Okla. Stat. tit. 70, § 70-1210.517: Dyslexia and dysgraphia handbook

A. The State Department of Education shall maintain the

dyslexia handbook created by the Dyslexia and Education Task Force

pursuant to Section 1, Chapter 261, O.S.L. 2017 that includes

guidance, technical assistance and training to assist all local

school systems, students and families in the implementation of

evidence-based practices for instructing students with

characteristics of dyslexia and dysgraphia. Beginning January 1,

2024, the dyslexia handbook shall be known as the dyslexia and

dysgraphia handbook.

B. The Department shall review the handbook and make revisions,

as necessary, but at a minimum of every three (3) years, with

stakeholders, including, but not limited to, previous members of the

Dyslexia and Education Task Force, a speech-language pathologist, an

occupational therapist, and the State Advisory Panel created

pursuant to Part B of the Individuals with Disabilities Education

Act. Previous members of the Task Force shall be consulted when

making revisions to the handbook. Each member of the Task Force not

available for the review shall be replaced by an individual meeting

the criteria of the original appointment in order to maintain the

original composition of the Task Force.

As part of the review, members shall:

1. Study how to effectively identify students who have

dysgraphia identified through possible reading and broad written

language scores;

2. Study the response-to-intervention process (RTI), as well as

other effective research-based approaches in writing, reading, and

literacy to identify the appropriate measures for assisting students

with dysgraphia; and

3. Make recommendations for appropriate resources and

interventions for students with reading or writing difficulties,

including dysgraphia and broad written language disorder, in order

to make schools aware of the significance of dysgraphia.

C. Any revisions to the handbook shall include, but not be

limited to, the following information for school districts screening

students in kindergarten and grades one through three who have been

identified through the response-to-intervention process as having

characteristics of dyslexia or dysgraphia:

1. Evidence-based practices designed specifically for students

with characteristics of dyslexia or dysgraphia;

2. Characteristics of targeted instruction for dyslexia and

dysgraphia;

3. Guidance on developing instructional plans for students with

characteristics of dyslexia or dysgraphia;

4. Best practices for reading and writing instruction aligned

with the science of reading;

5. Guidance for selecting instructional materials that address

dyslexia, dysgraphia and other reading or writing difficulties;

6. Suggested training programs; and

7. Guidance on dyscalculia.