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.
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