet
the
following
criteria:
19
(1)
Be
in
a
format
that
shows
stages
of
language
20
development.
21
(2)
Be
selected
for
use
by
educators
to
track
the
22
development
of
deaf
and
hard-of-hearing
children’s
expressive
23
and
receptive
language
acquisition
and
developmental
stages
24
toward
American
sign
language
and
English
literacy.
25
(3)
Be
appropriate
in
both
content
and
administration
for
26
use
with
deaf
and
hard-of-hearing
children.
27
b.
Educator
tools
or
assessments
selected
under
this
28
subsection
may
do
either
of
the
following:
29
(1)
Be
used,
in
addition
to
any
assessment
required
by
30
federal
law,
by
the
child’s
individualized
family
service
plan
31
or
individualized
education
program
team,
as
applicable,
to
32
track
deaf
and
hard-of-hearing
children’s
progress
in
improving
33
expressive
and
receptive
language
skills,
and
to
establish
or
34
modify
individualized
family
service
plans
or
individualized
35
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education
programs.
1
(2)
Reflect
the
recommendations
of
the
advisory
committee
2
convened
under
subsection
5.
3
4.
Dissemination.
The
early
language
development
4
consultant
shall
disseminate
the
parent
resource
developed
5
pursuant
to
this
section
to
parents
and
guardians
of
deaf
and
6
hard-of-hearing
children
and,
consistent
with
federal
law,
7
shall
disseminate
the
educator
tools
and
assessments
selected
8
pursuant
to
subsection
3
to
early
hearing
detection
and
9
invention
programs,
area
education
agencies,
school
districts,
10
accredited
nonpublic
schools,
and
the
state
school
for
the
deaf
11
for
use
in
the
development
and
modification
of
individualized
12
family
service
or
individualized
education
program
plans,
13
and
shall
provide
materials
and
training
on
the
use
of
such
14
materials
to
assist
deaf
and
hard-of-hearing
children
in
15
kindergarten
readiness
using
American
sign
language
or
English,
16
or
both,
from
birth
through
age
eight.
17
5.
Advisory
committee.
18
a.
The
department
of
education
shall
establish
and
consult
19
with
an
advisory
committee
for
purposes
of
soliciting
input,
20
including
input
from
experts
on
the
selection
of
language
21
developmental
milestones
for
children
who
are
deaf
or
22
hard-of-hearing
that
are
equivalent
to
those
for
children
who
23
are
not
deaf
or
hard-of-hearing,
for
inclusion
in
the
parent
24
resource
developed
and
disseminated
to
parents
and
guardians
25
pursuant
to
this
section.
The
early
language
development
26
consultant
shall
provide
staffing
and
administrative
support
27
to
the
advisory
committee
and
shall
provide
the
committee
28
with
a
list
of
existing
language
developmental
milestones
29
from
existing
standardized
norms,
along
with
any
relevant
30
information
the
department
has
regarding
those
language
31
developmental
milestones
for
possible
inclusion
in
the
parent
32
resource
developed
pursuant
to
this
section.
33
b.
The
advisory
committee
shall
do
all
of
the
following:
34
(1)
Make
recommendations
on
the
selection
and
use
of
the
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educator
tools
or
assessments
selected
pursuant
to
subsection
1
3.
2
(2)
Advise
the
department
or
its
consultants
on
the
content
3
and
administration
of
existing
evaluation
and
assessment
tools,
4
instruments,
and
procedures
used
to
assess
the
development
5
of
children
with
disabilities
pursuant
to
federal
law,
and
6
to
assess
deaf
and
hard-of-hearing
children’s
language
and
7
literacy
development
to
ensure
the
appropriate
use
of
such
8
tools,
instruments,
and
procedures
with
such
children,
and
may
9
make
recommendations
regarding
future
research
to
improve
the
10
measurement
of
progress
of
deaf
and
hard-of-hearing
children
in
11
language
and
literacy
development.
12
(3)
Develop
a
process
in
compliance
with
federal
law
for
13
plan
modifications
if
a
deaf
or
hard-of-hearing
child
does
not
14
demonstrate
adequate
yearly
progress
in
improving
expressive
15
and
receptive
language
skills,
as
measured
by
an
educator
tool
16
or
assessment
selected
pursuant
to
subsection
3.
17
(4)
The
advisory
committee
shall
consist
of
seven
18
volunteers,
the
majority
of
whom
shall
be
deaf
or
19
hard-of-hearing,
and
all
of
whom
shall
have
experience
20
or
involvement
within
the
field
of
education
for
the
21
deaf
and
hard-of-hearing
or
relating
directly
to
deaf
and
22
hard-of-hearing
children.
The
advisory
committee
shall
include
23
all
of
the
following
members:
24
(a)
One
parent
or
guardian
of
a
child
who
is
deaf
or
25
hard-of-hearing
and
who
uses
both
American
sign
language
and
26
English
or
who
uses
spoken
English.
27
(b)
One
licensed
teacher
who
uses
American
sign
language
and
28
English.
29
(c)
One
licensed
teacher
who
uses
spoken
English.
30
(d)
One
person
who
shall
be
the
parent
or
guardian
of
a
deaf
31
or
hard-of-hearing
child
or
an
interpreter,
speech
pathologist,
32
teacher
of
the
deaf,
human
rights
advocate,
child
advocate,
or
33
licensed
education
administrator.
34
(e)
One
advocate
for
the
deaf
or
an
advocate
of
American
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sign
language.
1
(f)
One
American
sign
language
specialist,
American
sign
2
language
professor,
or
native
signer
recommended
by
the
Iowa
3
association
of
the
deaf
and
the
office
of
deaf
services
of
the
4
department
of
human
rights.
5
(g)
One
speech
pathologist
whose
expertise
is
in
spoken
6
English,
or
an
early
interventionist
who
uses
spoken
English.
7
c.
The
early
language
development
consultant
shall
8
convene
the
advisory
committee
by
March
1,
2022,
and
as
9
frequently
thereafter
as
the
consultant
deems
necessary
10
for
purposes
of
this
section.
The
advisory
committee
shall
11
submit
recommendations
to
the
state
board
of
education
by
12
July
1,
2022,
shall
submit
recommendations
relating
to
plan
13
modifications
developed
pursuant
to
paragraph
“b”
,
subparagraph
14
(3),
to
the
state
board
of
education
and
to
the
general
15
assembly
by
December
1,
2022,
and
shall
submit
recommendations
16
thereafter
as
the
consultant
deems
necessary.
17
6.
Activities
——
consistent
with
federal
law.
All
activities
18
of
the
department
of
education
in
implementing
this
section
19
shall
be
consistent
with
federal
law
for
the
education
of
20
children
from
birth
through
age
eight.
21
7.
Annual
report.
The
department
of
education
shall
22
annually
compile,
and
publish
on
the
department’s
internet
23
site,
a
report
using
existing
data
reported
in
compliance
24
with
the
state
performance
plan
on
pupils
with
disabilities,
25
required
under
federal
law,
that
is
specific
to
language
and
26
literacy
development
in
deaf
and
hard-of-hearing
children
from
27
birth
through
age
eight,
including
those
children
who
are
deaf
28
or
hard-of-hearing
and
have
other
disabilities,
relative
to
the
29
children’s
peers
who
are
not
deaf
or
hard-of-hearing.
30
8.
Definitions.
For
purposes
of
this
section,
unless
the
31
context
otherwise
requires:
32
a.
“English”
includes
spoken
English,
written
English,
or
33
English
with
the
use
of
visual
supplements.
34
b.
“Federal
law”
means
the
federal
Individuals
with
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244
Disabilities
Education
Act,
as
amended
by
the
federal
1
Individuals
with
Disabilities
Improvement
Act,
Pub.
L.
No.
2
108-446,
20
U.S.C.
§1400
et
seq.,
as
amended.
3
EXPLANATION
4
The
inclusion
of
this
explanation
does
not
constitute
agreement
with
5
the
explanation’s
substance
by
the
members
of
the
general
assembly.
6
This
bill
provides
for
the
development
and
dissemination
of
7
a
parent
resource
for
the
parents
and
guardians
of
children
8
who
are
deaf
or
hard-of-hearing;
requires
the
director
of
9
the
department
of
education
to
employ
an
early
language
10
development
consultant;
provides
for
the
identification
of
11
tools
or
assessments
educators
can
use
to
assess
the
language
12
and
literacy
development
of
such
children
from
birth
through
13
age
eight;
requires,
if
such
a
child
is
not
meeting
language
14
development
milestones,
that
the
child’s
individualized
family
15
service
plan
(IFSP)
or
individualized
education
program
(IEP)
16
team
explain
in
detail
the
reasons
why
the
child
is
not
meeting
17
the
milestones
and
submit
modifications
to
the
plan
to
assist
18
the
child
in
achieving
English
literacy
proficiency;
and
19
provides
for
the
establishment
of
an
advisory
committee
for
20
purposes
of
soliciting
input
on
the
selection
of
language
21
developmental
milestones
for
such
children
that
are
equivalent
22
to
milestones
for
children
who
are
not
deaf
or
hard-of-hearing.
23
The
bill
provides
that
“English”
includes
spoken
English,
24
written
English,
or
English
with
the
use
of
visual
supplements.
25
EARLY
LANGUAGE
DEVELOPMENT
CONSULTANT.
The
bill
lists
26
the
duties
of
the
early
language
development
consultant,
27
including
but
not
limited
to
staffing
the
advisory
committee;
28
developing
and
distributing
resources;
exercising
general
29
supervision
over
follow-up
contacts
with
parents
and
guardians
30
regarding
the
need
for
valid
and
reliable
language
assessments
31
and
distribution
of
resources
toward
language
development
in
32
American
sign
language
and
English;
planning
a
parent-friendly
33
procedure
for
outreach
and
follow-ups;
arranging
for
and
34
exercising
general
supervision
over
the
appropriate
training
35
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for
language
assessment
personnel
and
serving
as
a
supervisor
1
to
such
personnel;
and
utilizing
both
American
sign
language
2
and
English
in
selecting
milestones,
compiling
data,
employing
3
qualified
personnel,
and
distributing
resources.
4
LANGUAGE
DEVELOPMENTAL
MILESTONES
——
SELECTION.
The
5
bill
requires
the
early
language
development
consultant
to
6
cooperate
with
the
state
school
for
the
deaf
and
area
education
7
agencies,
school
districts,
and
the
early
hearing
detection
8
and
intervention
program
in
the
department
of
public
health,
9
in
selecting
language
developmental
milestones
from
existing
10
standardized
norms
for
purposes
of
developing
a
resource
11
parents
or
guardians
can
use
to
monitor
and
track
a
deaf
or
12
hard-of-hearing
child’s
progress
toward
English
literacy.
13
PARENT
RESOURCE.
In
addition
to
the
milestones,
the
parent
14
resource
must
be
clearly
written
and
appropriate
for
use
with
15
deaf
and
hard-of-hearing
children
from
birth
through
age
eight
16
who
use
American
sign
language
or
English,
or
both;
present
the
17
milestones
in
terms
of
typical
development
of
all
children;
18
and
be
aligned
to
the
state’s
existing
infant,
toddler,
and
19
preschool
standards
for
evaluating
eligibility
and
progress
for
20
early
intervention
or
special
education
in
English
language
21
arts.
Further,
the
resource
must
clearly
specify
that
it
is
22
not
a
formal
assessment
of
language
and
literacy
development,
23
that
the
observations
of
a
child
by
the
child’s
parent
or
24
guardian
may
differ
from
formal
assessment
data,
and
that
a
25
parent
or
guardian
may
bring
the
parent
resource
to
an
IFSP
or
26
IEP
meeting.
27
ASSESSMENTS
——
TOOLS.
The
early
language
development
28
consultant,
in
consultation
with
other
agencies
serving
deaf
29
and
hard-of-hearing
children,
must
select
existing
tools
or
30
assessments
for
educators
that
can
be
used
to
assess
the
31
language
and
literacy
development
of
deaf
and
hard-of-hearing
32
children
from
birth
through
age
eight.
33
DISSEMINATION.
The
early
language
development
consultant
34
must
disseminate
the
parent
resource
to
parents
and
guardians
35
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of
deaf
and
hard-of-hearing
children
and,
consistent
with
the
1
federal
Individuals
with
Disabilities
Education
Act
(IDEA),
2
shall
disseminate
the
educator
tools
and
assessments
to
early
3
hearing
detection
and
intervention
programs,
area
education
4
agencies,
school
districts,
accredited
nonpublic
schools,
5
and
the
school
for
the
deaf
for
use
in
the
development
and
6
modification
of
IFSPs
or
IEPs,
and
provide
materials
and
7
training
on
the
use
of
such
materials.
8
ADVISORY
COMMITTEE.
The
department
of
education
is
9
directed
to
establish
and
consult
with
an
advisory
committee
10
to
receive
input
for
inclusion
in
the
parent
resource.
The
11
early
language
development
consultant
shall
provide
staffing
12
and
administrative
support
to
the
committee
and
must
provide
13
the
committee
with
a
list
of
existing
language
developmental
14
milestones
from
existing
standardized
norms,
along
with
15
any
relevant
information
the
department
has
regarding
those
16
milestones.
17
The
advisory
committee
shall
make
recommendations
on
18
the
selection
and
use
of
the
educator
tools
or
assessments,
19
advise
the
department
or
its
consultants
on
the
content
and
20
administration
of
the
tools,
instruments,
and
procedures
used
21
under
the
federal
IDEA
to
assess
deaf
and
hard-of-hearing
22
children’s
language
and
literacy
development
to
ensure
the
23
appropriate
use
of
such
tools,
instruments,
and
procedures
with
24
children,
make
recommendations
regarding
future
research
to
25
improve
the
measurement
of
progress
of
deaf
and
hard-of-hearing
26
children
in
language
and
literacy
development,
and
develop
a
27
process
of
compliance
with
federal
law
for
plan
modification
if
28
a
child
does
not
demonstrate
adequate
yearly
progress.
29
The
advisory
committee
shall
consist
of
seven
volunteers,
30
the
majority
of
whom
shall
be
deaf
or
hard-of-hearing.
The
31
bill
specifies
the
level
of
expertise
or
experience
each
32
individual
member
must
have.
33
The
director
of
the
department
must
convene
the
advisory
34
committee
by
March
1,
2022,
and
thereafter
may
convene
the
35
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committee
as
the
director
deems
necessary.
The
advisory
1
committee
shall
submit
recommendations
to
the
state
board
2
of
education
by
July
1,
2022,
shall
submit
recommendations
3
relating
to
plan
modifications
to
the
state
board
by
December
4
1,
2022,
and
shall
submit
recommendations
thereafter
as
the
5
director
of
the
department
deems
necessary.
6
ACTIVITIES.
All
activities
of
the
department
of
education
7
in
implementing
the
requirements
under
the
bill
must
be
8
consistent
with
the
federal
IDEA
for
the
education
of
children
9
from
birth
through
age
eight.
10
ANNUAL
REPORT.
The
department
of
education
must
annually
11
compile,
and
publish
on
the
department’s
internet
site,
a
12
report
using
existing
data
reported
in
compliance
with
the
13
state
performance
plan
on
pupils
with
disabilities,
required
14
under
the
federal
IDEA,
that
is
specific
to
language
and
15
literacy
development
of
deaf
and
hard-of-hearing
children
from
16
birth
through
age
eight,
including
those
children
who
are
deaf
17
or
hard-of-hearing
and
have
other
disabilities,
relative
to
the
18
children’s
peers
who
are
not
deaf
or
hard-of-hearing.
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