Iowa Admin. Code r. 281-62.4 - Successful progression for early readers
Each school district shall provide the following:
(1)
Intensive instructional
services. A school district will provide students who are persistently
at risk in reading with the services specified in Iowa Code section
279.68(2)
"a."
(2)
Reading enhancement and acceleration development initiative.
The intensive instructional services described in subrule 62.4(1) will be
provided to all students in kindergarten through grade three who are identified
as being persistently at risk in reading. The services will meet the
specifications in the following paragraphs:
a.
A school district will provide intensive instructional services during regular
school hours, in addition to the regular reading instruction.
b. A school district will provide a reading
curriculum that meets the standards of subrule 62.4(3).
(3)
Reading curriculum for students
who are persistently at risk in reading. A curriculum that does not
meet the standards of this subrule shall not be used to implement this chapter.
To implement this subrule, a school district will provide a curriculum that
meets the following guidelines and specifications:
a. Assists students assessed as persistently
at risk in reading to develop the skills to read at grade level. Assistance
shall include but not be limited to strategies that formally address dyslexia,
when appropriate. For purposes of this paragraph, "dyslexia" means a specific
learning disability that is neurobiological in origin, is characterized by
difficulties with accurate or fluent word recognition and by poor spelling and
decoding abilities, and may include difficulties that typically result from a
deficit in the phonological component of language that is often unexpected in
relation to other cognitive abilities and the provision of effective classroom
instruction, as well as secondary consequences such as problems in reading
comprehension and reduced reading experience that can impede growth of
vocabulary and background knowledge.
b. Provides skill development in phonemic
awareness, phonics, fluency, vocabulary, and comprehension.
c. Is supported by scientifically based
research in reading.
d. Is
implemented by certified instructional staff with appropriate training and
professional development. Such training and professional development will meet
the provisions of 281-Chapter 83.
e. Is implemented by certified instructional
staff with fidelity, which meets such standards for fidelity of implementation
that the department may adopt.
f.
Includes a scientifically based and reliable assessment, which meets the
provisions of rule 281-62.1 (256,279).
g. Provides initial and ongoing analysis of
each student's reading progress, which meets the provisions of rule
281-62.1 (256,279), with notice provided to parents pursuant to subrule
62.4(4).
h. Is implemented during
regular school hours.
i. Provides a
curriculum in core academic subjects to assist the student in maintaining or
meeting proficiency levels for the appropriate grade in all academic
subjects.
(4)
Parent notice, involvement and support. At a minimum and in
addition to other provisions of this chapter, school districts will provide the
following to all parents or guardians of students who are persistently at risk
in reading:
a. At regular intervals, a school
district will apprise the parent or guardian of academic and other progress
being made by the student and give the parent or guardian other useful
information.
b. In addition to
required reading enhancement and acceleration strategies provided to students,
a school district will provide parents or guardians of students who are
persistently at risk in reading with a plan outlined in a parental contract,
including participation in regular parent-guided home reading.
(5)
Report to the
department. Each school district will report to the department the
specific intensive reading interventions and supports implemented by the school
district pursuant to this chapter. The department will annually prescribe the
components of required or requested reports.
(6)
Rule of construction: students
who are at risk in reading. Subject to paragraphs
62.4(6)"a" and "b," school districts may
voluntarily provide additional services and interventions to students who are
"at risk in reading" as defined in subrule 62.3(1).
a. School districts will provide progress
monitoring to students who are at risk in reading.
b. If a student who was previously
persistently at risk and is currently identified as at risk and falls below the
grade-level benchmark on a locally determined number of progress monitoring
probes, the student will be provided services under this rule until the next
screening assessment administered pursuant to this chapter.
Notes
State regulations are updated quarterly; we currently have two versions available. Below is a comparison between our most recent version and the prior quarterly release. More comparison features will be added as we have more versions to compare.
No prior version found.