Language Acquisition Tracking Program for Deaf and Hard of Hearing Children - Establishment

EXPLANATION: CAPITALS INDICATE MATTER ADDED TO EXISTING LAW.
[Brackets] indicate matter deleted from existing law.
*sb0502*

SENATE BILL 502
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By: Senator King
Introduced and read first time: February 2, 2026
Assigned to: Education, Energy, and the Environment

A BILL ENTITLED

AN ACT concerning 1

Language Acquisition Tracking Program for Deaf and Hard of Hearing 2
Children – Establishment 3

FOR the purpose of establishing the Language Acquisition Tracking Program for Deaf and 4
Hard of Hearing Children in the State Department of Education; establishing a State 5
Coordinator of Language Acquisition for Deaf and Hard of Hearing Children within 6
the Department to coordinate the Program and create a parent and guardian 7
resource to help parents and guar dians of deaf or hard of hearing children track a 8
child’s language acquisition progress; establishing the Language Acquisition for Deaf 9
and Hard of Hearing Children Advisory Council to advise and provide certain 10
consultation services to the State Coordinat or, approve a certain language 11
assessment tool, and review a certain report; requiring the Department, in 12
consultation with the Maryland Department of Health and the Maryland School for 13
the Deaf, to issue an annual report on the language acquisition of dea f or hard of 14
hearing children; and generally relating to the establishment of a Language 15
Acquisition Tracking Program for Deaf and Hard of Hearing Children. 16

BY adding to 17
Article – Education 18
Section 8–801 through 8 –807 to be under the new subtitle “Subtitle 8. Language 19
Acquisition Tracking Program for Deaf and Hard of Hearing Children” 20
Annotated Code of Maryland 21
(2022 Replacement Volume and 2025 Supplement) 22

SECTION 1. BE IT ENACTED BY THE GENERAL ASSEMBLY OF MARYLAND, 23
That the Laws of Maryland read as follows: 24

Article – Education 25

2 SENATE BILL 502

SUBTITLE 8. LANGUAGE ACQUISITION TRACKING PROGRAM FOR DEAF AND HARD 1
OF HEARING CHILDREN. 2

8–801. 3

(A) IN THIS SUBTITLE THE FOLLOWING WORDS HAVE THE MEANINGS 4
INDICATED. 5

(B) “ADVISORY COUNCIL” MEANS THE LANGUAGE ACQUISITION FOR DEAF 6
AND HARD OF HEARING CHILDREN ADVISORY COUNCIL. 7

(C) “DEAF OR HARD OF HEARI NG” MEANS A DIAGNOSIS OF PERMANENT 8
HEARING LOSS IN ONE OR BOTH EARS. 9

(D) “ELIGIBLE CHILD” MEANS A DEAF OR HARD OF HEARING CHILD WHO: 10

(1) IS UNDER THE AGE OF 9 YEARS; AND 11

(2) HAS: 12

(I) AN INDIVIDUALIZED FAMILY SERVICE PLAN THROUGH THE 13
MARYLAND INFANTS AND TODDLERS PROGRAM ESTABLISHED UNDER § 8–416 OF 14
THIS TITLE; 15

(II) AN INDIVIDUALIZED EDUCATION PROGRAM UNDER § 8–405 16
OF THIS TITLE; OR 17

(III) A SECTION 504 PLAN IN ACCORDANCE WITH THE FEDERAL 18
REHABILITATION ACT OF 1973. 19

(E) “PROGRAM” MEANS THE LANGUAGE ACQUISITION TRACKING 20
PROGRAM FOR DEAF AND HARD OF HEARING CHILDREN. 21

(F) “STATE COORDINATOR” MEANS THE STATE COORDINATOR OF 22
LANGUAGE ACQUISITION FOR DEAF AND HARD OF HEARING CHILDREN. 23

8–802. 24

(A) THERE IS A LANGUAGE ACQUISITION TRACKING PROGRAM FOR DEAF 25
AND HARD OF HEARING CHILDREN IN THE DEPARTMENT. 26

SENATE BILL 502 3

(B) (1) THE PURPOSE OF THE PROGRAM IS TO ENSURE THAT ELIGIBLE 1
CHILDREN DEVELOP LAN GUAGE SKILLS AT THE SAME RATE AND TO THE SAME 2
EXTENT AS THEIR PEERS. 3

(2) THE PROGRAM SHALL BE MADE AVAILABLE TO ALL ELI GIBLE 4
CHILDREN AT NO COST. 5

(3) AN ELIGIBLE CHILD SHA LL BE ASSESSED FOR L ANGUAGE 6
ACQUISITION SKILLS FROM ENTRY INTO THE PROGRAM UNTIL THE CHILD’S NINTH 7
BIRTHDAY. 8

(C) (1) THE PROGRAM SHALL TRACK EACH ELIGIBLE CHILD’S LANGUAGE 9
ACQUISITION USING TH E LANGUAGE ASSESSMEN T TOOL APPROVED BY T HE 10
ADVISORY COUNCIL. 11

(2) (I) THE LANGUAGE ASSESSME NT TOOL SHALL BE USE D TO 12
ASSESS THE SIGNED LA NGUAGE ACQUISITION O R THE SPOKEN LANGUAGE 13
ACQUISITION OF EACH ELIGIBLE CHILD IN ACCORDANCE WITH SUBPARAGRAPH (II) 14
OF THIS PARAGRAPH. 15

(II) AN ELIGIBLE CHILD’S PARENT OR GUARDIAN SHALL USE A 16
PROCESS ESTABLISHED BY THE DEPARTMENT TO SELECT WHETHER THE LANGUAGE 17
ASSESSMENT TOOL ASSESSES THE ELIGIBL E CHILD ’S SIGNED LANGUAGE 18
ACQUISITION, SPOKEN LANGUAGE ACQUISITION, OR BOTH. 19

(3) THE LANGUAGE ASSESSMENT TOOL SHALL BE ADMINISTERED TO 20
EACH ELIGIBLE CHILD: 21

(I) BY THE ELIGIBLE CHILD ’S TEACHER OR AN ASSE SSMENT 22
SPECIALIST; AND 23

(II) 1. WITHIN 6 MONTHS AFTER THE ELI GIBLE CHILD IS 24
DIAGNOSED AS BEING DEAF OR HARD OF HEARING; AND 25

2. EVERY 6 MONTHS THEREAFTER. 26

(4) AN ASSESSMENT WITH THE LANGUAGE ASSESSMENT TOOL SHALL 27
EVALUATE AN ELIGIBLE CHILD’S PROGRESS TOWARD ME ETING AGE – AND 28
GRADE–APPROPRIATE DEVELOPM ENTAL MILESTONES AND LANGUAGE 29
ACQUISITION BENCHMARKS IDENTIFIED BY THE STATE COORDINATOR. 30

(5) EDUCATORS AND ASSESSM ENT SPECIALISTS SHAL L USE THE 31
LANGUAGE ASSESSMENT TOOL TO TRACK AN ELI GIBLE CHILD ’S PROGRESS 32
4 SENATE BILL 502

THROUGH DEVELOP MENTAL STAGES TOWARD KINDERGARTEN READINE SS AND 1
ENGLISH LITERACY. 2

(6) ANY INFORMATION COLLE CTED USING THE LANGU AGE 3
ASSESSMENT TOOL MAY: 4

(I) BE PROVIDED TO THE EL IGIBLE CHILD ’S TEACHER AND 5
PARENT OR GUARDIAN; AND 6

(II) BE INCORPORATED INTO THE ELI GIBLE CHILD ’S 7
INDIVIDUALIZED FAMILY SERVICE PLAN , INDIVIDUALIZED EDUCATION PROGRAM, 8
OR SECTION 504 PLAN, AS APPLICABLE. 9

(7) IF AN ELIGIBLE CHILD DOES NOT DEMONSTRATE PROGRESS IN 10
EXPRESSIVE LANGUAGE ACQUISITION AND RECEPTIVE LANGUAGE ACQUISITION AS 11
MEASURED BY THE LANGUAGE ASSESSMENT TOOL , THE ELIGIBLE CHILD ’S 12
INDIVIDUALIZED FAMILY SERVICE PLAN , INDIVIDUALIZED EDUCATION PROGRAM, 13
OR SECTION 504 PLAN, AS APPLICABLE, SHALL BE UPDATED TO: 14

(I) EXPLAIN IN DETAIL THE REASONS WHY THE ELIG IBLE 15
CHILD IS NOT MAK ING PROGRESS TOWARD AGE– AND GRADE –APPROPRIATE 16
DEVELOPMENTAL MILESTONES AND LANGUAGE ACQUISITION BENCHMARKS; AND 17

(II) SPECIFY SPECIFIC STRATEGIES, SERVICES, AND PROGRAMS 18
THAT WILL BE PROVIDED TO ASSIST THE CHILD. 19

(8) THE STATE COORDINATOR SHALL PRO VIDE PROFESSIONAL 20
DEVELOPMENT AND TRAINING OPPORTUNITIES FOR EDUCATORS AND ASSESSMENT 21
SPECIALISTS ON THE USE AND OPERATION OF THE LANGUAGE ASSESSMENT TOOL. 22

(D) A PARENT OR GUARDIAN M AY OPT AN ELIGIBLE C HILD OUT OF AN 23
ASSESSMENT UNDER THE PROGRAM BY PROVIDING WRITTEN NOTIFICATION TO THE 24
CHILD’S SCHOOL THAT THE PA RENT OR GUARDIAN HAS OPTED THE CHILD OUT OF 25
AN ASSESSMENT. 26

8–803. 27

(A) THERE IS A STATE COORDINATOR OF LANGUAGE ACQUISITION FOR 28
DEAF AND HARD OF HEARING CHILDREN. 29

(B) THE STATE COORDINATOR IS A POSITION WITHIN THE DEPARTMENT. 30

(C) (1) THE STATE COORDINATOR MUST: 31
SENATE BILL 502 5

(I) HOLD AN ADVANCED DEGREE OR A PROFESSIONAL LICENSE 1
IN EARLY CHILDHOOD E DUCATION, THE EDUCATION OF DEA F CHILDREN , OR A 2
RELATED FIELD; 3

(II) DEMONSTRATE PROFICIEN CY IN AMERICAN SIGN 4
LANGUAGE AND WRITTEN ENGLISH; 5

(III) DEMONSTRATE A PROFESS IONAL KNOWLEDGE OF 6
DIFFERENT LANGUAGE M ODALITIES INCLUDING SIGNED LANGUAGE, PROTACTILE 7
LANGUAGE, AND SPOKEN LANGUAGE; AND 8

(IV) DEMONSTRATE A PROFESSIONAL KNOWLEDGE OF HEARING 9
TECHNOLOGIES FOR USE BY DEAF OR HARD OF HEARING CHILDREN. 10

(2) IF PRACTICABLE, THE STATE COORDINATOR MUST BE A DEAF OR 11
HARD OF HEARING INDIVIDUAL. 12

(D) THE STATE COORDINATOR IS RESPON SIBLE FOR THE 13
IMPLEMENTATION OF THE PROGRAM. 14

(E) THE STATE COORDINATOR’S DUTIES INCLUDE: 15

(1) IDENTIFYING, IN CONSULTATION WITH THE ADVISORY COUNCIL 16
AND OTHER STATES THA T HAVE DEVELOPED SIM ILAR MILESTONES AND 17
BENCHMARKS, AGE– AND GRADE –APPROPRIATE DEVELOPM ENTAL MILESTONES 18
AND LANGUAGE ACQUISI TION BENCHMARKS TO B E USED BY THE PROGRAM TO 19
EVALUATE THE PROGRESS OF ELIGIBLE CHILDREN IN BOTH EXPRESSIVE LANGUAGE 20
SKILLS AND RECEPTIVE LANGUAGE SKILLS; 21

(2) DEVELOPING AND IMPLEM ENTING A PROCESS FOR ASSESSING 22
THE MILESTONES AND B ENCHMARKS IDENTIFIED UNDER ITEM (1) OF THIS 23
SUBSECTION; 24

(3) OVERSEEING THE COLLEC TION, TRACKING, AND REPORTING OF 25
ASSESSMENT DATA UNDER THE PROGRAM; 26

(4) ENSURING THAT ELIGIBL E CHILDREN ARE BEING PROPERLY 27
TRACKED BY THE LANGU AGE ASSESSMENT TOOL APPROVED BY THE ADVISORY 28
COUNCIL UNDER § 8–805 OF THIS SUBTITLE; 29

(5) CREATING A PARENT AND GUARDIAN RESOURCE THAT MEETS THE 30
CRITERIA LISTED UNDER § 8–804 OF THIS SUBTITLE; 31
6 SENATE BILL 502

(6) AIDING THE DEPARTMENT IN PUBLISHING THE ANNUAL REPORT 1
REQUIRED UNDER § 8–807 OF THIS SUBTITLE; 2

(7) ENSURING THAT ALL ELIGIBLE STUDENTS ARE EVALUATED WITH 3
THE LANGUAGE ASSESSMENT TOOL TO TRACK LA NGUAGE ACQUISITION PROGRESS 4
REGARDLESS OF WHETHE R THE ELIGIBLE STUDE NTS HAVE BEEN CATEGO RIZED 5
PRIMARILY AS DEAF OR HARD OF HEARING; AND 6

(8) CONSULTING WITH THE ADVISORY COUNCIL ON THE EXECUTION 7
OF THE PROGRAM. 8

(F) IN THE PERFORMANCE OF ASSIGNED DUTIES , THE STATE 9
COORDINATOR SHALL WORK IN COLLABORATION AND COOPERATION WITH: 10

(1) THE EARLY HEARING DETECTION AND INTERVENTION 11
PROGRAM ESTABLISHED B Y THE SECRETARY OF HEALTH UNDER TITLE 13, 12
SUBTITLE 6 OF THE HEALTH – GENERAL ARTICLE; 13

(2) THE MARYLAND INFANTS AND TODDLERS PROGRAM 14
ESTABLISHED UNDER § 8–416 OF THIS TITLE; 15

(3) COUNTY BOARDS; AND 16

(4) THE MARYLAND SCHOOL FOR THE DEAF. 17

8–804. 18

(A) THE STATE COORDINATOR SHALL CRE ATE A PARENT AND GUARDIAN 19
RESOURCE. 20

(B) (1) THE PURPOSE OF THE PA RENT AND GUARDIAN RE SOURCE IS TO 21
PROVIDE PARENTS AND GUARDIANS WITH INFOR MATION ABOUT AGE – AND 22
GRADE–APPROPRIATE DEVELOPM ENTAL MILESTONES AND LANGUAGE 23
ACQUISITION BENCHMARKS FOR CHILDREN AT D IFFERENT AGES UNDER THE AGE 24
OF 9 YEARS. 25

(2) THE PARENT AND GUARDIAN RESOURCE SHALL: 26

(I) INCLUDE RESEARCH – AND EVIDENCE –BASED, 27
COMPREHENSIVE INFORMATION ABOUT THE PROGRAM’S: 28

SENATE BILL 502 7

1. AGE– AND GRADE –APPROPRIATE DEVELOPM ENTAL 1
MILESTONES; AND 2

2. LANGUAGE ACQUISITION BENCHMARKS, INCLUDING 3
SIGNED LANGUAGE ACQUISITION AND SPOKEN LANGUAGE ACQUISITION; 4

(II) HELP A PARENT OR GUARDIAN TRACK AN ELIGIBLE CHILD’S 5
PROGRESS TOWARD THE PROGRAM’S: 6

1. AGE– AND GRADE –APPROPRIATE DEVELOPM ENTAL 7
MILESTONES; AND 8

2. LANGUAGE ACQUISITION BENCHMARKS, INCLUDING 9
SIGNED LANGUAGE ACQU ISITION, SPOKEN LANGUAGE ACQU ISITION, EXPRESSIVE 10
LANGUAGE ACQUISITION, AND RECEPTIVE LANGUAGE ACQUISITION; 11

(III) INCLUDE INFORMATION A BOUT AVAILABLE SERVICES AND 12
PROGRAMS FOR WHICH AN ELIGIBLE CHILD MAY QUALIFY; 13

(IV) BE WRITTEN CLEARLY AND BE EASY TO UNDERSTAND; 14

(V) BE APPROPRIATE FOR US E WITH DEAF OR HARD OF 15
HEARING CHILDREN; 16

(VI) BE CONSISTENT WITH EX ISTING STATE AND FEDERAL 17
GUIDELINES GOVERNING CHILDREN WITH DISABI LITIES AND LANGUAGE 18
ACQUISITION; AND 19

(VII) INCLUDE THE FOLLOWING STATEMENTS: 20

1. “THIS PARENT AND GUARD IAN RESOURCE IS NOT A 21
FORMAL ASSESSMENT OF A CHILD’S LANGUAGE AND LITERACY DEVELOPMENT.”; 22

2. “A PARENT’S OR GUARDIAN ’S OBSERVATIONS OF A 23
CHILD MAY DIFFER FROM THE WAY THE CHILD IS DESCRIB ED THROUGH FORMAL 24
ASSESSMENT PRESENTED AS PART OF A CHILD’S INDIVIDUALIZED FAMILY SERVICE 25
PLAN, INDIVIDUALIZED EDUCATION PROGRAM, OR SECTION 504 PLAN.”; AND 26

3. “A PARENT OR GUARDIAN M AY BRING THIS PARENT 27
AND GUARDIAN RESOURCE TO A CHILD’S INDIVIDUALIZED FAM ILY SERVICE PLAN 28
MEETING, INDIVIDUALIZED EDUCATION PROGRAM MEETING, OR SECTION 504 PLAN 29
MEETING IN ORDER TO SHARE OBSERVATIONS A BOUT A CHILD ’S EXPRESSIVE 30
8 SENATE BILL 502

LANGUAGE ACQUISITION AND RECEPTIVE LANGUAGE ACQUISITION AND LITERACY 1
DEVELOPMENT.”. 2

(C) THE STATE COORDINATOR SHALL: 3

(1) TAKE REASONABLE STEPS TO PROVIDE EQUAL ACC ESS TO THE 4
PARENT AND GUARDIAN RESOURCE FOR INDIVID UALS WITH LIMITED ENGLISH 5
PROFICIENCY WHO NEED LANGUAGE ASSISTANCE, INCLUDING ANY ORAL, WRITTEN, 6
AND SIGN LANGUAGE SERVICES; AND 7

(2) ARRANGE FOR THE TRANS LATION OF THE PARENT AND 8
GUARDIAN RESOURCE IN TO ANY LANGUAGE SPOK EN BY ANY LIMITED ENGLISH 9
PROFICIENT POPULATION THAT CONSTITUTES 3% OF THE POPULATION WITHIN THE 10
GEOGRAPHIC AREA SERVED BY A LOCAL SCHOOL SYSTEM. 11

(D) THE DEPARTMENT, WITH THE ASSISTANCE OF THE MARYLAND 12
DEPARTMENT OF HEALTH, THE MARYLAND SCHOOL FOR THE DEAF, AND COUNTY 13
BOARDS, SHALL PROVIDE A COPY OF THE PARENT AND GUARDIAN RESOURCE TO THE 14
PARENT OR GUARDIAN OF EACH ELIGIBLE CHILD. 15

8–805. 16

(A) THERE IS A LANGUAGE ACQUISITION FOR DEAF AND HARD OF 17
HEARING CHILDREN ADVISORY COUNCIL. 18

(B) THE ADVISORY COUNCIL CONSISTS OF THE FOLLOWING MEMBERS: 19

(1) ONE REPRESENTATIVE OF THE GOVERNOR’S OFFICE OF THE 20
DEAF AND HARD OF HEARING, APPOINTED BY THE DIRECTOR OF THE OFFICE; 21

(2) ONE REPRESENTATIVE OF THE DEPARTMENT, APPOINTED BY 22
THE STATE SUPERINTENDENT; 23

(3) ONE REPRESENTATIVE OF THE MARYLAND DEPARTMENT OF 24
HEALTH, APPOINTED BY THE SECRETARY OF HEALTH; AND 25

(4) SUBJECT TO SUBSECTION (C) OF THIS SECTION, THE FOLLOWING 26
MEMBERS, APPOINTED BY THE STATE COORDINATOR: 27

(I) ONE REPRESENTATIVE OF THE EARLY HEARING 28
DETECTION AND INTERVENTION ADVISORY COUNCIL; 29

SENATE BILL 502 9

(II) ONE REPRESENTATIVE OF THE MARYLAND SCHOOL FOR 1
THE DEAF; 2

(III) ONE REPRESENTATIVE OF THE DEAF OR HARD OF HEARING 3
COMMUNITY WITH EXPERIENCE IN THE EDUCATION OF DEAF OR HARD OF HEARING 4
CHILDREN; 5

(IV) ONE EMPLOYEE OF A COU NTY BOARD WITH EXPER TISE IN 6
THE EDUCATION OF DEAF OR HARD OF HEARING CHILDREN; 7

(V) ONE PARENT OR GUARDIAN OF A DEAF O R HARD OF 8
HEARING CHILD WHO CO MMUNICATES PRIMARILY THROUGH AMERICAN SIGN 9
LANGUAGE; 10

(VI) ONE PARENT OR GUARDIA N OF A DEAF OR HARD OF 11
HEARING CHILD WHO COMMUNICATES PRIMARILY THROUGH SPOKEN ENGLISH; 12

(VII) ONE DEAF OR HARD OF HEARING PARENT OR GUARDIAN OF 13
A DEAF OR HARD OF HEARING CHILD; 14

(VIII) ONE EMPLOYEE OF A COU NTY BOARD WHO WORKS IN A 15
LOCAL INFANTS AND TODDLERS PROGRAM ESTABLISHED OR DESIGNATED UNDER § 16
8–416 OF THIS TITLE THAT SERVES DEAF OR HARD OF HEARING CHILDREN; 17

(IX) ONE TEACHER WHO: 18

1. TEACHES DEAF OR HARD OF HEARING CHILDREN ; 19
AND 20

2. HAS EXPERTISE IN AMERICAN SIGN LANGUAGE AND 21
ENGLISH LANGUAGE ASSESSMENT; AND 22

(X) ONE TEACHER WHO TEACH ES DEAF OR HARD OF H EARING 23
CHILDREN USING SPOKEN ENGLISH. 24

(C) IN APPOINTING MEMBERS T O THE ADVISORY COUNCIL, THE STATE 25
COORDINATOR SHALL ATT EMPT TO ENSURE THAT AN EQUAL NUMBER OF 26
REPRESENTATIVES HAVE EXPERTISE IN SIGNED LANGUAGE AND SPOKEN 27
LANGUAGE. 28

(D) (1) THE TERM OF A MEMBER IS 3 YEARS. 29

(2) THE TERM OF A MEMBER BEGINS JULY 1. 30
10 SENATE BILL 502

(3) THE TERMS OF MEMBERS ARE STAGGERED AS REQUIRED BY THE 1
TERMS PROVIDED FOR MEMBERS OF THE ADVISORY COUNCIL ON JULY 1, 2026. 2

(4) AT THE END OF A TERM , A MEMBER CONTINUES TO SERVE UNTIL 3
A SUCCESSOR IS APPOINTED AND QUALIFIES. 4

(5) A MEMBER WHO IS APPOINTED AFTER A TERM HAS BEGUN SERVES 5
ONLY FOR THE REST OF THE TERM OR UNTIL A SUCCESSOR IS APPOINT ED AND 6
QUALIFIES. 7

(E) THE MEMBERS OF THE ADVISORY COUNCIL SHALL ELECT A CHAIR 8
FROM AMONG THE ADVISORY COUNCIL’S MEMBERS. 9

(F) THE ADVISORY COUNCIL SHALL MEET WHEN CONVENED BY THE STATE 10
COORDINATOR. 11

(G) A MEMBER OF THE ADVISORY COUNCIL: 12

(1) MAY NOT RECEIVE COMPE NSATION AS A MEMBER OF THE 13
ADVISORY COUNCIL; BUT 14

(2) IS ENTITLED TO REIMBU RSEMENT FOR EXPENSES UNDER THE 15
STANDARD STATE TRAVEL REGULATIONS, AS PROVIDED IN THE STATE BUDGET. 16

(H) THE ADVISORY COUNCIL SHALL: 17

(1) EVALUATE EXISTING LANGUAGE ASSESSMENT TOOLS THAT MEET 18
THE CRITERIA SPECIFIED IN § 8–806 OF THIS SUBTITLE FOR USE AS PART OF THE 19
PROGRAM; 20

(2) APPROVE A LANGUAGE A SSESSMENT TOOL TO BE USED BY THE 21
PROGRAM TO ASSESS AND TRACK THE LANGUAGE A CQUISITION OF ELIGIB LE 22
CHILDREN; 23

(3) REVIEW THE ANNUAL REPORT REQUIRED UNDER § 8–807 OF THIS 24
SUBTITLE; 25

(4) PROVIDE CONSULTATION SERVICES TO THE STATE 26
COORDINATOR ON IDENTIFYING AGE– AND GRADE–APPROPRIATE DEVELOPMENTAL 27
MILESTONES AND LANGUAGE ACQUISITION BENCHMARKS IN ACCORDANCE WITH § 28
8–803 OF THIS SUBTITLE; AND 29

SENATE BILL 502 11

(5) PROVIDE ADVICE TO THE STATE COORDINATOR ON HOW TO 1
ACCOMPLISH THE AIMS OF THE PROGRAM. 2

(I) THE ADVISORY COUNCIL MAY MAKE RECO MMENDATIONS TO THE 3
STATE COORDINATOR ON CHANGES TO THE PARENT AND GUARDIAN RESOURCE. 4

8–806. 5

(A) A LANGUAGE ASSESSMENT TOOL MUST MEET THE CRITERIA DESCRIBED 6
UNDER THIS SECTION TO BE USED IN THE PROGRAM. 7

(B) THE LANGUAGE ASSESSMENT TOOL SHALL: 8

(1) INCLUDE THE STAGES OF AGE– AND GRADE –APPROPRIATE 9
LANGUAGE ACQUISITION AND DEVELOPMENT; 10

(2) BE APPROPRIATE FOR DEAF OR HARD OF HEARING CHILDREN; 11

(3) BE A TOOL USED TO ASS ESS THE DEVELOPMENT OF CHILDREN 12
UNDER THE AGE OF 9 YEARS; 13

(4) BE IN A FORMAT THAT A LLOWS EDUCATORS AND ASSESSMENT 14
SPECIALISTS TO TRACK , THROUGH AN ELIGIBLE CHILD’S EXPRESSIVE LANGUAG E 15
ACQUISITION AND RECE PTIVE LANGUAGE ACQUI SITION, PROGRESS TOWARD 16
KINDERGARTEN READINESS AND ENGLISH LITERACY; AND 17

(5) BE USEFUL IN ESTABLISHING OR REVISING AN ELIGIBLE CHILD’S 18
INDIVIDUALIZED FAMILY SERVICE PLAN , INDIVIDUALIZED EDUCATION PROGRAM, 19
OR SECTION 504 PLAN, OR AS PART OF AN ASSESSMENT REQUIRED BY COMPARABLE 20
PLANS. 21

8–807. 22

(A) (1) ON OR BEFORE JULY 1, 2028, AND EACH JULY 1 THEREAFTER, 23
THE DEPARTMENT, IN CONSULTATION WITH THE MARYLAND DEPARTMENT OF 24
HEALTH AND THE MARYLAND SCHOOL FOR THE DEAF, SHALL ISSUE A REPORT ON 25
THE LANGUAGE ACQUISI TION AND LITERACY DE VELOPMENT OF ELIGIBL E 26
CHILDREN. 27

(2) THE REPORT SHALL BE: 28

12 SENATE BILL 502

(I) ISSUED, IN ACCORDANCE WITH § 2–1257 OF THE STATE 1
GOVERNMENT ARTICLE, TO THE SENATE COMMITTEE ON EDUCATION, ENERGY, 2
AND THE ENVIRONMENT AND THE HOUSE WAYS AND MEANS COMMITTEE; AND 3

(II) PUBLISHED ON THE DEPARTMENT’S WEBSITE IN A MANNER 4
THAT IS ACCESSIBLE FROM THE HOMEPAGE OF THE WEBSITE. 5

(B) THE REPORT REQUIRED U NDER THIS SECTION SH ALL COMPARE THE 6
LANGUAGE ACQUISITION OF ELIGIBLE CHILDREN WITH THE LANGUAGE 7
ACQUISITION OF THEIR PEERS. 8

(C) (1) THE REPORT SHALL INCL UDE RESULTS DISAGGRE GATED BY AN 9
ELIGIBLE CHILD’S: 10

(I) LANGUAGE MODALITY, WHETHER SIGNED OR SPOKEN; 11

(II) HEARING LEVEL; 12

(III) DISABILITY STATUS , OTHER THAN DEAF OR H ARD OF 13
HEARING; AND 14

(IV) RACE. 15

(2) IF RESULTS CAN BE INC LUDED TO PRODUCE MEA NINGFUL 16
INFORMATION CONSISTE NT WITH STATE AND FEDERAL LAW GOVERNING THE 17
PRIVACY OF CHILD AND STUDENT INFORMATION , THE REPORT SHALL INC LUDE 18
RESULTS DISAGGREGATED BY: 19

(I) SERVICES AN ELIGIBLE CHILD HAS RECEIVED; AND 20

(II) AN ELIGIBLE CHILD’S GEOGRAPHIC LOCATION. 21

(D) ALL DATA SHALL BE REPORTED IN A MANNER CONSISTENT WITH STATE 22
AND FEDERAL LAW GOVE RNING THE PRIVACY OF CHILD AND STUDENT 23
INFORMATION. 24

SECTION 2. AND BE IT FURTHER ENACTED, That the terms of the initial 25
members of the Language Acquisition for Deaf and Hard of Hearing Childre n Advisory 26
Council shall expire as follows: 27

(1) four members in 2029; 28

(2) four members in 2030; and 29

SENATE BILL 502 13

(3) five members in 2031. 1

SECTION 3. AND BE IT FURTHER ENACTED, That this Act shall take effect July 2
1, 2026. 3