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6-41-605. Instructional approaches.
Arkansas Code — all titles (historical 2020) · legal_authorities
6-41-605. Instructional approaches.
(a) Dyslexia intervention for a student whose dyslexia level I or level II screening under § 6-41-603(c)(2) indicates the need for dyslexia intervention services may include the following instructional approaches:
(1) Explicit, direct instruction that is systematic, sequential, and cumulative and follows a logical plan of presenting the alphabetic principle that targets the specific needs of the student without presuming prior skills or knowledge of the student;
(2) Individualized instruction to meet the specific needs of the student in a small group setting that uses intensive, highly concentrated instruction methods and materials that maximize student engagement;
(3) Meaning-based instruction directed at purposeful reading and writing with an emphasis on comprehension and composition; and
(4) Multisensory instruction that incorporates the simultaneous use of two (2) or more sensory pathways during teacher presentations and student practice.
(b) Until there are a sufficient number of graduates from a dyslexia therapy program established at the university level in Arkansas or from a dyslexia therapy program established at the university level in another state that is approved by the Division of Elementary and Secondary Education, the division shall allow dyslexia therapy to be provided by individuals who have received training and certification from a program approved by the division.
Source: Arkansas Code — historical release 78 (November 6, 2020) · 6-41-605
Stored review status: Historical 2020-11-06 source release; later amendments not reconciled; machine-extracted, not independently legally reviewed; source heading status: text_in_historical_source. A text match is a research starting point; applicability is not established.
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Stable record: arkansas_code:legal_authorities:6-41-605
Source file: gov.ar.code.title.06.odt
Pages: Not recorded – Not recorded
Passage SHA-256: 3227e8d5ffb917d8055454cb2b7de65bbd06dc9d17c888520d0ad98b077bbde0
Source location: content.xml paragraph 28203
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6-41-605. Instructional approaches.
(a) Dyslexia intervention for a student whose dyslexia level I or level II screening under § 6-41-603(c)(2) indicates the need for dyslexia intervention services may include the following instructional approaches:
(1) Explicit, direct instruction that is systematic, sequential, and cumulative and follows a logical plan of presenting the alphabetic principle that targets the specific needs of the student without presuming prior skills or knowledge of the student;
(2) Individualized instruction to meet the specific needs of the student in a small group setting that uses intensive, highly concentrated instruction methods and materials that maximize student engagement;
(3) Meaning-based instruction directed at purposeful reading and writing with an emphasis on comprehension and composition; and
(4) Multisensory instruction that incorporates the simultaneous use of two (2) or more sensory pathways during teacher presentations and student practice.
(b) Until there are a sufficient number of graduates from a dyslexia therapy program established at the university level in Arkansas or from a dyslexia therapy program established at the university level in another state that is approved by the Division of Elementary and Secondary Education, the division shall allow dyslexia therapy to be provided by individuals who have received training and certification from a program approved by the division.
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Arkansas Code — all titles (historical 2020) · legal_authorities
6-41-603. Required screening and intervention.
(a)(1) A school district shall screen each student in kindergarten through grade two (K-2) and others required by the Division of Elementary and Secondary Education rule using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) or an equivalent screener.
(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; and
(F) Encoding skills.
(3)(A) If the screener under subdivision (a)(1) of this section shows that a student is at risk, or at some risk, then a level I dyslexia screener shall be administered.
(B) The level I dyslexia screening of a student shall be performed with fidelity and include the components listed under subdivision (a)(2) of this section.
(b) The division shall adopt rules to ensure that students will be screened using DIBELS or an equivalent screener:
(1) In kindergarten through grade two (K-2);
(2) When a student in kindergarten through grade two (K-2) transfers to a new school and has not been screened;
(3) When a student in grade three (3) or higher has difficulty, as noted by a classroom teacher, in:
(A) Phonological and phonemic awareness;
(B) Sound-symbol recognition;
(C) Alphabet knowledge;
(D) Decoding skills;
(E) Rapid naming skills; and
(F) Encoding skills; and
(4) When a student from another state enrolls for the first time in Arkansas in kindergarten through grade two (K-2) unless the student presents documentation that the student:
(A) Had the screening or a similar screening; or
(B) Is exempt from screening.
(c)(1) If the initial, level I, or level II dyslexi
Source: Arkansas Code — historical release 78 (November 6, 2020) · 6-41-603
Stored review status: Historical 2020-11-06 source release; later amendments not reconciled; machine-extracted, not independently legally reviewed; source heading status: text_in_historical_source. The source passage cites 6-41-603. This identifies an authority to review, not proof of applicability.