(a) (1) A school district shall screen each student in kindergarten through grade three (K-3) using a high quality, evidence-based screener approved by the Division of Elementary and Secondary Education.(2) The screening of students shall be performed with fidelity and include without limitation:(A) Phonological and phonemic awareness;(B) Sound symbol recognition;(C) Alphabet knowledge;(D) Decoding skills;(E) Rapid naming skills;(F) Encoding skills; and(G) Language comprehension.(3) The State Board of Education shall adopt rules to ensure that:(A) All students in kindergarten through grade three (K-3) are screened using a division-approved screener;(B) Consistent interpretation of screening data is used to identify students:(i) Exhibiting a substantial reading deficit; or(ii) Indicating early signs consistent with characteristics of dyslexia;(C) Students receive early intervention by a trained interventionist; and(D) Student progress is monitored and reported to the parent or legal guardian of a student at least two (2) times each school year.
(1) A school district shall screen each student in kindergarten through grade three (K-3) using a high quality, evidence-based screener approved by the Division of Elementary and Secondary Education.
(2) The screening of students shall be performed with fidelity and include without limitation:(A) Phonological and phonemic awareness;(B) Sound symbol recognition;(C) Alphabet knowledge;(D) Decoding skills;(E) Rapid naming skills;(F) Encoding skills; and(G) Language comprehension.
(A) Phonological and phonemic awareness;
(B) Sound symbol recognition;
(C) Alphabet knowledge;
(D) Decoding skills;
(E) Rapid naming skills;
(F) Encoding skills; and
(G) Language comprehension.
(3) The State Board of Education shall adopt rules to ensure that:(A) All students in kindergarten through grade three (K-3) are screened using a division-approved screener;(B) Consistent interpretation of screening data is used to identify students:(i) Exhibiting a substantial reading deficit; or(ii) Indicating early signs consistent with characteristics of dyslexia;(C) Students receive early intervention by a trained interventionist; and(D) Student progress is monitored and reported to the parent or legal guardian of a student at least two (2) times each school year.
(A) All students in kindergarten through grade three (K-3) are screened using a division-approved screener;
(B) Consistent interpretation of screening data is used to identify students:(i) Exhibiting a substantial reading deficit; or(ii) Indicating early signs consistent with characteristics of dyslexia;
(i) Exhibiting a substantial reading deficit; or
(ii) Indicating early signs consistent with characteristics of dyslexia;
(C) Students receive early intervention by a trained interventionist; and
(D) Student progress is monitored and reported to the parent or legal guardian of a student at least two (2) times each school year.
(b) (1) A school district shall screen any student in grades three through twelve (3-12) experiencing difficulty in fluency or spelling as documented by a classroom teacher, a parent or legal guardian of the student, or another individual with knowledge of the student's academic performance.(2) A screening required under subdivision (b)(1) of this section shall be performed with fidelity using information measures of:(A) Oral reading fluency; and(B) Encoding.(3) If a student exhibits deficits in fluency or spelling following a screening under this section, a school district shall administer a level II dyslexia screening as outlined in the Arkansas Dyslexia Resource Guide.(4) The state board shall adopt rules under this subsection to ensure:(A) All students in grades three through twelve (3-12) experiencing difficulty in fluency or spelling are screened using a division-approved screener;(B) Consistent interpretation of screening data is used to identify students exhibiting deficits indicating early signs consistent with characteristics of dyslexia;(C) Students receive early intervention by a trained interventionist; and(D) Student progress is monitored and reported to the parent or legal guardian of a student at least two (2) times each school year.
(1) A school district shall screen any student in grades three through twelve (3-12) experiencing difficulty in fluency or spelling as documented by a classroom teacher, a parent or legal guardian of the student, or another individual with knowledge of the student's academic performance.
(2) A screening required under subdivision (b)(1) of this section shall be performed with fidelity using information measures of:(A) Oral reading fluency; and(B) Encoding.
(A) Oral reading fluency; and
(B) Encoding.
(3) If a student exhibits deficits in fluency or spelling following a screening under this section, a school district shall administer a level II dyslexia screening as outlined in the Arkansas Dyslexia Resource Guide.
(4) The state board shall adopt rules under this subsection to ensure:(A) All students in grades three through twelve (3-12) experiencing difficulty in fluency or spelling are screened using a division-approved screener;(B) Consistent interpretation of screening data is used to identify students exhibiting deficits indicating early signs consistent with characteristics of dyslexia;(C) Students receive early intervention by a trained interventionist; and(D) Student progress is monitored and reported to the parent or legal guardian of a student at least two (2) times each school year.
(A) All students in grades three through twelve (3-12) experiencing difficulty in fluency or spelling are screened using a division-approved screener;
(B) Consistent interpretation of screening data is used to identify students exhibiting deficits indicating early signs consistent with characteristics of dyslexia;
(C) Students receive early intervention by a trained interventionist; and
(D) Student progress is monitored and reported to the parent or legal guardian of a student at least two (2) times each school year.