Ark. Code Ann. § 6-41-603: Required screening and intervention

(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. (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. Amended by Act 2023, No. 237,§ 51, eff. 3/8/2023. Amended by Act 2019, No. 910,§ 1779, eff. 7/1/2019. Amended by Act 2019, No. 910,§ 1778, eff. 7/1/2019. Amended by Act 2017, No. 1039,§ 1, eff. 8/1/2017. Amended by Act 2015, No. 1268,§ 2, eff. 7/22/2015. Added by Act 2013, No. 1294,§ 1, eff. 8/16/2013.

(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.

dents 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.

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.