Ark. Code Ann. § 6-20-601 — AR Code / Title 6 / Chapter 20 / Subchapter 6 / Section 6-20-601
Qualifications for receiving isolated funding - Definition
Status: in_force

(a) As used in this section, "isolated school district" means a school district that meets any four (4) of the following five (5) criteria: (1) There is a distance of twelve (12) miles or more by hard-surfaced highway from the high school of the district to the nearest adjacent high school in an adjoining district; (2) The density ratio of transported students is less than three (3) students per square mile of area; (3) The total area of the district is ninety-five square miles (95 sq. mi.) or greater; (4) Less than fifty percent (50%) of bus route miles is on hard-surfaced roads; and (5) There are geographic barriers such as lakes, rivers, and mountain ranges that would impede travel to schools that otherwise would be appropriate for consolidation, cooperative programs, and shared services. (b) An isolated school district shall be eligible to receive isolated funding under this section if: (1) The school district's budget is prepared by the school district with Division of Elementary and Secondary Education approval; (2) The school district has a prior-year three-quarter average daily membership of fewer than three hundred fifty (350); and (3) The school district and each school within the school district meets the minimum standards for accreditation of public schools prescribed by law and rule. (c) Any school district designated as an isolated school district for the 1996-1997 fiscal year that used geographic barriers as one (1) of the four (4) criteria necessary to receive isolated funding shall be allowed to continue to use geographic barriers as a criterion for future allocations of isolated funding. (d) (1) State financial aid in the form of isolated funding shall be provided to school districts qualifying under this section. (2) There are two (2) categories of isolated funding: (A) Category I isolated funding shall be provided to all school districts that qualify under this section and shall be calculated as: (i) Three hundred fifty (350) minus the prior-year three-quarter average daily membership; divided by (ii) Eight hundred fifty (850); multiplied by (iii) The prior-year three-quarter average daily membership; and multiplied by (iv) The per-student foundation funding amount under § 6-20-2305(a)(2) ; and (B) Category II isolated funding shall be additionally provided to those school districts that qualify under this section and have a prior-year three-quarter average daily membership density ratio of less than one and two-tenths (1.2) students per square mile and shall be calculated at fifty percent (50%) of Category I funding. (3) (A) An isolated school district whose per-student revenue exceeds the per-student foundation funding amount shall receive isolated funding calculated as follows: (i) The sum of Category I plus Category II; minus (ii) The per-student foundation funding amount; minus (iii) The school district's per-student revenue; and multiplied by (iv) The prior-year three-quarter average daily membership. (B) As used in this subdivision (d)(3), "revenue" has the same meaning as defined in § 6-20-2303 . (e) (1) Except as provided under subdivision (e)(2) of this section, a school district that qualifies under § 6-20-603 to receive additional state aid because its prior-year three-quarter average daily membership is less than three hundred fifty (350) is not eligible to receive funding under this section. (2) A school district may elect to receive funding under this section in lieu of funding under § 6-20-603 if the school district qualifies for funding under § 6-20-603 and for funding under this section. Amended by Act 2019, No. 315,§ 280, eff. 7/24/2019. Amended by Act 2019, No. 910,§ 1610, eff. 7/1/2019. Amended by Act 2015, No. 846,§ 12, eff. 7/22/2015. Acts 1997, No. 1318, § 1; 1999, No. 1549, § 21; 2001, No. 1220, § 11; 2011, No. 1131, § 1.

(a) As used in this section, "isolated school district" means a school district that meets any four (4) of the following five (5) criteria: (1) There is a distance of twelve (12) miles or more by hard-surfaced highway from the high school of the district to the nearest adjacent high school in an adjoining district; (2) The density ratio of transported students is less than three (3) students per square mile of area; (3) The total area of the district is ninety-five square miles (95 sq. mi.) or greater; (4) Less than fifty percent (50%) of bus route miles is on hard-surfaced roads; and (5) There are geographic barriers such as lakes, rivers, and mountain ranges that would impede travel to schools that otherwise would be appropriate for consolidation, cooperative programs, and shared services.

(1) There is a distance of twelve (12) miles or more by hard-surfaced highway from the high school of the district to the nearest adjacent high school in an adjoining district;

(2) The density ratio of transported students is less than three (3) students per square mile of area;

(3) The total area of the district is ninety-five square miles (95 sq. mi.) or greater;

(4) Less than fifty percent (50%) of bus route miles is on hard-surfaced roads; and

(5) There are geographic barriers such as lakes, rivers, and mountain ranges that would impede travel to schools that otherwise would be appropriate for consolidation, cooperative programs, and shared services.

(b) An isolated school district shall be eligible to receive isolated funding under this section if: (1) The school district's budget is prepared by the school district with Division of Elementary and Secondary Education approval; (2) The school district has a prior-year three-quarter average daily membership of fewer than three hundred fifty (350); and (3) The school district and each school within the school district meets the minimum standards for accreditation of public schools prescribed by law and rule.

(1) The school district's budget is prepared by the school district with Division of Elementary and Secondary Education approval;

(2) The school district has a prior-year three-quarter average daily membership of fewer than three hundred fifty (350); and

(3) The school district and each school within the school district meets the minimum standards for accreditation of public schools prescribed by law and rule.

(c) Any school district designated as an isolated school district for the 1996-1997 fiscal year that used geographic barriers as one (1) of the four (4) criteria necessary to receive isolated funding shall be allowed to continue to use geographic barriers as a criterion for future allocations of isolated funding.

(d) (1) State financial aid in the form of isolated funding shall be provided to school districts qualifying under this section. (2) There are two (2) categories of isolated funding: (A) Category I isolated funding shall be provided to all school districts that qualify under this section and shall be calculated as: (i) Three hundred fifty (350) minus the prior-year three-quarter average daily membership; divided by (ii) Eight hundred fifty (850); multiplied by (iii) The prior-year three-quarter average daily membership; and multiplied by (iv) The per-student foundation funding amount under § 6-20-2305(a)(2) ; and (B) Category II isolated funding shall be additionally provided to those school districts that qualify under this section and have a prior-year three-quarter average daily membership density ratio of less than one and two-tenths (1.2) students per square mile and shall be calculated at fifty percent (50%) of Category I funding. (3) (A) An isolated school district whose per-student revenue exceeds the per-student foundation funding amount shall receive isolated funding calculated as follows: (i) The sum of Category I plus Category II; minus (ii) The per-student foundation funding amount; minus (iii) The school district's per-student revenue; and multiplied by (iv) The prior-year three-quarter average daily membership. (B) As used in this subdivision (d)(3), "revenue" has the same meaning as defined in § 6-20-2303 .

(1) State financial aid in the form of isolated funding shall be provided to school districts qualifying under this section.

(2) There are two (2) categories of isolated funding: (A) Category I isolated funding shall be provided to all school districts that qualify under this section and shall be calculated as: (i) Three hundred fifty (350) minus the prior-year three-quarter average daily membership; divided by (ii) Eight hundred fifty (850); multiplied by (iii) The prior-year three-quarter average daily membership; and multiplied by (iv) The per-student foundation funding amount under § 6-20-2305(a)(2) ; and (B) Category II isolated funding shall be additionally provided to those school districts that qualify under this section and have a prior-year three-quarter average daily membership density ratio of less than one and two-tenths (1.2) students per square mile and shall be calculated at fifty percent (50%) of Category I funding.

(A) Category I isolated funding shall be provided to all school districts that qualify under this section and shall be calculated as: (i) Three hundred fifty (350) minus the prior-year three-quarter average daily membership; divided by (ii) Eight hundred fifty (850); multiplied by (iii) The prior-year three-quarter average daily membership; and multiplied by (iv) The per-student foundation funding amount under § 6-20-2305(a)(2) ; and

(i) Three hundred fifty (350) minus the prior-year three-quarter average daily membership; divided by

(ii) Eight hundred fifty (850); multiplied by

(iii) The prior-year three-quarter average daily membership; and multiplied by

(iv) The per-student foundation funding amount under § 6-20-2305(a)(2) ; and

(B) Category II isolated funding shall be additionally provided to those school districts that qualify under this section and have a prior-year three-quarter average daily membership density ratio of less than one and two-tenths (1.2) students per square mile and shall be calculated at fifty percent (50%) of Category I funding.

(3) (A) An isolated school district whose per-student revenue exceeds the per-student foundation funding amount shall receive isolated funding calculated as follows: (i) The sum of Category I plus Category II; minus (ii) The per-student foundation funding amount; minus (iii) The school district's per-student revenue; and multiplied by (iv) The prior-year three-quarter average daily membership. (B) As used in this subdivision (d)(3), "revenue" has the same meaning as defined in § 6-20-2303 .

(A) An isolated school district whose per-student revenue exceeds the per-student foundation funding amount shall receive isolated funding calculated as follows: (i) The sum of Category I plus Category II; minus (ii) The per-student foundation funding amount; minus (iii) The school district's per-student revenue; and multiplied by (iv) The prior-year three-quarter average daily membership.

(i) The sum of Category I plus Category II; minus

(ii) The per-student foundation funding amount; minus

(iii) The school district's per-student revenue; and multiplied by

(iv) The prior-year three-quarter average daily membership.

(B) As used in this subdivision (d)(3), "revenue" has the same meaning as defined in § 6-20-2303 .

(e) (1) Except as provided under subdivision (e)(2) of this section, a school district that qualifies under § 6-20-603 to receive additional state aid because its prior-year three-quarter average daily membership is less than three hundred fifty (350) is not eligible to receive funding under this section. (2) A school district may elect to receive funding under this section in lieu of funding under § 6-20-603 if the school district qualifies for funding under § 6-20-603 and for funding under this section.

(1) Except as provided under subdivision (e)(2) of this section, a school district that qualifies under § 6-20-603 to receive additional state aid because its prior-year three-quarter average daily membership is less than three hundred fifty (350) is not eligible to receive funding under this section.

(2) A school district may elect to receive funding under this section in lieu of funding under § 6-20-603 if the school district qualifies for funding under § 6-20-603 and for funding under this section.

Amended by Act 2019, No. 315,§ 280, eff. 7/24/2019.

Amended by Act 2019, No. 910,§ 1610, eff. 7/1/2019.

Amended by Act 2015, No. 846,§ 12, eff. 7/22/2015.

Acts 1997, No. 1318, § 1; 1999, No. 1549, § 21; 2001, No. 1220, § 11; 2011, No. 1131, § 1.
Ark. Code Ann. § 6-41-903 — AR Code / Title 6 / Chapter 41 / Subchapter 9 / Section 6-41-903
[Repealed]
Status: repealed

Repealed by Act 2023, No. 237,§ 52, eff. 3/8/2023. Amended by Act 2021, No. 741,§§ 4, 5 eff. 7/28/2021. Amended by Act 2019, No. 315,§ 324, eff. 7/24/2019. Amended by Act 2019, No. 827,§ 3, eff. 7/24/2019. Amended by Act 2019, No. 827,§§ 4, 5 eff. 7/24/2019. Amended by Act 2019, No. 548,§§ 3, 4 eff. 7/24/2019. Amended by Act 2019, No. 910,§§ 1790, 1791, 1792, 1793 eff. 7/1/2019. Amended by Act 2017, No. 894,§ 4, eff. 4/5/2017. Amended by Act 2017, No. 327,§ 1, eff. 3/2/2017. Added by Act 2015, No. 1178,§ 1, eff. 7/22/2015.

Repealed by Act 2023, No. 237,§ 52, eff. 3/8/2023.

Amended by Act 2021, No. 741,§§ 4, 5 eff. 7/28/2021.

Amended by Act 2019, No. 315,§ 324, eff. 7/24/2019.

Amended by Act 2019, No. 827,§ 3, eff. 7/24/2019.

Amended by Act 2019, No. 827,§§ 4, 5 eff. 7/24/2019.

Amended by Act 2019, No. 548,§§ 3, 4 eff. 7/24/2019.

Amended by Act 2019, No. 910,§§ 1790, 1791, 1792, 1793 eff. 7/1/2019.

Amended by Act 2017, No. 894,§ 4, eff. 4/5/2017.

Amended by Act 2017, No. 327,§ 1, eff. 3/2/2017.

Added by Act 2015, No. 1178,§ 1, eff. 7/22/2015.
Ark. Code Ann. § 6-28-105 — AR Code / Title 6 / Chapter 28 / Subchapter 1 / Section 6-28-105
Application
Status: in_force

(a) This chapter shall apply to dependent children of: (1) Members of the active duty and activated reserve components of the uniformed services; (2) Members or veterans of the uniformed services who were severely injured in the line of duty and are medically discharged or retired for a period of one (1) year following the medical discharge or retirement; (3) Members of the uniformed services who die while on active duty or as a result of injuries sustained while on active duty for a period of one (1) year following the death; (4) Dual status military technicians; and (5) Traditional members of the National Guard and reserve components of the United States Armed Forces who are relocating to the state for employment or to serve as a member of an Arkansas-based reserve component unit. (b) This chapter shall not apply to the dependent children of: (1) Inactive members of the National Guard and reserve components of the United States Armed Forces; (2) Retired members of the uniformed services, except as provided under subdivision (a)(3) of this section; and (3) Other United States Department of Defense personnel and other federal or state agency civilian and contract employees who are not considered members of the uniformed services. (c) (1) This chapter includes provisions and extends application eligibility beyond the scope of the Interstate Compact on Educational Opportunity for Military Children, § 6-4-301 et seq. (2) In complying with this chapter, sending districts and receiving districts may request the assistance of sending districts and receiving districts outside of the state to provide services to uniformed services families transferring to or from the state who are covered under this chapter but may not be covered under the interstate compact. Added by Act 2021, No. 1031,§ 2, eff. 7/28/2021.

(a) This chapter shall apply to dependent children of: (1) Members of the active duty and activated reserve components of the uniformed services; (2) Members or veterans of the uniformed services who were severely injured in the line of duty and are medically discharged or retired for a period of one (1) year following the medical discharge or retirement; (3) Members of the uniformed services who die while on active duty or as a result of injuries sustained while on active duty for a period of one (1) year following the death; (4) Dual status military technicians; and (5) Traditional members of the National Guard and reserve components of the United States Armed Forces who are relocating to the state for employment or to serve as a member of an Arkansas-based reserve component unit.

(1) Members of the active duty and activated reserve components of the uniformed services;

(2) Members or veterans of the uniformed services who were severely injured in the line of duty and are medically discharged or retired for a period of one (1) year following the medical discharge or retirement;

(3) Members of the uniformed services who die while on active duty or as a result of injuries sustained while on active duty for a period of one (1) year following the death;

(4) Dual status military technicians; and

(5) Traditional members of the National Guard and reserve components of the United States Armed Forces who are relocating to the state for employment or to serve as a member of an Arkansas-based reserve component unit.

(b) This chapter shall not apply to the dependent children of: (1) Inactive members of the National Guard and reserve components of the United States Armed Forces; (2) Retired members of the uniformed services, except as provided under subdivision (a)(3) of this section; and (3) Other United States Department of Defense personnel and other federal or state agency civilian and contract employees who are not considered members of the uniformed services.

(1) Inactive members of the National Guard and reserve components of the United States Armed Forces;

(2) Retired members of the uniformed services, except as provided under subdivision (a)(3) of this section; and

(3) Other United States Department of Defense personnel and other federal or state agency civilian and contract employees who are not considered members of the uniformed services.

(c) (1) This chapter includes provisions and extends application eligibility beyond the scope of the Interstate Compact on Educational Opportunity for Military Children, § 6-4-301 et seq. (2) In complying with this chapter, sending districts and receiving districts may request the assistance of sending districts and receiving districts outside of the state to provide services to uniformed services families transferring to or from the state who are covered under this chapter but may not be covered under the interstate compact.

(1) This chapter includes provisions and extends application eligibility beyond the scope of the Interstate Compact on Educational Opportunity for Military Children, § 6-4-301 et seq.

(2) In complying with this chapter, sending districts and receiving districts may request the assistance of sending districts and receiving districts outside of the state to provide services to uniformed services families transferring to or from the state who are covered under this chapter but may not be covered under the interstate compact.

Added by Act 2021, No. 1031,§ 2, eff. 7/28/2021.
Ark. Code Ann. § 6-82-1204 — AR Code / Title 6 / Chapter 82 / Subchapter 12 / Section 6-82-1204
Administration
Status: in_force

(a) The Arkansas Police Corps Planning Commission [abolished] is hereby designated as the state agency responsible for implementing any federal law enforcement scholarship program which may be established. (b) The commission shall have authority to promulgate rules necessary for the administration and operation of any such program in the State of Arkansas. Amended by Act 2019, No. 315,§ 407, eff. 7/24/2019. Acts 1991, No. 875, § 4; 2001, No. 1692, § 11.

(a) The Arkansas Police Corps Planning Commission [abolished] is hereby designated as the state agency responsible for implementing any federal law enforcement scholarship program which may be established.

(b) The commission shall have authority to promulgate rules necessary for the administration and operation of any such program in the State of Arkansas.

Amended by Act 2019, No. 315,§ 407, eff. 7/24/2019.

Acts 1991, No. 875, § 4; 2001, No. 1692, § 11.
Ark. Code Ann. § 6-15-2905 — AR Code / Title 6 / Chapter 15 / Subchapter 29 / Section 6-15-2905
Authority of State Board of Education
Status: in_force

The State Board of Education shall: (1) Approve: (A) Academic standards for each content area; and (B) A statewide student assessment system, including without limitation performance levels for statewide assessments; (2) Promulgate rules to implement the comprehensive accountability system for Arkansas public schools and school districts and this subchapter; and (3) Take any other appropriate action required or authorized by this subchapter. Added by Act 2017, No. 930,§ 2, eff. 8/1/2017.

The State Board of Education shall:

(1) Approve: (A) Academic standards for each content area; and (B) A statewide student assessment system, including without limitation performance levels for statewide assessments;

(A) Academic standards for each content area; and

(B) A statewide student assessment system, including without limitation performance levels for statewide assessments;

(2) Promulgate rules to implement the comprehensive accountability system for Arkansas public schools and school districts and this subchapter; and

(3) Take any other appropriate action required or authorized by this subchapter.

Added by Act 2017, No. 930,§ 2, eff. 8/1/2017.
Ark. Code Ann. § 6-43-305 — AR Code / Title 6 / Chapter 43 / Subchapter 3 / Section 6-43-305
Teachers generally
Status: in_force

(a) The Arkansas School for the Deaf is hereby authorized to pay employees hired in the position of teacher for the sensory impaired or senior audiologist for the yearly school term the maximum annual salary rate established for each position. (b) Teachers for the sensory impaired shall be eligible for an additional step increase after being certified in teaching the vision impaired, Deaf, deaf, or Hard of Hearing by the Division of Elementary and Secondary Education. Amended by Act 2021, No. 84,§ 6, eff. 7/28/2021. Amended by Act 2019, No. 910,§ 1809, eff. 7/1/2019. Acts 1911, No. 442, § 4; C. & M. Dig., § 9365; Pope's Dig., § 12830; Acts 1981, No. 356, §§ 7, 9; A.S.A. 1947, §§ 80-2314, 80-2315.1, 80-2315.2; Acts 1989 (1st Ex. Sess.), No. 248, § 12; 1993, No. 294, § 16; 1997, No. 1086, § 15.

(a) The Arkansas School for the Deaf is hereby authorized to pay employees hired in the position of teacher for the sensory impaired or senior audiologist for the yearly school term the maximum annual salary rate established for each position.

(b) Teachers for the sensory impaired shall be eligible for an additional step increase after being certified in teaching the vision impaired, Deaf, deaf, or Hard of Hearing by the Division of Elementary and Secondary Education.

Amended by Act 2021, No. 84,§ 6, eff. 7/28/2021.

Amended by Act 2019, No. 910,§ 1809, eff. 7/1/2019.

Acts 1911, No. 442, § 4; C. & M. Dig., § 9365; Pope's Dig., § 12830; Acts 1981, No. 356, §§ 7, 9; A.S.A. 1947, §§ 80-2314, 80-2315.1, 80-2315.2; Acts 1989 (1st Ex. Sess.), No. 248, § 12; 1993, No. 294, § 16; 1997, No. 1086, § 15.
Ark. Code Ann. § 6-20-2207 — AR Code / Title 6 / Chapter 20 / Subchapter 22 / Section 6-20-2207
Rulemaking authority
Status: in_force

(a) (1) (A) The State Board of Education shall promulgate rules governing a uniform budget and accounting system that shall be known as the "Arkansas Educational Financial Accounting and Reporting System". (B) This system shall include a uniform chart of accounts known as the "Arkansas Financial Accounting Handbook" that shall be exempt from the rulemaking process pursuant to the Arkansas Administrative Procedure Act, § 25-15-201 et seq. (2) These rules shall be applied to all school districts, open-enrollment public charter schools, and education service cooperatives for purposes of reporting and accounting for revenues and expenditures. (3) As necessary to comply with federal law, the Arkansas Financial Accounting Handbook initially shall comply with the Financial Accounting for Local and State School Systems, 2003 Edition (NCES 2004-318). The Arkansas Financial Accounting Handbook shall be exempt from the rulemaking process and procedures required pursuant to the Arkansas Administrative Procedure Act, § 25-15-201 et seq. (b) (1) (A) The state board shall amend the rules, and the Division of Elementary and Secondary Education shall amend the Arkansas Financial Accounting Handbook provided in subsection (a) of this section as necessary. (B) The amendments, annual revisions, and financial accounting updates to the Arkansas Financial Accounting Handbook shall be developed with representatives from the Arkansas Association of School Business Officials, the education service cooperatives, and other school district officials as designated by the division. (2) Before making an amendment to the Arkansas Financial Accounting Handbook, the division shall provide written notice via a Commissioner of Elementary and Secondary Education memo to the school districts, open-enrollment public charter schools, and education service cooperatives. (3) Amendments, annual revisions, and financial accounting updates shall be effective on July 1 of the next fiscal year or ninety (90) days from the date of the commissioner's memo, whichever is later, unless: (A) The commissioner declares that there is an emergency, at which time the change shall be effective immediately upon the date specified in the commissioner's memo; (B) A new program or revenue source requires new accounting codes, at which time the change shall be effective immediately upon the date specified in the commissioner's memo; or (C) (i) The change affects only a few school districts and the school districts have mutually agreed to make the change. (ii) The changes shall be effective immediately upon the date specified in the commissioner's memo. (c) Any school district, open-enrollment public charter school, or education service cooperative that fails to comply with state law or rules governing and providing a uniform chart of accounts for budgeting of revenues, expenditures, and financial reporting shall be deemed to be in fiscal distress and subject to the applicable enforcement provisions as provided by law. (d) Any school district, open-enrollment public charter school, or education service cooperative that fails to comply with the expenditure requirements of any public school, public school district, or education service cooperative funding law shall be deemed to be in fiscal distress and subject to the applicable enforcement provisions as provided by law. Amended by Act 2019, No. 757,§ 47, eff. 7/24/2019. Amended by Act 2019, No. 910,§ 1665, eff. 7/1/2019. Acts 2003 (2nd Ex. Sess.), No. 61, § 1; 2005, No. 730, § 1; 2007, No. 617, § 24.

(a) (1) (A) The State Board of Education shall promulgate rules governing a uniform budget and accounting system that shall be known as the "Arkansas Educational Financial Accounting and Reporting System". (B) This system shall include a uniform chart of accounts known as the "Arkansas Financial Accounting Handbook" that shall be exempt from the rulemaking process pursuant to the Arkansas Administrative Procedure Act, § 25-15-201 et seq. (2) These rules shall be applied to all school districts, open-enrollment public charter schools, and education service cooperatives for purposes of reporting and accounting for revenues and expenditures. (3) As necessary to comply with federal law, the Arkansas Financial Accounting Handbook initially shall comply with the Financial Accounting for Local and State School Systems, 2003 Edition (NCES 2004-318). The Arkansas Financial Accounting Handbook shall be exempt from the rulemaking process and procedures required pursuant to the Arkansas Administrative Procedure Act, § 25-15-201 et seq.

(1) (A) The State Board of Education shall promulgate rules governing a uniform budget and accounting system that shall be known as the "Arkansas Educational Financial Accounting and Reporting System". (B) This system shall include a uniform chart of accounts known as the "Arkansas Financial Accounting Handbook" that shall be exempt from the rulemaking process pursuant to the Arkansas Administrative Procedure Act, § 25-15-201 et seq.

(A) The State Board of Education shall promulgate rules governing a uniform budget and accounting system that shall be known as the "Arkansas Educational Financial Accounting and Reporting System".

(B) This system shall include a uniform chart of accounts known as the "Arkansas Financial Accounting Handbook" that shall be exempt from the rulemaking process pursuant to the Arkansas Administrative Procedure Act, § 25-15-201 et seq.

(2) These rules shall be applied to all school districts, open-enrollment public charter schools, and education service cooperatives for purposes of reporting and accounting for revenues and expenditures.

(3) As necessary to comply with federal law, the Arkansas Financial Accounting Handbook initially shall comply with the Financial Accounting for Local and State School Systems, 2003 Edition (NCES 2004-318). The Arkansas Financial Accounting Handbook shall be exempt from the rulemaking process and procedures required pursuant to the Arkansas Administrative Procedure Act, § 25-15-201 et seq.

(b) (1) (A) The state board shall amend the rules, and the Division of Elementary and Secondary Education shall amend the Arkansas Financial Accounting Handbook provided in subsection (a) of this section as necessary. (B) The amendments, annual revisions, and financial accounting updates to the Arkansas Financial Accounting Handbook shall be developed with representatives from the Arkansas Association of School Business Officials, the education service cooperatives, and other school district officials as designated by the division. (2) Before making an amendment to the Arkansas Financial Accounting Handbook, the division shall provide written notice via a Commissioner of Elementary and Secondary Education memo to the school districts, open-enrollment public charter schools, and education service cooperatives. (3) Amendments, annual revisions, and financial accounting updates shall be effective on July 1 of the next fiscal year or ninety (90) days from the date of the commissioner's memo, whichever is later, unless: (A) The commissioner declares that there is an emergency, at which time the change shall be effective immediately upon the date specified in the commissioner's memo; (B) A new program or revenue source requires new accounting codes, at which time the change shall be effective immediately upon the date specified in the commissioner's memo; or (C) (i) The change affects only a few school districts and the school districts have mutually agreed to make the change. (ii) The changes shall be effective immediately upon the date specified in the commissioner's memo.

(1) (A) The state board shall amend the rules, and the Division of Elementary and Secondary Education shall amend the Arkansas Financial Accounting Handbook provided in subsection (a) of this section as necessary. (B) The amendments, annual revisions, and financial accounting updates to the Arkansas Financial Accounting Handbook shall be developed with representatives from the Arkansas Association of School Business Officials, the education service cooperatives, and other school district officials as designated by the division.

(A) The state board shall amend the rules, and the Division of Elementary and Secondary Education shall amend the Arkansas Financial Accounting Handbook provided in subsection (a) of this section as necessary.

(B) The amendments, annual revisions, and financial accounting updates to the Arkansas Financial Accounting Handbook shall be developed with representatives from the Arkansas Association of School Business Officials, the education service cooperatives, and other school district officials as designated by the division.

(2) Before making an amendment to the Arkansas Financial Accounting Handbook, the division shall provide written notice via a Commissioner of Elementary and Secondary Education memo to the school districts, open-enrollment public charter schools, and education service cooperatives.

(3) Amendments, annual revisions, and financial accounting updates shall be effective on July 1 of the next fiscal year or ninety (90) days from the date of the commissioner's memo, whichever is later, unless: (A) The commissioner declares that there is an emergency, at which time the change shall be effective immediately upon the date specified in the commissioner's memo; (B) A new program or revenue source requires new accounting codes, at which time the change shall be effective immediately upon the date specified in the commissioner's memo; or (C) (i) The change affects only a few school districts and the school districts have mutually agreed to make the change. (ii) The changes shall be effective immediately upon the date specified in the commissioner's memo.

(A) The commissioner declares that there is an emergency, at which time the change shall be effective immediately upon the date specified in the commissioner's memo;

(B) A new program or revenue source requires new accounting codes, at which time the change shall be effective immediately upon the date specified in the commissioner's memo; or

(C) (i) The change affects only a few school districts and the school districts have mutually agreed to make the change. (ii) The changes shall be effective immediately upon the date specified in the commissioner's memo.

(i) The change affects only a few school districts and the school districts have mutually agreed to make the change.

(ii) The changes shall be effective immediately upon the date specified in the commissioner's memo.

(c) Any school district, open-enrollment public charter school, or education service cooperative that fails to comply with state law or rules governing and providing a uniform chart of accounts for budgeting of revenues, expenditures, and financial reporting shall be deemed to be in fiscal distress and subject to the applicable enforcement provisions as provided by law.

(d) Any school district, open-enrollment public charter school, or education service cooperative that fails to comply with the expenditure requirements of any public school, public school district, or education service cooperative funding law shall be deemed to be in fiscal distress and subject to the applicable enforcement provisions as provided by law.

Amended by Act 2019, No. 757,§ 47, eff. 7/24/2019.

Amended by Act 2019, No. 910,§ 1665, eff. 7/1/2019.

Acts 2003 (2nd Ex. Sess.), No. 61, § 1; 2005, No. 730, § 1; 2007, No. 617, § 24.
Ark. Code Ann. § 6-23-109 — AR Code / Title 6 / Chapter 23 / Subchapter 1 / Section 6-23-109
Community schools
Status: in_force

(a) The authorizer may designate a public charter school as a community school, as defined by § 6-15-3002 . (b) To be designated as a community school, the applicant shall include in its original application or charter amendment request: (1) A request to be designated as a community school; and (2) A community school plan, as defined by § 6-15-3002 , which shall include without limitation an initial plan for serving student needs. Added by Act 2021, No. 744,§ 3, eff. 4/19/2021.

(a) The authorizer may designate a public charter school as a community school, as defined by § 6-15-3002 .

(b) To be designated as a community school, the applicant shall include in its original application or charter amendment request: (1) A request to be designated as a community school; and (2) A community school plan, as defined by § 6-15-3002 , which shall include without limitation an initial plan for serving student needs.

(1) A request to be designated as a community school; and

(2) A community school plan, as defined by § 6-15-3002 , which shall include without limitation an initial plan for serving student needs.

Added by Act 2021, No. 744,§ 3, eff. 4/19/2021.
Ark. Code Ann. § 6-28-108 — AR Code / Title 6 / Chapter 28 / Subchapter 1 / Section 6-28-108
Advance enrollment
Status: in_force

(a) (1) Members of the uniformed services shall, as soon as possible, provide advance notice to public schools regarding the enrollment of a student under this chapter. (2) When a public school receives notice from a military family under subdivision (a)(1) of this section, the public school shall treat the notice as a provisional enrollment and provide the student with materials regarding: (A) Academic courses; (B) Electives; (C) Sports; and (D) Other relevant information regarding the public school. (3) A public school: (A) Shall consider the anticipated date of enrollment of a student under subdivision (a)(1) of this section in light of: (i) Class sizes; (ii) Course conflicts; and (iii) The availability of elective courses; (B) May preregister a student in anticipation of the student's enrollment under subdivision (a)(1) of this section; and (C) May seek waivers from the State Board of Education to accommodate a student under this section, including without limitation required class ratios. (b) (1) A student under this section shall receive equitable access to academic courses. (2) (A) A receiving district may enter academic course requests on behalf of an incoming student under this section based on the student's transcript of information sent by the student's family or the student's sending district. (B) Special power of attorney relative to the guardianship of a student is sufficient for purposes of enrollment and all other actions requiring parental participation and consent. (c) (1) A receiving district shall not charge local tuition to a student who transitions to the receiving district under this section and who has been placed in the care of a noncustodial parent or other person standing in loco parentis who lives in a jurisdiction other than that of the custodial parent. (2) A student who has been placed in the care of a noncustodial parent or other person standing in loco parentis who lives in a jurisdiction other than that of the custodial parent may continue to attend the school in which he or she was enrolled while residing with the custodial parent. (d) A receiving district shall ensure a student who transitions under this section has the opportunity to participate in extracurricular activities, regardless of application deadlines, and to the extent that the student is otherwise qualified. Added by Act 2021, No. 1031,§ 2, eff. 7/28/2021.

(a) (1) Members of the uniformed services shall, as soon as possible, provide advance notice to public schools regarding the enrollment of a student under this chapter. (2) When a public school receives notice from a military family under subdivision (a)(1) of this section, the public school shall treat the notice as a provisional enrollment and provide the student with materials regarding: (A) Academic courses; (B) Electives; (C) Sports; and (D) Other relevant information regarding the public school. (3) A public school: (A) Shall consider the anticipated date of enrollment of a student under subdivision (a)(1) of this section in light of: (i) Class sizes; (ii) Course conflicts; and (iii) The availability of elective courses; (B) May preregister a student in anticipation of the student's enrollment under subdivision (a)(1) of this section; and (C) May seek waivers from the State Board of Education to accommodate a student under this section, including without limitation required class ratios.

(1) Members of the uniformed services shall, as soon as possible, provide advance notice to public schools regarding the enrollment of a student under this chapter.

(2) When a public school receives notice from a military family under subdivision (a)(1) of this section, the public school shall treat the notice as a provisional enrollment and provide the student with materials regarding: (A) Academic courses; (B) Electives; (C) Sports; and (D) Other relevant information regarding the public school.

(A) Academic courses;

(B) Electives;

(C) Sports; and

(D) Other relevant information regarding the public school.

(3) A public school: (A) Shall consider the anticipated date of enrollment of a student under subdivision (a)(1) of this section in light of: (i) Class sizes; (ii) Course conflicts; and (iii) The availability of elective courses; (B) May preregister a student in anticipation of the student's enrollment under subdivision (a)(1) of this section; and (C) May seek waivers from the State Board of Education to accommodate a student under this section, including without limitation required class ratios.

(A) Shall consider the anticipated date of enrollment of a student under subdivision (a)(1) of this section in light of: (i) Class sizes; (ii) Course conflicts; and (iii) The availability of elective courses;

(i) Class sizes;

(ii) Course conflicts; and

(iii) The availability of elective courses;

(B) May preregister a student in anticipation of the student's enrollment under subdivision (a)(1) of this section; and

(C) May seek waivers from the State Board of Education to accommodate a student under this section, including without limitation required class ratios.

(b) (1) A student under this section shall receive equitable access to academic courses. (2) (A) A receiving district may enter academic course requests on behalf of an incoming student under this section based on the student's transcript of information sent by the student's family or the student's sending district. (B) Special power of attorney relative to the guardianship of a student is sufficient for purposes of enrollment and all other actions requiring parental participation and consent.

(1) A student under this section shall receive equitable access to academic courses.

(2) (A) A receiving district may enter academic course requests on behalf of an incoming student under this section based on the student's transcript of information sent by the student's family or the student's sending district. (B) Special power of attorney relative to the guardianship of a student is sufficient for purposes of enrollment and all other actions requiring parental participation and consent.

(A) A receiving district may enter academic course requests on behalf of an incoming student under this section based on the student's transcript of information sent by the student's family or the student's sending district.

(B) Special power of attorney relative to the guardianship of a student is sufficient for purposes of enrollment and all other actions requiring parental participation and consent.

(c) (1) A receiving district shall not charge local tuition to a student who transitions to the receiving district under this section and who has been placed in the care of a noncustodial parent or other person standing in loco parentis who lives in a jurisdiction other than that of the custodial parent. (2) A student who has been placed in the care of a noncustodial parent or other person standing in loco parentis who lives in a jurisdiction other than that of the custodial parent may continue to attend the school in which he or she was enrolled while residing with the custodial parent.

(1) A receiving district shall not charge local tuition to a student who transitions to the receiving district under this section and who has been placed in the care of a noncustodial parent or other person standing in loco parentis who lives in a jurisdiction other than that of the custodial parent.

(2) A student who has been placed in the care of a noncustodial parent or other person standing in loco parentis who lives in a jurisdiction other than that of the custodial parent may continue to attend the school in which he or she was enrolled while residing with the custodial parent.

(d) A receiving district shall ensure a student who transitions under this section has the opportunity to participate in extracurricular activities, regardless of application deadlines, and to the extent that the student is otherwise qualified.

Added by Act 2021, No. 1031,§ 2, eff. 7/28/2021.
Ark. Code Ann. § 6-5-403 — AR Code / Title 6 / Chapter 5 / Subchapter 4 / Section 6-5-403
Scope of program
Status: in_force

(a) The Arkansas Higher Education Coordinating Board is hereby directed to work with Arkansas public institutions of higher education, and those private institutions of higher education that wish to participate, to annually provide updated or additional information for the information packages provided to seventh-grade students and their parents or guardians on the options of postsecondary education available in Arkansas, the courses required to attend colleges and universities, and the financial requirements and assistance available for students pursuing additional education after high school. (b) (1) Sessions to discuss postsecondary options shall be held during the spring semester at a reasonable time at each of the state's public schools housing a seventh-grade class. (2) The sessions should be scheduled at a time convenient to the school and the cooperating institutions of higher education. (3) The students in the seventh grade, the school counselors, and the students' parents, guardians, or persons in loco parentis shall meet together in conference for the purpose of defining the students' educational objectives for the future and developing a course of study for grades eight through twelve (8-12). (c) At the request of the parents, guardians, or persons in loco parentis, the school will schedule an individual conference to evaluate the student's past academic performance, to define the student's educational objectives for the future, and to develop a course of study for the student in grades eight through twelve (8-12). (d) (1) The board, working in conjunction with state-supported institutions of higher education, private institutions of higher education that wish to participate, the Division of Elementary and Secondary Education, and the Division of Career and Technical Education annually shall compile information for Arkansas high school students on: (A) Academic scholarships for freshmen entering institutions of higher education in the state; and (B) State-funded programs that provide opportunities for developing technical job skills and apprenticeships. (2) (A) The Division of Elementary and Secondary Education shall provide the information annually to all public high school counselors in the state. (B) Each public high school counselor annually shall provide the information received from the Division of Elementary and Secondary Education to students in the public high school where he or she is employed. Amended by Act 2019, No. 910,§ 1051, eff. 7/1/2019. Acts 1993, No. 1256, § 3; 1999, No. 478, § 2; Acts 2007, No. 474, § 1.

(a) The Arkansas Higher Education Coordinating Board is hereby directed to work with Arkansas public institutions of higher education, and those private institutions of higher education that wish to participate, to annually provide updated or additional information for the information packages provided to seventh-grade students and their parents or guardians on the options of postsecondary education available in Arkansas, the courses required to attend colleges and universities, and the financial requirements and assistance available for students pursuing additional education after high school.

(b) (1) Sessions to discuss postsecondary options shall be held during the spring semester at a reasonable time at each of the state's public schools housing a seventh-grade class. (2) The sessions should be scheduled at a time convenient to the school and the cooperating institutions of higher education. (3) The students in the seventh grade, the school counselors, and the students' parents, guardians, or persons in loco parentis shall meet together in conference for the purpose of defining the students' educational objectives for the future and developing a course of study for grades eight through twelve (8-12).

(1) Sessions to discuss postsecondary options shall be held during the spring semester at a reasonable time at each of the state's public schools housing a seventh-grade class.

(2) The sessions should be scheduled at a time convenient to the school and the cooperating institutions of higher education.

(3) The students in the seventh grade, the school counselors, and the students' parents, guardians, or persons in loco parentis shall meet together in conference for the purpose of defining the students' educational objectives for the future and developing a course of study for grades eight through twelve (8-12).

(c) At the request of the parents, guardians, or persons in loco parentis, the school will schedule an individual conference to evaluate the student's past academic performance, to define the student's educational objectives for the future, and to develop a course of study for the student in grades eight through twelve (8-12).

(d) (1) The board, working in conjunction with state-supported institutions of higher education, private institutions of higher education that wish to participate, the Division of Elementary and Secondary Education, and the Division of Career and Technical Education annually shall compile information for Arkansas high school students on: (A) Academic scholarships for freshmen entering institutions of higher education in the state; and (B) State-funded programs that provide opportunities for developing technical job skills and apprenticeships. (2) (A) The Division of Elementary and Secondary Education shall provide the information annually to all public high school counselors in the state. (B) Each public high school counselor annually shall provide the information received from the Division of Elementary and Secondary Education to students in the public high school where he or she is employed.

(1) The board, working in conjunction with state-supported institutions of higher education, private institutions of higher education that wish to participate, the Division of Elementary and Secondary Education, and the Division of Career and Technical Education annually shall compile information for Arkansas high school students on: (A) Academic scholarships for freshmen entering institutions of higher education in the state; and (B) State-funded programs that provide opportunities for developing technical job skills and apprenticeships.

(A) Academic scholarships for freshmen entering institutions of higher education in the state; and

(B) State-funded programs that provide opportunities for developing technical job skills and apprenticeships.

(2) (A) The Division of Elementary and Secondary Education shall provide the information annually to all public high school counselors in the state. (B) Each public high school counselor annually shall provide the information received from the Division of Elementary and Secondary Education to students in the public high school where he or she is employed.

(A) The Division of Elementary and Secondary Education shall provide the information annually to all public high school counselors in the state.

(B) Each public high school counselor annually shall provide the information received from the Division of Elementary and Secondary Education to students in the public high school where he or she is employed.

Amended by Act 2019, No. 910,§ 1051, eff. 7/1/2019.

Acts 1993, No. 1256, § 3; 1999, No. 478, § 2; Acts 2007, No. 474, § 1.
Ark. Code Ann. § 6-18-507 — AR Code / Title 6 / Chapter 18 / Subchapter 5 / Section 6-18-507
Suspension - Expulsion - Definitions
Status: in_force

(a) As used in this section: (1) "Course time" means the number of hours of instruction devoted to a single subject during the school week; (2) "Expulsion" means dismissal from school for a period of time that exceeds ten (10) days; (3) "Nontraditional scheduling" means block or other alternative scheduling as defined by the Division of Elementary and Secondary Education; and (4) "Suspension" means dismissal from school for a period of time that does not exceed ten (10) days. (b) (1) The board of directors of a school district may suspend or expel any student from school for violation of the school district's written discipline policies, except that a school district shall not use out-of-school suspension as a discipline measure for truancy. (2) The school district shall not use out-of-school suspension or expulsion for a student in kindergarten through grade five (K-5) except in cases when a student's behavior: (A) Poses a physical risk to himself or herself or to others; or (B) Causes a serious disruption that cannot be addressed through other means. (c) (1) (A) The board of directors may authorize a teacher or an administrator to suspend any student for a maximum of ten (10) school days for violation of the school district's written discipline policies, subject to appeal to the superintendent or his or her designee. (B) However, schools that utilize nontraditional scheduling may not suspend students from more course time than would result from a ten-day suspension under the last traditional schedule used by the school district. (2) If the superintendent initiates the suspension process, the decision may be appealed to the board of directors. (d) (1) A superintendent may recommend the expulsion of a student for more than ten (10) days for violation of the school district's written discipline policies, subject to appeal to the board of directors and to requirements of the Individuals with Disabilities Education Act, 20 U.S.C. § 1401 et seq. (2) (A) After hearing all testimony and debate on a suspension, expulsion, or appeal, the board of directors may consider its decision in executive session without the presence of anyone other than the board members. (B) At the conclusion of an executive session, the board of directors shall reconvene in public session to vote on the suspension, expulsion, or appeal. (3) A school district board of directors meeting entertaining an appeal shall be conducted in executive session if requested by the parent or guardian of the student provided that after hearing all testimony and debate, the board of directors shall conclude the executive session and reconvene in public session to vote on such appeal. (e) (1) (A) All school districts shall adopt a written policy regarding expulsion of a student for possessing a firearm or other prohibited weapon on school property that shall require parents, guardians, or other persons in loco parentis of a student expelled under this subsection to sign a statement acknowledging that the parents have read and understand current laws regarding the possibility of parental responsibility for allowing a child to possess a weapon on school property. (B) The statement shall be signed by the parents, guardians, or other persons in loco parentis before readmitting a student or enrolling a student in any public school immediately after the expiration of an expulsion period pursuant to this subsection. (2) (A) The school administrators and the local school district board of directors shall complete the expulsion process of any student that was initiated because the student possessed a firearm or other prohibited weapon on school property regardless of the enrollment status of the student. (B) The principal of each school shall report within a week to the division the name, current address, and Social Security number of any student who is expelled for possessing a firearm or other prohibited weapon on school property or for committing other acts of violence. (C) The expulsion shall be noted on the student's permanent school record. (D) Nothing in this subdivision (e)(2) shall be construed to limit a superintendent's discretion to modify the expulsion requirement for a student on a case-by-case basis as set out in this subsection. (3) The division shall maintain information regarding students who are expelled for possessing a firearm or other prohibited weapon on school property or for committing other acts of violence. (f) (1) Upon suspension of a student, the school shall immediately contact the student's parent or legal guardian to notify the parent or legal guardian of the suspension. (2) Each parent or legal guardian shall provide the school: (A) (i) A primary call number. (ii) If the call number changes, the parent or legal guardian shall notify the school of the new primary call number; (B) An email address if the parent or legal guardian does not have a telephone; or (C) A current mailing address if the parent or legal guardian does not have a telephone or email address. (3) The contact required in this subsection is sufficient if made by: (A) Direct contact with the parent or legal guardian at the primary call number or in person; (B) Leaving a voice mail at the primary call number; (C) Sending a text message to the primary call number; (D) Email if the school is unable to make contact through the primary call number; or (E) Regular first-class mail if the school is unable to make contact through the primary call number or email. (4) The school shall keep a notification log of contacts attempted and made to the parent or legal guardian. (g) A public school shall indicate on a student's attendance record if a student's absence is the result of an out-of-school suspension. (h) [Repealed.] Amended by Act 2023, No. 724,§ 2, eff. 8/1/2023. Amended by Act 2019, No. 709,§ 2, eff. 7/24/2019. Amended by Act 2019, No. 640,§ 11, eff. 7/24/2019. Amended by Act 2019, No. 640,§ 10, eff. 7/24/2019. Amended by Act 2019, No. 910,§ 1539, eff. 7/1/2019. Amended by Act 2019, No. 910,§ 1538, eff. 7/1/2019. Amended by Act 2019, No. 910,§ 1537, eff. 7/1/2019. Amended by Act 2017, No. 1059,§ 1, eff. 8/1/2017. Amended by Act 2013, No. 1329,§ 3, eff. 8/16/2013. Amended by Act 2013, No. 1329,§ 2, eff. 8/16/2013. Acts 1931, No. 169, § 170; Pope's Dig., § 11612; Acts 1979, No. 441, § 1; A.S.A. 1947, § 80-1516; Acts 1995, No. 567, § 3; 1997, No. 742, § 1; 1999, No. 1150, § 1; 2007, No. 159, § 1; 2009, No. 1445, § 1.

(a) As used in this section: (1) "Course time" means the number of hours of instruction devoted to a single subject during the school week; (2) "Expulsion" means dismissal from school for a period of time that exceeds ten (10) days; (3) "Nontraditional scheduling" means block or other alternative scheduling as defined by the Division of Elementary and Secondary Education; and (4) "Suspension" means dismissal from school for a period of time that does not exceed ten (10) days.

(1) "Course time" means the number of hours of instruction devoted to a single subject during the school week;

(2) "Expulsion" means dismissal from school for a period of time that exceeds ten (10) days;

(3) "Nontraditional scheduling" means block or other alternative scheduling as defined by the Division of Elementary and Secondary Education; and

(4) "Suspension" means dismissal from school for a period of time that does not exceed ten (10) days.

(b) (1) The board of directors of a school district may suspend or expel any student from school for violation of the school district's written discipline policies, except that a school district shall not use out-of-school suspension as a discipline measure for truancy. (2) The school district shall not use out-of-school suspension or expulsion for a student in kindergarten through grade five (K-5) except in cases when a student's behavior: (A) Poses a physical risk to himself or herself or to others; or (B) Causes a serious disruption that cannot be addressed through other means.

(1) The board of directors of a school district may suspend or expel any student from school for violation of the school district's written discipline policies, except that a school district shall not use out-of-school suspension as a discipline measure for truancy.

(2) The school district shall not use out-of-school suspension or expulsion for a student in kindergarten through grade five (K-5) except in cases when a student's behavior: (A) Poses a physical risk to himself or herself or to others; or (B) Causes a serious disruption that cannot be addressed through other means.

(A) Poses a physical risk to himself or herself or to others; or

(B) Causes a serious disruption that cannot be addressed through other means.

(c) (1) (A) The board of directors may authorize a teacher or an administrator to suspend any student for a maximum of ten (10) school days for violation of the school district's written discipline policies, subject to appeal to the superintendent or his or her designee. (B) However, schools that utilize nontraditional scheduling may not suspend students from more course time than would result from a ten-day suspension under the last traditional schedule used by the school district. (2) If the superintendent initiates the suspension process, the decision may be appealed to the board of directors.

(1) (A) The board of directors may authorize a teacher or an administrator to suspend any student for a maximum of ten (10) school days for violation of the school district's written discipline policies, subject to appeal to the superintendent or his or her designee. (B) However, schools that utilize nontraditional scheduling may not suspend students from more course time than would result from a ten-day suspension under the last traditional schedule used by the school district.

(A) The board of directors may authorize a teacher or an administrator to suspend any student for a maximum of ten (10) school days for violation of the school district's written discipline policies, subject to appeal to the superintendent or his or her designee.

(B) However, schools that utilize nontraditional scheduling may not suspend students from more course time than would result from a ten-day suspension under the last traditional schedule used by the school district.

(2) If the superintendent initiates the suspension process, the decision may be appealed to the board of directors.

(d) (1) A superintendent may recommend the expulsion of a student for more than ten (10) days for violation of the school district's written discipline policies, subject to appeal to the board of directors and to requirements of the Individuals with Disabilities Education Act, 20 U.S.C. § 1401 et seq. (2) (A) After hearing all testimony and debate on a suspension, expulsion, or appeal, the board of directors may consider its decision in executive session without the presence of anyone other than the board members. (B) At the conclusion of an executive session, the board of directors shall reconvene in public session to vote on the suspension, expulsion, or appeal. (3) A school district board of directors meeting entertaining an appeal shall be conducted in executive session if requested by the parent or guardian of the student provided that after hearing all testimony and debate, the board of directors shall conclude the executive session and reconvene in public session to vote on such appeal.

(1) A superintendent may recommend the expulsion of a student for more than ten (10) days for violation of the school district's written discipline policies, subject to appeal to the board of directors and to requirements of the Individuals with Disabilities Education Act, 20 U.S.C. § 1401 et seq.

(2) (A) After hearing all testimony and debate on a suspension, expulsion, or appeal, the board of directors may consider its decision in executive session without the presence of anyone other than the board members. (B) At the conclusion of an executive session, the board of directors shall reconvene in public session to vote on the suspension, expulsion, or appeal.

(A) After hearing all testimony and debate on a suspension, expulsion, or appeal, the board of directors may consider its decision in executive session without the presence of anyone other than the board members.

(B) At the conclusion of an executive session, the board of directors shall reconvene in public session to vote on the suspension, expulsion, or appeal.

(3) A school district board of directors meeting entertaining an appeal shall be conducted in executive session if requested by the parent or guardian of the student provided that after hearing all testimony and debate, the board of directors shall conclude the executive session and reconvene in public session to vote on such appeal.

(e) (1) (A) All school districts shall adopt a written policy regarding expulsion of a student for possessing a firearm or other prohibited weapon on school property that shall require parents, guardians, or other persons in loco parentis of a student expelled under this subsection to sign a statement acknowledging that the parents have read and understand current laws regarding the possibility of parental responsibility for allowing a child to possess a weapon on school property. (B) The statement shall be signed by the parents, guardians, or other persons in loco parentis before readmitting a student or enrolling a student in any public school immediately after the expiration of an expulsion period pursuant to this subsection. (2) (A) The school administrators and the local school district board of directors shall complete the expulsion process of any student that was initiated because the student possessed a firearm or other prohibited weapon on school property regardless of the enrollment status of the student. (B) The principal of each school shall report within a week to the division the name, current address, and Social Security number of any student who is expelled for possessing a firearm or other prohibited weapon on school property or for committing other acts of violence. (C) The expulsion shall be noted on the student's permanent school record. (D) Nothing in this subdivision (e)(2) shall be construed to limit a superintendent's discretion to modify the expulsion requirement for a student on a case-by-case basis as set out in this subsection. (3) The division shall maintain information regarding students who are expelled for possessing a firearm or other prohibited weapon on school property or for committing other acts of violence.

(1) (A) All school districts shall adopt a written policy regarding expulsion of a student for possessing a firearm or other prohibited weapon on school property that shall require parents, guardians, or other persons in loco parentis of a student expelled under this subsection to sign a statement acknowledging that the parents have read and understand current laws regarding the possibility of parental responsibility for allowing a child to possess a weapon on school property. (B) The statement shall be signed by the parents, guardians, or other persons in loco parentis before readmitting a student or enrolling a student in any public school immediately after the expiration of an expulsion period pursuant to this subsection.

(A) All school districts shall adopt a written policy regarding expulsion of a student for possessing a firearm or other prohibited weapon on school property that shall require parents, guardians, or other persons in loco parentis of a student expelled under this subsection to sign a statement acknowledging that the parents have read and understand current laws regarding the possibility of parental responsibility for allowing a child to possess a weapon on school property.

(B) The statement shall be signed by the parents, guardians, or other persons in loco parentis before readmitting a student or enrolling a student in any public school immediately after the expiration of an expulsion period pursuant to this subsection.

(2) (A) The school administrators and the local school district board of directors shall complete the expulsion process of any student that was initiated because the student possessed a firearm or other prohibited weapon on school property regardless of the enrollment status of the student. (B) The principal of each school shall report within a week to the division the name, current address, and Social Security number of any student who is expelled for possessing a firearm or other prohibited weapon on school property or for committing other acts of violence. (C) The expulsion shall be noted on the student's permanent school record. (D) Nothing in this subdivision (e)(2) shall be construed to limit a superintendent's discretion to modify the expulsion requirement for a student on a case-by-case basis as set out in this subsection.

(A) The school administrators and the local school district board of directors shall complete the expulsion process of any student that was initiated because the student possessed a firearm or other prohibited weapon on school property regardless of the enrollment status of the student.

(B) The principal of each school shall report within a week to the division the name, current address, and Social Security number of any student who is expelled for possessing a firearm or other prohibited weapon on school property or for committing other acts of violence.

(C) The expulsion shall be noted on the student's permanent school record.

(D) Nothing in this subdivision (e)(2) shall be construed to limit a superintendent's discretion to modify the expulsion requirement for a student on a case-by-case basis as set out in this subsection.

(3) The division shall maintain information regarding students who are expelled for possessing a firearm or other prohibited weapon on school property or for committing other acts of violence.

(f) (1) Upon suspension of a student, the school shall immediately contact the student's parent or legal guardian to notify the parent or legal guardian of the suspension. (2) Each parent or legal guardian shall provide the school: (A) (i) A primary call number. (ii) If the call number changes, the parent or legal guardian shall notify the school of the new primary call number; (B) An email address if the parent or legal guardian does not have a telephone; or (C) A current mailing address if the parent or legal guardian does not have a telephone or email address. (3) The contact required in this subsection is sufficient if made by: (A) Direct contact with the parent or legal guardian at the primary call number or in person; (B) Leaving a voice mail at the primary call number; (C) Sending a text message to the primary call number; (D) Email if the school is unable to make contact through the primary call number; or (E) Regular first-class mail if the school is unable to make contact through the primary call number or email. (4) The school shall keep a notification log of contacts attempted and made to the parent or legal guardian.

(1) Upon suspension of a student, the school shall immediately contact the student's parent or legal guardian to notify the parent or legal guardian of the suspension.

(2) Each parent or legal guardian shall provide the school: (A) (i) A primary call number. (ii) If the call number changes, the parent or legal guardian shall notify the school of the new primary call number; (B) An email address if the parent or legal guardian does not have a telephone; or (C) A current mailing address if the parent or legal guardian does not have a telephone or email address.

(A) (i) A primary call number. (ii) If the call number changes, the parent or legal guardian shall notify the school of the new primary call number;

(i) A primary call number.

(ii) If the call number changes, the parent or legal guardian shall notify the school of the new primary call number;

(B) An email address if the parent or legal guardian does not have a telephone; or

(C) A current mailing address if the parent or legal guardian does not have a telephone or email address.

(3) The contact required in this subsection is sufficient if made by: (A) Direct contact with the parent or legal guardian at the primary call number or in person; (B) Leaving a voice mail at the primary call number; (C) Sending a text message to the primary call number; (D) Email if the school is unable to make contact through the primary call number; or (E) Regular first-class mail if the school is unable to make contact through the primary call number or email.

(A) Direct contact with the parent or legal guardian at the primary call number or in person;

(B) Leaving a voice mail at the primary call number;

(C) Sending a text message to the primary call number;

(D) Email if the school is unable to make contact through the primary call number; or

(E) Regular first-class mail if the school is unable to make contact through the primary call number or email.

(4) The school shall keep a notification log of contacts attempted and made to the parent or legal guardian.

(g) A public school shall indicate on a student's attendance record if a student's absence is the result of an out-of-school suspension.

(h) [Repealed.]

Amended by Act 2023, No. 724,§ 2, eff. 8/1/2023.

Amended by Act 2019, No. 709,§ 2, eff. 7/24/2019.

Amended by Act 2019, No. 640,§ 11, eff. 7/24/2019.

Amended by Act 2019, No. 640,§ 10, eff. 7/24/2019.

Amended by Act 2019, No. 910,§ 1539, eff. 7/1/2019.

Amended by Act 2019, No. 910,§ 1538, eff. 7/1/2019.

Amended by Act 2019, No. 910,§ 1537, eff. 7/1/2019.

Amended by Act 2017, No. 1059,§ 1, eff. 8/1/2017.

Amended by Act 2013, No. 1329,§ 3, eff. 8/16/2013.

Amended by Act 2013, No. 1329,§ 2, eff. 8/16/2013.

Acts 1931, No. 169, § 170; Pope's Dig., § 11612; Acts 1979, No. 441, § 1; A.S.A. 1947, § 80-1516; Acts 1995, No. 567, § 3; 1997, No. 742, § 1; 1999, No. 1150, § 1; 2007, No. 159, § 1; 2009, No. 1445, § 1.
Ark. Code Ann. § 6-20-602 — AR Code / Title 6 / Chapter 20 / Subchapter 6 / Section 6-20-602
Isolated schools - Definition
Status: in_force

(a) "Isolated school" means a school within a school district that: (1) Before administrative consolidation or annexation under this section, the Public Education Reorganization Act, § 6-13-1601 et seq., and § 6-13-1405(a)(5) [repealed] qualified as an isolated school district under § 6-20-601 ; and (2) Is subject to administrative consolidation or annexation under this section, the Public Education Reorganization Act, § 6-13-1601 et seq., and § 6-13-1405(a)(5) [repealed]. (b) Any isolated school within a resulting or receiving district shall remain open unless the school district board of directors of the resulting or receiving district adopts a motion to close the isolated school or parts thereof by: (1) Unanimous vote of the full board of directors; or (2) (A) A majority vote of the full board of directors, but less than a unanimous vote, and the motion is considered by and approved by a majority vote of members of the State Board of Education. (B) (i) Any school district board of directors seeking the state board's approval to close isolated schools or parts thereof under subdivision (b)(2)(A) of this section shall no less than thirty (30) days before a regularly scheduled state board meeting, request a hearing on the matter before the state board and file a petition to have the motion reviewed and approved by the state board. (ii) The petition shall: (a) Identify the specific isolated schools or part thereof that the local board of directors has moved to close; (b) State all reasons that the isolated schools or part thereof should be closed; (c) State how the closure will serve the best interests of the students in the district as a whole; (d) State if the closure will have any negative impact on desegregation efforts or violate any valid court order from a court of proper jurisdiction; and (e) Have attached a copy of the final motion approving the closure by the local board of directors. (C) (i) Upon receiving a petition for approval of a motion to close all or part of an isolated school under subdivision (b)(2)(A) of this section, the state board shall have the authority to review and approve or disapprove the petition. (ii) The state board shall only approve a motion to close isolated schools or parts thereof under subdivision (b)(2)(A) of this section if the closure is in the best interest of the students in the school district as a whole. (iii) The state board shall not close a school if the state board finds that the closure will have any negative impact on desegregation efforts or will violate any valid court order from a court of proper jurisdiction. (D) (i) Except under subdivision (b)(2)(D)(ii) of this section, the state board shall not require the closure of all or part of an isolated school without a motion from the local board of directors as required under subdivision (b)(2)(A) of this section. (ii) This section shall not be construed to restrict the authority of the Division of Elementary and Secondary Education and the state board otherwise granted by law. (c) Funding for isolated school districts shall be expended by the resulting or receiving district only on the operation, maintenance, and other expenses of the isolated schools within the resulting or receiving district. Amended by Act 2019, No. 910,§ 1611, eff. 7/1/2019. Acts 2003 (2nd Ex. Sess.), No. 60, § 5; 2005, No. 1397, § 2; 2011, No. 1131, § 2.

(a) "Isolated school" means a school within a school district that: (1) Before administrative consolidation or annexation under this section, the Public Education Reorganization Act, § 6-13-1601 et seq., and § 6-13-1405(a)(5) [repealed] qualified as an isolated school district under § 6-20-601 ; and (2) Is subject to administrative consolidation or annexation under this section, the Public Education Reorganization Act, § 6-13-1601 et seq., and § 6-13-1405(a)(5) [repealed].

(1) Before administrative consolidation or annexation under this section, the Public Education Reorganization Act, § 6-13-1601 et seq., and § 6-13-1405(a)(5) [repealed] qualified as an isolated school district under § 6-20-601 ; and

(2) Is subject to administrative consolidation or annexation under this section, the Public Education Reorganization Act, § 6-13-1601 et seq., and § 6-13-1405(a)(5) [repealed].

(b) Any isolated school within a resulting or receiving district shall remain open unless the school district board of directors of the resulting or receiving district adopts a motion to close the isolated school or parts thereof by: (1) Unanimous vote of the full board of directors; or (2) (A) A majority vote of the full board of directors, but less than a unanimous vote, and the motion is considered by and approved by a majority vote of members of the State Board of Education. (B) (i) Any school district board of directors seeking the state board's approval to close isolated schools or parts thereof under subdivision (b)(2)(A) of this section shall no less than thirty (30) days before a regularly scheduled state board meeting, request a hearing on the matter before the state board and file a petition to have the motion reviewed and approved by the state board. (ii) The petition shall: (a) Identify the specific isolated schools or part thereof that the local board of directors has moved to close; (b) State all reasons that the isolated schools or part thereof should be closed; (c) State how the closure will serve the best interests of the students in the district as a whole; (d) State if the closure will have any negative impact on desegregation efforts or violate any valid court order from a court of proper jurisdiction; and (e) Have attached a copy of the final motion approving the closure by the local board of directors. (C) (i) Upon receiving a petition for approval of a motion to close all or part of an isolated school under subdivision (b)(2)(A) of this section, the state board shall have the authority to review and approve or disapprove the petition. (ii) The state board shall only approve a motion to close isolated schools or parts thereof under subdivision (b)(2)(A) of this section if the closure is in the best interest of the students in the school district as a whole. (iii) The state board shall not close a school if the state board finds that the closure will have any negative impact on desegregation efforts or will violate any valid court order from a court of proper jurisdiction. (D) (i) Except under subdivision (b)(2)(D)(ii) of this section, the state board shall not require the closure of all or part of an isolated school without a motion from the local board of directors as required under subdivision (b)(2)(A) of this section. (ii) This section shall not be construed to restrict the authority of the Division of Elementary and Secondary Education and the state board otherwise granted by law.

(1) Unanimous vote of the full board of directors; or

(2) (A) A majority vote of the full board of directors, but less than a unanimous vote, and the motion is considered by and approved by a majority vote of members of the State Board of Education. (B) (i) Any school district board of directors seeking the state board's approval to close isolated schools or parts thereof under subdivision (b)(2)(A) of this section shall no less than thirty (30) days before a regularly scheduled state board meeting, request a hearing on the matter before the state board and file a petition to have the motion reviewed and approved by the state board. (ii) The petition shall: (a) Identify the specific isolated schools or part thereof that the local board of directors has moved to close; (b) State all reasons that the isolated schools or part thereof should be closed; (c) State how the closure will serve the best interests of the students in the district as a whole; (d) State if the closure will have any negative impact on desegregation efforts or violate any valid court order from a court of proper jurisdiction; and (e) Have attached a copy of the final motion approving the closure by the local board of directors. (C) (i) Upon receiving a petition for approval of a motion to close all or part of an isolated school under subdivision (b)(2)(A) of this section, the state board shall have the authority to review and approve or disapprove the petition. (ii) The state board shall only approve a motion to close isolated schools or parts thereof under subdivision (b)(2)(A) of this section if the closure is in the best interest of the students in the school district as a whole. (iii) The state board shall not close a school if the state board finds that the closure will have any negative impact on desegregation efforts or will violate any valid court order from a court of proper jurisdiction. (D) (i) Except under subdivision (b)(2)(D)(ii) of this section, the state board shall not require the closure of all or part of an isolated school without a motion from the local board of directors as required under subdivision (b)(2)(A) of this section. (ii) This section shall not be construed to restrict the authority of the Division of Elementary and Secondary Education and the state board otherwise granted by law.

(A) A majority vote of the full board of directors, but less than a unanimous vote, and the motion is considered by and approved by a majority vote of members of the State Board of Education.

(B) (i) Any school district board of directors seeking the state board's approval to close isolated schools or parts thereof under subdivision (b)(2)(A) of this section shall no less than thirty (30) days before a regularly scheduled state board meeting, request a hearing on the matter before the state board and file a petition to have the motion reviewed and approved by the state board. (ii) The petition shall: (a) Identify the specific isolated schools or part thereof that the local board of directors has moved to close; (b) State all reasons that the isolated schools or part thereof should be closed; (c) State how the closure will serve the best interests of the students in the district as a whole; (d) State if the closure will have any negative impact on desegregation efforts or violate any valid court order from a court of proper jurisdiction; and (e) Have attached a copy of the final motion approving the closure by the local board of directors.

(i) Any school district board of directors seeking the state board's approval to close isolated schools or parts thereof under subdivision (b)(2)(A) of this section shall no less than thirty (30) days before a regularly scheduled state board meeting, request a hearing on the matter before the state board and file a petition to have the motion reviewed and approved by the state board.

(ii) The petition shall: (a) Identify the specific isolated schools or part thereof that the local board of directors has moved to close; (b) State all reasons that the isolated schools or part thereof should be closed; (c) State how the closure will serve the best interests of the students in the district as a whole; (d) State if the closure will have any negative impact on desegregation efforts or violate any valid court order from a court of proper jurisdiction; and (e) Have attached a copy of the final motion approving the closure by the local board of directors.

(a) Identify the specific isolated schools or part thereof that the local board of directors has moved to close;

(b) State all reasons that the isolated schools or part thereof should be closed;

(c) State how the closure will serve the best interests of the students in the district as a whole;

(d) State if the closure will have any negative impact on desegregation efforts or violate any valid court order from a court of proper jurisdiction; and

(e) Have attached a copy of the final motion approving the closure by the local board of directors.

(C) (i) Upon receiving a petition for approval of a motion to close all or part of an isolated school under subdivision (b)(2)(A) of this section, the state board shall have the authority to review and approve or disapprove the petition. (ii) The state board shall only approve a motion to close isolated schools or parts thereof under subdivision (b)(2)(A) of this section if the closure is in the best interest of the students in the school district as a whole. (iii) The state board shall not close a school if the state board finds that the closure will have any negative impact on desegregation efforts or will violate any valid court order from a court of proper jurisdiction.

(i) Upon receiving a petition for approval of a motion to close all or part of an isolated school under subdivision (b)(2)(A) of this section, the state board shall have the authority to review and approve or disapprove the petition.

(ii) The state board shall only approve a motion to close isolated schools or parts thereof under subdivision (b)(2)(A) of this section if the closure is in the best interest of the students in the school district as a whole.

(iii) The state board shall not close a school if the state board finds that the closure will have any negative impact on desegregation efforts or will violate any valid court order from a court of proper jurisdiction.

(D) (i) Except under subdivision (b)(2)(D)(ii) of this section, the state board shall not require the closure of all or part of an isolated school without a motion from the local board of directors as required under subdivision (b)(2)(A) of this section. (ii) This section shall not be construed to restrict the authority of the Division of Elementary and Secondary Education and the state board otherwise granted by law.

(i) Except under subdivision (b)(2)(D)(ii) of this section, the state board shall not require the closure of all or part of an isolated school without a motion from the local board of directors as required under subdivision (b)(2)(A) of this section.

(ii) This section shall not be construed to restrict the authority of the Division of Elementary and Secondary Education and the state board otherwise granted by law.

(c) Funding for isolated school districts shall be expended by the resulting or receiving district only on the operation, maintenance, and other expenses of the isolated schools within the resulting or receiving district.

Amended by Act 2019, No. 910,§ 1611, eff. 7/1/2019.

Acts 2003 (2nd Ex. Sess.), No. 60, § 5; 2005, No. 1397, § 2; 2011, No. 1131, § 2.
Ark. Code Ann. § 6-28-107 — AR Code / Title 6 / Chapter 28 / Subchapter 1 / Section 6-28-107
Transfer of education records and enrollment
Status: in_force

(a) (1) Upon receipt of the unofficial copies of a student's education records by a receiving district, and as soon as practicable, a receiving district shall preregister and provisionally place a student based on the information provided in the unofficial education records that is pending validation by the official records. (2) If official copies of a student's education records cannot be released to a parent or legal guardian of a student for purposes of a transition under this chapter, then the custodian of the student's education records at the sending district shall prepare and furnish to the parent or legal guardian of the student and the receiving district a complete set of unofficial copies of the student's education records, which shall contain uniform information as determined by the Division of Elementary and Secondary Education. (b) (1) Simultaneous with the enrollment and provisional placement of a student under this section, a receiving district shall request a student's official education records from the sending district. (2) Upon receipt of a request under subdivision (b)(1) of this section, a sending district, if it is a district within the state, shall process and furnish a student's official education records within: (A) Ten (10) days; or (B) A reasonable time frame as established by division rules. Added by Act 2021, No. 1031,§ 2, eff. 7/28/2021.

(a) (1) Upon receipt of the unofficial copies of a student's education records by a receiving district, and as soon as practicable, a receiving district shall preregister and provisionally place a student based on the information provided in the unofficial education records that is pending validation by the official records. (2) If official copies of a student's education records cannot be released to a parent or legal guardian of a student for purposes of a transition under this chapter, then the custodian of the student's education records at the sending district shall prepare and furnish to the parent or legal guardian of the student and the receiving district a complete set of unofficial copies of the student's education records, which shall contain uniform information as determined by the Division of Elementary and Secondary Education.

(1) Upon receipt of the unofficial copies of a student's education records by a receiving district, and as soon as practicable, a receiving district shall preregister and provisionally place a student based on the information provided in the unofficial education records that is pending validation by the official records.

(2) If official copies of a student's education records cannot be released to a parent or legal guardian of a student for purposes of a transition under this chapter, then the custodian of the student's education records at the sending district shall prepare and furnish to the parent or legal guardian of the student and the receiving district a complete set of unofficial copies of the student's education records, which shall contain uniform information as determined by the Division of Elementary and Secondary Education.

(b) (1) Simultaneous with the enrollment and provisional placement of a student under this section, a receiving district shall request a student's official education records from the sending district. (2) Upon receipt of a request under subdivision (b)(1) of this section, a sending district, if it is a district within the state, shall process and furnish a student's official education records within: (A) Ten (10) days; or (B) A reasonable time frame as established by division rules.

(1) Simultaneous with the enrollment and provisional placement of a student under this section, a receiving district shall request a student's official education records from the sending district.

(2) Upon receipt of a request under subdivision (b)(1) of this section, a sending district, if it is a district within the state, shall process and furnish a student's official education records within: (A) Ten (10) days; or (B) A reasonable time frame as established by division rules.

(A) Ten (10) days; or

(B) A reasonable time frame as established by division rules.

Added by Act 2021, No. 1031,§ 2, eff. 7/28/2021.
Ark. Code Ann. § 6-42-104 — AR Code / Title 6 / Chapter 42 / Subchapter 1 / Section 6-42-104
Advisory Council for the Education of Gifted and Talented Children
Status: in_force

(a) (1) There is established an Advisory Council for the Education of Gifted and Talented Children, which shall advise and consult with the Commissioner of Elementary and Secondary Education and the Administrator of the Office for the Education of Gifted and Talented Children and which shall engage in other activities as set forth in this section. (2) The council shall be advisory only and shall have no administrative responsibility. (b) (1) The council shall consist of nine (9) members who are not officers or employees of state agencies and no more than four (4) of whom may be officers or employees of school districts. (2) The council shall be composed of persons interested in the education of gifted and talented children. (c) (1) The Governor, subject to confirmation by the Senate, shall appoint the members of the council for terms of three (3) years. (2) A member may be eligible for reappointment for one (1) additional term. (d) Vacancies that leave unexpired terms shall be filled in the regular manner for the unexpired period of time, and vacancies as a result of expiration of terms shall be filled in the regular manner for three-year periods. (e) (1) The council annually shall elect its own chair and vice chair. (2) The administrator shall act as secretary to the council. (f) The Division of Elementary and Secondary Education shall, within available personnel, facilities, and appropriations, furnish meeting facilities and staff services for the council. (g) The members of the council may receive expense reimbursement in accordance with § 25-16-901 et seq. (h) The council shall: (1) Have an opportunity to comment on rules proposed for issuance pursuant to this subchapter; (2) Consider any problems presented to it by the commissioner or the administrator and give advice thereon; (3) Review state plans prepared by the Office for the Education of Gifted and Talented Children before their submission to duly constituted authorities; (4) (A) Make an annual report to the Governor, the General Assembly, the State Board of Education, and the commissioner, which shall be made available to the news media so that the general public may be informed regarding educational programs for gifted and talented children. (B) (i) Funds for the publication of the annual report of the council shall be made available by the division from its regular appropriations. (ii) Available federal and state funds may be used for this purpose; (5) Participate with the staff of the division in determining the need for educational programs to serve gifted and talented children to be operated by the division, in selecting the sites for educational programs, in establishing student selection criteria for participation in the programs, in selecting students to participate in the programs, and in selecting faculty and staff for the programs; and (6) (A) Select on an annual basis not more than three (3) educational programs for gifted and talented students operated by school districts for recognition as outstanding programs. (B) The programs so recognized shall be eligible to receive an award of not more than three thousand dollars ($3,000) from funds appropriated to the division for the purpose of making awards to outstanding educational programs. Amended by Act 2019, No. 315,§ 326, eff. 7/24/2019. Amended by Act 2019, No. 910,§ 1800, eff. 7/1/2019. Amended by Act 2019, No. 910,§ 1799, eff. 7/1/2019. Amended by Act 2019, No. 910,§ 1798, eff. 7/1/2019. Amended by Act 2019, No. 910,§ 1797, eff. 7/1/2019. Acts 1979, No. 106, § 3; 1983 (Ex. Sess.), No. 55, § 1; 1983 (Ex. Sess.), No. 56, § 1; A.S.A. 1947, § 80-5203; Acts 1997, No. 250, § 19.

(a) (1) There is established an Advisory Council for the Education of Gifted and Talented Children, which shall advise and consult with the Commissioner of Elementary and Secondary Education and the Administrator of the Office for the Education of Gifted and Talented Children and which shall engage in other activities as set forth in this section. (2) The council shall be advisory only and shall have no administrative responsibility.

(1) There is established an Advisory Council for the Education of Gifted and Talented Children, which shall advise and consult with the Commissioner of Elementary and Secondary Education and the Administrator of the Office for the Education of Gifted and Talented Children and which shall engage in other activities as set forth in this section.

(2) The council shall be advisory only and shall have no administrative responsibility.

(b) (1) The council shall consist of nine (9) members who are not officers or employees of state agencies and no more than four (4) of whom may be officers or employees of school districts. (2) The council shall be composed of persons interested in the education of gifted and talented children.

(1) The council shall consist of nine (9) members who are not officers or employees of state agencies and no more than four (4) of whom may be officers or employees of school districts.

(2) The council shall be composed of persons interested in the education of gifted and talented children.

(c) (1) The Governor, subject to confirmation by the Senate, shall appoint the members of the council for terms of three (3) years. (2) A member may be eligible for reappointment for one (1) additional term.

(1) The Governor, subject to confirmation by the Senate, shall appoint the members of the council for terms of three (3) years.

(2) A member may be eligible for reappointment for one (1) additional term.

(d) Vacancies that leave unexpired terms shall be filled in the regular manner for the unexpired period of time, and vacancies as a result of expiration of terms shall be filled in the regular manner for three-year periods.

(e) (1) The council annually shall elect its own chair and vice chair. (2) The administrator shall act as secretary to the council.

(1) The council annually shall elect its own chair and vice chair.

(2) The administrator shall act as secretary to the council.

(f) The Division of Elementary and Secondary Education shall, within available personnel, facilities, and appropriations, furnish meeting facilities and staff services for the council.

(g) The members of the council may receive expense reimbursement in accordance with § 25-16-901 et seq.

(h) The council shall: (1) Have an opportunity to comment on rules proposed for issuance pursuant to this subchapter; (2) Consider any problems presented to it by the commissioner or the administrator and give advice thereon; (3) Review state plans prepared by the Office for the Education of Gifted and Talented Children before their submission to duly constituted authorities; (4) (A) Make an annual report to the Governor, the General Assembly, the State Board of Education, and the commissioner, which shall be made available to the news media so that the general public may be informed regarding educational programs for gifted and talented children. (B) (i) Funds for the publication of the annual report of the council shall be made available by the division from its regular appropriations. (ii) Available federal and state funds may be used for this purpose; (5) Participate with the staff of the division in determining the need for educational programs to serve gifted and talented children to be operated by the division, in selecting the sites for educational programs, in establishing student selection criteria for participation in the programs, in selecting students to participate in the programs, and in selecting faculty and staff for the programs; and (6) (A) Select on an annual basis not more than three (3) educational programs for gifted and talented students operated by school districts for recognition as outstanding programs. (B) The programs so recognized shall be eligible to receive an award of not more than three thousand dollars ($3,000) from funds appropriated to the division for the purpose of making awards to outstanding educational programs.

(1) Have an opportunity to comment on rules proposed for issuance pursuant to this subchapter;

(2) Consider any problems presented to it by the commissioner or the administrator and give advice thereon;

(3) Review state plans prepared by the Office for the Education of Gifted and Talented Children before their submission to duly constituted authorities;

(4) (A) Make an annual report to the Governor, the General Assembly, the State Board of Education, and the commissioner, which shall be made available to the news media so that the general public may be informed regarding educational programs for gifted and talented children. (B) (i) Funds for the publication of the annual report of the council shall be made available by the division from its regular appropriations. (ii) Available federal and state funds may be used for this purpose;

(A) Make an annual report to the Governor, the General Assembly, the State Board of Education, and the commissioner, which shall be made available to the news media so that the general public may be informed regarding educational programs for gifted and talented children.

(B) (i) Funds for the publication of the annual report of the council shall be made available by the division from its regular appropriations. (ii) Available federal and state funds may be used for this purpose;

(i) Funds for the publication of the annual report of the council shall be made available by the division from its regular appropriations.

(ii) Available federal and state funds may be used for this purpose;

(5) Participate with the staff of the division in determining the need for educational programs to serve gifted and talented children to be operated by the division, in selecting the sites for educational programs, in establishing student selection criteria for participation in the programs, in selecting students to participate in the programs, and in selecting faculty and staff for the programs; and

(6) (A) Select on an annual basis not more than three (3) educational programs for gifted and talented students operated by school districts for recognition as outstanding programs. (B) The programs so recognized shall be eligible to receive an award of not more than three thousand dollars ($3,000) from funds appropriated to the division for the purpose of making awards to outstanding educational programs.

(A) Select on an annual basis not more than three (3) educational programs for gifted and talented students operated by school districts for recognition as outstanding programs.

(B) The programs so recognized shall be eligible to receive an award of not more than three thousand dollars ($3,000) from funds appropriated to the division for the purpose of making awards to outstanding educational programs.

Amended by Act 2019, No. 315,§ 326, eff. 7/24/2019.

Amended by Act 2019, No. 910,§ 1800, eff. 7/1/2019.

Amended by Act 2019, No. 910,§ 1799, eff. 7/1/2019.

Amended by Act 2019, No. 910,§ 1798, eff. 7/1/2019.

Amended by Act 2019, No. 910,§ 1797, eff. 7/1/2019.

Acts 1979, No. 106, § 3; 1983 (Ex. Sess.), No. 55, § 1; 1983 (Ex. Sess.), No. 56, § 1; A.S.A. 1947, § 80-5203; Acts 1997, No. 250, § 19.
Ark. Code Ann. § 6-20-1008 — AR Code / Title 6 / Chapter 20 / Subchapter 10 / Section 6-20-1008
Sale and award of bonds
Status: in_force

(a) The bonds shall be sold at public sale on sealed bids. (b) (1) Notice of the sale shall be published one (1) time a week for at least two (2) consecutive weeks in a newspaper published in the City of Little Rock and having a general circulation throughout the State of Arkansas, with the first publication to be at least twenty (20) days before the date of sale. (2) The notice may be published in such other publications as the State Board of Education may determine. (c) The bonds may be sold at such price as the state board may accept, including sale at a discount. (d) The award, if made, shall be to the bidder whose bid results in the lowest net interest cost, which shall be determined by computing the aggregate interest cost from date to maturity at the rate or rates bid and deducting the amount of any premium or adding the amount of any discount. Amended by Act 2015, No. 846,§ 20, eff. 7/22/2015. Acts 1973, No. 59, § 2; 1980 (1st Ex. Sess.), No. 56, § 2; 1983, No. 880, § 3; A.S.A. 1947, § 80-967.

(a) The bonds shall be sold at public sale on sealed bids.

(b) (1) Notice of the sale shall be published one (1) time a week for at least two (2) consecutive weeks in a newspaper published in the City of Little Rock and having a general circulation throughout the State of Arkansas, with the first publication to be at least twenty (20) days before the date of sale. (2) The notice may be published in such other publications as the State Board of Education may determine.

(1) Notice of the sale shall be published one (1) time a week for at least two (2) consecutive weeks in a newspaper published in the City of Little Rock and having a general circulation throughout the State of Arkansas, with the first publication to be at least twenty (20) days before the date of sale.

(2) The notice may be published in such other publications as the State Board of Education may determine.

(c) The bonds may be sold at such price as the state board may accept, including sale at a discount.

(d) The award, if made, shall be to the bidder whose bid results in the lowest net interest cost, which shall be determined by computing the aggregate interest cost from date to maturity at the rate or rates bid and deducting the amount of any premium or adding the amount of any discount.

Amended by Act 2015, No. 846,§ 20, eff. 7/22/2015.

Acts 1973, No. 59, § 2; 1980 (1st Ex. Sess.), No. 56, § 2; 1983, No. 880, § 3; A.S.A. 1947, § 80-967.
Ark. Code Ann. § 6-18-1506 — AR Code / Title 6 / Chapter 18 / Subchapter 15 / Section 6-18-1506
Consultant
Status: in_force

Each school district is encouraged to select one (1) or more optometrists or ophthalmologists to serve as nonpaid eye and vision care consultants to provide advice and assistance with eye and vision screenings and examinations. Acts 2005, No. 1438, § 1.

Each school district is encouraged to select one (1) or more optometrists or ophthalmologists to serve as nonpaid eye and vision care consultants to provide advice and assistance with eye and vision screenings and examinations.

Acts 2005, No. 1438, § 1.
Ark. Code Ann. § 6-23-306 — AR Code / Title 6 / Chapter 23 / Subchapter 3 / Section 6-23-306
Contents of open-enrollment public charters
Status: in_force

An open-enrollment public charter granted under this subchapter shall: (1) Describe the educational program to be offered; (2) Specify the period for which the open-enrollment public charter or any renewal is valid; (3) Provide that the continuation or renewal of the open-enrollment public charter is contingent on acceptable student performance on assessment instruments adopted by the State Board of Education and on compliance with any accountability provision specified by the open-enrollment public charter, by a deadline, or at intervals specified by the open-enrollment public charter; (4) Establish the level of student performance that is considered acceptable for purposes of subdivision (3) of this section; (5) Specify any basis, in addition to a basis specified by this chapter, on which the open-enrollment public charter school may be placed on probation or its charter is revoked or on which renewal of the open-enrollment public charter may be denied; (6) Prohibit discrimination in admissions policy on the basis of gender, national origin, race, ethnicity, religion, disability, or academic or athletic eligibility, except as follows: (A) The open-enrollment public charter school may adopt admissions policies that are consistent with federal law, regulations, or guidelines applicable to charter schools; (B) The open-enrollment public charter school may allow a weighted lottery to be used in the student selection process when necessary to comply with Title VI of the federal Civil Rights Act of 1964, Title IX of the federal Education Amendments of 1972, the equal protection clause of the Fourteenth Amendment to the United States Constitution, a court order, or a federal or state law requiring desegregation; and (C) The open-enrollment public charter may provide for the exclusion of a student who has been expelled from another public school district in the same manner as a board of directors of a public school district under § 6-18-510 ; (7) Specify the grade levels to be offered; (8) Describe the governing structure of the program; (9) Specify the qualifications to be met by professional employees of the program; (10) Describe the process by which the persons providing the program will adopt an annual budget; (11) Describe the manner in which the annual audit of the financial and programmatic operations of the program is to be conducted, including the manner in which the persons providing the program will provide information necessary for the public school district in which the program is located to participate; (12) Describe the facilities to be used, including the terms of the facility utilization agreement if the facility for the open-enrollment public charter school is owned or leased from a sectarian organization; (13) Describe the geographical area, public school district, or school attendance area to be served by the program; (14) (A) Specify methods for applying for admission, enrollment criteria, and student recruitment and selection processes. (B) (i) (a) Except as provided in subdivision (14)(C) of this section, if more eligible students apply for a first-time admission than the open-enrollment public charter school is able to accept by the annual deadline that the open-enrollment public charter school has established for the receipt of applications for the next school year, the open-enrollment public charter must require the open-enrollment public charter school to use a random, anonymous student selection method that shall be described in the charter application. (b) (1) If there are still more applications for admissions than the open-enrollment public charter school is able to accept after the completion of the random, anonymous student selection method, then the open-enrollment public charter school shall place the applicants on a waiting list for admission. (2) The waiting list is valid until the next time the open-enrollment public charter school is required to conduct a random, anonymous student selection. (ii) However, an open-enrollment public charter school may allow a preference for: (a) (1) Children of the founding members and children of full-time employees and teachers of the eligible entity. (2) The number of enrollment preferences granted to children of founding members and children of full-time employees and teachers shall not exceed ten percent (10%) of the total number of students enrolled in the open-enrollment public charter school; and (b) Siblings of students currently enrolled in the open-enrollment public charter school. (C) The open-enrollment public charter may use a weighted lottery in the student selection process only when necessary to comply with a: (i) Federal court order; or (ii) Federal administrative order issued by an appropriate federal agency having proper authority to enforce remedial measures necessary to comply with Title VI of the federal Civil Rights Act of 1964, Title IX of the federal Education Amendments of 1972, or the equal protection clause of the Fourteenth Amendment to the United States Constitution; and (15) Include a statement that the eligible entity will not discriminate on the basis of race, sex, national origin, ethnicity, religion, age, or disability in employment decisions, including hiring and retention of administrators, teachers, and other employees whose salaries or benefits are derived from any public moneys. Amended by Act 2017, No. 990,§ 1, eff. 8/1/2017. Amended by Act 2017, No. 933,§ 6, eff. 8/1/2017. Acts 1999, No. 890, § 9; 2001, No. 463, § 1; 2007, No. 736, § 17; 2009, No. 1469, § 21; 2011, No. 993, § 7.

An open-enrollment public charter granted under this subchapter shall:

(1) Describe the educational program to be offered;

(2) Specify the period for which the open-enrollment public charter or any renewal is valid;

(3) Provide that the continuation or renewal of the open-enrollment public charter is contingent on acceptable student performance on assessment instruments adopted by the State Board of Education and on compliance with any accountability provision specified by the open-enrollment public charter, by a deadline, or at intervals specified by the open-enrollment public charter;

(4) Establish the level of student performance that is considered acceptable for purposes of subdivision (3) of this section;

(5) Specify any basis, in addition to a basis specified by this chapter, on which the open-enrollment public charter school may be placed on probation or its charter is revoked or on which renewal of the open-enrollment public charter may be denied;

(6) Prohibit discrimination in admissions policy on the basis of gender, national origin, race, ethnicity, religion, disability, or academic or athletic eligibility, except as follows: (A) The open-enrollment public charter school may adopt admissions policies that are consistent with federal law, regulations, or guidelines applicable to charter schools; (B) The open-enrollment public charter school may allow a weighted lottery to be used in the student selection process when necessary to comply with Title VI of the federal Civil Rights Act of 1964, Title IX of the federal Education Amendments of 1972, the equal protection clause of the Fourteenth Amendment to the United States Constitution, a court order, or a federal or state law requiring desegregation; and (C) The open-enrollment public charter may provide for the exclusion of a student who has been expelled from another public school district in the same manner as a board of directors of a public school district under § 6-18-510 ;

(A) The open-enrollment public charter school may adopt admissions policies that are consistent with federal law, regulations, or guidelines applicable to charter schools;

(B) The open-enrollment public charter school may allow a weighted lottery to be used in the student selection process when necessary to comply with Title VI of the federal Civil Rights Act of 1964, Title IX of the federal Education Amendments of 1972, the equal protection clause of the Fourteenth Amendment to the United States Constitution, a court order, or a federal or state law requiring desegregation; and

(C) The open-enrollment public charter may provide for the exclusion of a student who has been expelled from another public school district in the same manner as a board of directors of a public school district under § 6-18-510 ;

(7) Specify the grade levels to be offered;

(8) Describe the governing structure of the program;

(9) Specify the qualifications to be met by professional employees of the program;

(10) Describe the process by which the persons providing the program will adopt an annual budget;

(11) Describe the manner in which the annual audit of the financial and programmatic operations of the program is to be conducted, including the manner in which the persons providing the program will provide information necessary for the public school district in which the program is located to participate;

(12) Describe the facilities to be used, including the terms of the facility utilization agreement if the facility for the open-enrollment public charter school is owned or leased from a sectarian organization;

(13) Describe the geographical area, public school district, or school attendance area to be served by the program;

(14) (A) Specify methods for applying for admission, enrollment criteria, and student recruitment and selection processes. (B) (i) (a) Except as provided in subdivision (14)(C) of this section, if more eligible students apply for a first-time admission than the open-enrollment public charter school is able to accept by the annual deadline that the open-enrollment public charter school has established for the receipt of applications for the next school year, the open-enrollment public charter must require the open-enrollment public charter school to use a random, anonymous student selection method that shall be described in the charter application. (b) (1) If there are still more applications for admissions than the open-enrollment public charter school is able to accept after the completion of the random, anonymous student selection method, then the open-enrollment public charter school shall place the applicants on a waiting list for admission. (2) The waiting list is valid until the next time the open-enrollment public charter school is required to conduct a random, anonymous student selection. (ii) However, an open-enrollment public charter school may allow a preference for: (a) (1) Children of the founding members and children of full-time employees and teachers of the eligible entity. (2) The number of enrollment preferences granted to children of founding members and children of full-time employees and teachers shall not exceed ten percent (10%) of the total number of students enrolled in the open-enrollment public charter school; and (b) Siblings of students currently enrolled in the open-enrollment public charter school. (C) The open-enrollment public charter may use a weighted lottery in the student selection process only when necessary to comply with a: (i) Federal court order; or (ii) Federal administrative order issued by an appropriate federal agency having proper authority to enforce remedial measures necessary to comply with Title VI of the federal Civil Rights Act of 1964, Title IX of the federal Education Amendments of 1972, or the equal protection clause of the Fourteenth Amendment to the United States Constitution; and

(A) Specify methods for applying for admission, enrollment criteria, and student recruitment and selection processes.

(B) (i) (a) Except as provided in subdivision (14)(C) of this section, if more eligible students apply for a first-time admission than the open-enrollment public charter school is able to accept by the annual deadline that the open-enrollment public charter school has established for the receipt of applications for the next school year, the open-enrollment public charter must require the open-enrollment public charter school to use a random, anonymous student selection method that shall be described in the charter application. (b) (1) If there are still more applications for admissions than the open-enrollment public charter school is able to accept after the completion of the random, anonymous student selection method, then the open-enrollment public charter school shall place the applicants on a waiting list for admission. (2) The waiting list is valid until the next time the open-enrollment public charter school is required to conduct a random, anonymous student selection. (ii) However, an open-enrollment public charter school may allow a preference for: (a) (1) Children of the founding members and children of full-time employees and teachers of the eligible entity. (2) The number of enrollment preferences granted to children of founding members and children of full-time employees and teachers shall not exceed ten percent (10%) of the total number of students enrolled in the open-enrollment public charter school; and (b) Siblings of students currently enrolled in the open-enrollment public charter school.

(i) (a) Except as provided in subdivision (14)(C) of this section, if more eligible students apply for a first-time admission than the open-enrollment public charter school is able to accept by the annual deadline that the open-enrollment public charter school has established for the receipt of applications for the next school year, the open-enrollment public charter must require the open-enrollment public charter school to use a random, anonymous student selection method that shall be described in the charter application. (b) (1) If there are still more applications for admissions than the open-enrollment public charter school is able to accept after the completion of the random, anonymous student selection method, then the open-enrollment public charter school shall place the applicants on a waiting list for admission. (2) The waiting list is valid until the next time the open-enrollment public charter school is required to conduct a random, anonymous student selection.

(a) Except as provided in subdivision (14)(C) of this section, if more eligible students apply for a first-time admission than the open-enrollment public charter school is able to accept by the annual deadline that the open-enrollment public charter school has established for the receipt of applications for the next school year, the open-enrollment public charter must require the open-enrollment public charter school to use a random, anonymous student selection method that shall be described in the charter application.

(b) (1) If there are still more applications for admissions than the open-enrollment public charter school is able to accept after the completion of the random, anonymous student selection method, then the open-enrollment public charter school shall place the applicants on a waiting list for admission. (2) The waiting list is valid until the next time the open-enrollment public charter school is required to conduct a random, anonymous student selection.

(1) If there are still more applications for admissions than the open-enrollment public charter school is able to accept after the completion of the random, anonymous student selection method, then the open-enrollment public charter school shall place the applicants on a waiting list for admission.

(2) The waiting list is valid until the next time the open-enrollment public charter school is required to conduct a random, anonymous student selection.

(ii) However, an open-enrollment public charter school may allow a preference for: (a) (1) Children of the founding members and children of full-time employees and teachers of the eligible entity. (2) The number of enrollment preferences granted to children of founding members and children of full-time employees and teachers shall not exceed ten percent (10%) of the total number of students enrolled in the open-enrollment public charter school; and (b) Siblings of students currently enrolled in the open-enrollment public charter school.

(a) (1) Children of the founding members and children of full-time employees and teachers of the eligible entity. (2) The number of enrollment preferences granted to children of founding members and children of full-time employees and teachers shall not exceed ten percent (10%) of the total number of students enrolled in the open-enrollment public charter school; and

(1) Children of the founding members and children of full-time employees and teachers of the eligible entity.

(2) The number of enrollment preferences granted to children of founding members and children of full-time employees and teachers shall not exceed ten percent (10%) of the total number of students enrolled in the open-enrollment public charter school; and

(b) Siblings of students currently enrolled in the open-enrollment public charter school.

(C) The open-enrollment public charter may use a weighted lottery in the student selection process only when necessary to comply with a: (i) Federal court order; or (ii) Federal administrative order issued by an appropriate federal agency having proper authority to enforce remedial measures necessary to comply with Title VI of the federal Civil Rights Act of 1964, Title IX of the federal Education Amendments of 1972, or the equal protection clause of the Fourteenth Amendment to the United States Constitution; and

(i) Federal court order; or

(ii) Federal administrative order issued by an appropriate federal agency having proper authority to enforce remedial measures necessary to comply with Title VI of the federal Civil Rights Act of 1964, Title IX of the federal Education Amendments of 1972, or the equal protection clause of the Fourteenth Amendment to the United States Constitution; and

(15) Include a statement that the eligible entity will not discriminate on the basis of race, sex, national origin, ethnicity, religion, age, or disability in employment decisions, including hiring and retention of administrators, teachers, and other employees whose salaries or benefits are derived from any public moneys.

Amended by Act 2017, No. 990,§ 1, eff. 8/1/2017.

Amended by Act 2017, No. 933,§ 6, eff. 8/1/2017.

Acts 1999, No. 890, § 9; 2001, No. 463, § 1; 2007, No. 736, § 17; 2009, No. 1469, § 21; 2011, No. 993, § 7.
Ark. Code Ann. § 6-63-312 — AR Code / Title 6 / Chapter 63 / Subchapter 3 / Section 6-63-312
Contingency appropriations - Transfers and reports
Status: in_force

(a) Upon approval by the Division of Higher Education and the Chief Fiscal Officer of the State, institutions of higher education may transfer appropriation from the cash contingency appropriation to any other appropriation made to the institution from cash funds and institutions may transfer appropriation from the contingency appropriation made payable from each institution's State Treasury fund to the state operations appropriation made payable from each institution's State Treasury fund. (b) The division shall report monthly to the Legislative Council these appropriation transfers, and the report shall include, by institution, the amounts transferred, the reasons therefor, and the source of the funds. Amended by Act 2019, No. 910,§ 2009, eff. 7/1/2019. Acts 1983, No. 147, § 8; A.S.A. 1947, § 80-5608; Acts 2005, No. 2124, § 31.

(a) Upon approval by the Division of Higher Education and the Chief Fiscal Officer of the State, institutions of higher education may transfer appropriation from the cash contingency appropriation to any other appropriation made to the institution from cash funds and institutions may transfer appropriation from the contingency appropriation made payable from each institution's State Treasury fund to the state operations appropriation made payable from each institution's State Treasury fund.

(b) The division shall report monthly to the Legislative Council these appropriation transfers, and the report shall include, by institution, the amounts transferred, the reasons therefor, and the source of the funds.

Amended by Act 2019, No. 910,§ 2009, eff. 7/1/2019.

Acts 1983, No. 147, § 8; A.S.A. 1947, § 80-5608; Acts 2005, No. 2124, § 31.
Ark. Code Ann. § 6-41-602 — AR Code / Title 6 / Chapter 41 / Subchapter 6 / Section 6-41-602
Definitions
Status: in_force

As used in this subchapter: (1) "Dyslexia" means a specific learning disability that is: (A) Neurological in origin; (B) Characterized by difficulties with accurate and fluent word recognition and poor spelling and decoding abilities that typically result from a deficit in the phonological component of language; and (C) Often unexpected in relation to other cognitive abilities; (2) "Dyslexia interventionist" means a school district or public school employee trained in a dyslexia program, such as a: (A) Dyslexia therapist; (B) Dyslexia specialist; (C) Reading interventionist; (D) Certified teacher; or (E) Tutor or paraprofessional working under the supervision of a certified teacher; (3) "Dyslexia program" means explicit, direct instruction that is: (A) 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; (B) Systematic, multisensory, and research-based; (C) Offered in a small group setting to teach students the components of reading instruction, including without limitation: (i) Phonemic awareness to enable a student to detect, segment, blend, and manipulate sounds in spoken language; (ii) Graphophonemic knowledge for teaching the letter-sound plan of English; (iii) The structure of the English language that includes morphology, semantics, syntax, and pragmatics; (iv) Linguistic instruction directed toward proficiency and fluency with the patterns of language so that words and sentences are carriers of meaning; and (v) Strategies that students use for decoding, encoding, word recognition, fluency, and comprehension; and (D) (i) Delivered with fidelity. (ii) "Fidelity" means the intervention is done as the author of the program intended; (4) (A) "Dyslexia specialist" means a professional at each education service cooperative or school district who has expertise and is working towards an endorsement or certification in providing training for: (i) Phonological and phonemic awareness; (ii) Sound and symbol relationships; (iii) Alphabet knowledge; (iv) Decoding skills; (v) Rapid naming skills; and (vi) Encoding skills. (B) A dyslexia specialist shall be fluent in the Response to Intervention (RTI) process and provide training in administering screenings, analyzing and interpreting screening data, and determining appropriate interventions that are systematic, multisensory, and evidence-based; (5) "Dyslexia therapist" means a professional who has completed training and obtained certification in dyslexia therapy from a dyslexia therapy training program defined by the Division of Elementary and Secondary Education; and (6) "Dyslexia therapy" means an appropriate specialized reading instructional program specifically designed for use in a dyslexia program that is delivered by a dyslexia interventionist. Amended by Act 2019, No. 910,§ 1777, eff. 7/1/2019. Amended by Act 2015, No. 1268,§ 2, eff. 7/22/2015. Added by Act 2013, No. 1294,§ 1, eff. 8/16/2013.

As used in this subchapter:

(1) "Dyslexia" means a specific learning disability that is: (A) Neurological in origin; (B) Characterized by difficulties with accurate and fluent word recognition and poor spelling and decoding abilities that typically result from a deficit in the phonological component of language; and (C) Often unexpected in relation to other cognitive abilities;

(A) Neurological in origin;

(B) Characterized by difficulties with accurate and fluent word recognition and poor spelling and decoding abilities that typically result from a deficit in the phonological component of language; and

(C) Often unexpected in relation to other cognitive abilities;

(2) "Dyslexia interventionist" means a school district or public school employee trained in a dyslexia program, such as a: (A) Dyslexia therapist; (B) Dyslexia specialist; (C) Reading interventionist; (D) Certified teacher; or (E) Tutor or paraprofessional working under the supervision of a certified teacher;

(A) Dyslexia therapist;

(B) Dyslexia specialist;

(C) Reading interventionist;

(D) Certified teacher; or

(E) Tutor or paraprofessional working under the supervision of a certified teacher;

(3) "Dyslexia program" means explicit, direct instruction that is: (A) 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; (B) Systematic, multisensory, and research-based; (C) Offered in a small group setting to teach students the components of reading instruction, including without limitation: (i) Phonemic awareness to enable a student to detect, segment, blend, and manipulate sounds in spoken language; (ii) Graphophonemic knowledge for teaching the letter-sound plan of English; (iii) The structure of the English language that includes morphology, semantics, syntax, and pragmatics; (iv) Linguistic instruction directed toward proficiency and fluency with the patterns of language so that words and sentences are carriers of meaning; and (v) Strategies that students use for decoding, encoding, word recognition, fluency, and comprehension; and (D) (i) Delivered with fidelity. (ii) "Fidelity" means the intervention is done as the author of the program intended;

(A) 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;

(B) Systematic, multisensory, and research-based;

(C) Offered in a small group setting to teach students the components of reading instruction, including without limitation: (i) Phonemic awareness to enable a student to detect, segment, blend, and manipulate sounds in spoken language; (ii) Graphophonemic knowledge for teaching the letter-sound plan of English; (iii) The structure of the English language that includes morphology, semantics, syntax, and pragmatics; (iv) Linguistic instruction directed toward proficiency and fluency with the patterns of language so that words and sentences are carriers of meaning; and (v) Strategies that students use for decoding, encoding, word recognition, fluency, and comprehension; and

(i) Phonemic awareness to enable a student to detect, segment, blend, and manipulate sounds in spoken language;

(ii) Graphophonemic knowledge for teaching the letter-sound plan of English;

(iii) The structure of the English language that includes morphology, semantics, syntax, and pragmatics;

(iv) Linguistic instruction directed toward proficiency and fluency with the patterns of language so that words and sentences are carriers of meaning; and

(v) Strategies that students use for decoding, encoding, word recognition, fluency, and comprehension; and

(D) (i) Delivered with fidelity. (ii) "Fidelity" means the intervention is done as the author of the program intended;

(i) Delivered with fidelity.

(ii) "Fidelity" means the intervention is done as the author of the program intended;

(4) (A) "Dyslexia specialist" means a professional at each education service cooperative or school district who has expertise and is working towards an endorsement or certification in providing training for: (i) Phonological and phonemic awareness; (ii) Sound and symbol relationships; (iii) Alphabet knowledge; (iv) Decoding skills; (v) Rapid naming skills; and (vi) Encoding skills. (B) A dyslexia specialist shall be fluent in the Response to Intervention (RTI) process and provide training in administering screenings, analyzing and interpreting screening data, and determining appropriate interventions that are systematic, multisensory, and evidence-based;

(A) "Dyslexia specialist" means a professional at each education service cooperative or school district who has expertise and is working towards an endorsement or certification in providing training for: (i) Phonological and phonemic awareness; (ii) Sound and symbol relationships; (iii) Alphabet knowledge; (iv) Decoding skills; (v) Rapid naming skills; and (vi) Encoding skills.

(i) Phonological and phonemic awareness;

(ii) Sound and symbol relationships;

(iii) Alphabet knowledge;

(iv) Decoding skills;

(v) Rapid naming skills; and

(vi) Encoding skills.

(B) A dyslexia specialist shall be fluent in the Response to Intervention (RTI) process and provide training in administering screenings, analyzing and interpreting screening data, and determining appropriate interventions that are systematic, multisensory, and evidence-based;

(5) "Dyslexia therapist" means a professional who has completed training and obtained certification in dyslexia therapy from a dyslexia therapy training program defined by the Division of Elementary and Secondary Education; and

(6) "Dyslexia therapy" means an appropriate specialized reading instructional program specifically designed for use in a dyslexia program that is delivered by a dyslexia interventionist.

Amended by Act 2019, No. 910,§ 1777, eff. 7/1/2019.

Amended by Act 2015, No. 1268,§ 2, eff. 7/22/2015.

Added by Act 2013, No. 1294,§ 1, eff. 8/16/2013.
Ark. Code Ann. § 6-17-807 — AR Code / Title 6 / Chapter 17 / Subchapter 8 / Section 6-17-807
Additional days
Status: in_force

(a) If a teacher is required to work more days than provided for under the teacher's contract, then the teacher's pay under the contract shall be increased proportionately so that the teacher will receive pay for each additional day the teacher is required to work at no less than the daily rate paid to the teacher under the teacher's contract. (b) Each school district in this state shall establish a normal base contract period for teachers. (c) The normal base contract period for each school district shall be the number of days the majority of teachers employed by the school district in the 2000-2001 school year are required to work as specified on the 2000-2001 contracts as of March 1, 2001. (d) If the normal base contract period in any school district is increased, the teacher's pay under the contract shall be increased proportionately so that the teacher will receive pay for each day added to the contract at no less than the daily rate paid to the teacher under the teacher's current existing contract. (e) This section shall not apply to separate contracts for employment with a teacher to teach summer school or to perform services that do not require the teacher to hold a teaching license to perform those services. (f) If the school district desires to employ a teacher part time to perform services for the school district in the teacher's field of licensure after expiration of the normal base contract, as part of the teacher's normal teaching contract, the school district may contract for such part-time work as long as the teacher is agreeable and is paid on a pro rata basis for that work. (g) A school district which contracts with a teacher to teach summer school or to perform services that do not require the teacher to hold a teaching license to perform those services shall enter into a separate contract with the teacher for those services and shall not condition initial employment of the teacher or renewal of the teacher's regular teaching contract on entering into such a separate contract. Acts 1989, No. 712, § 1; 2001, No. 1735, § 1; 2011, No. 989, § 50.

(a) If a teacher is required to work more days than provided for under the teacher's contract, then the teacher's pay under the contract shall be increased proportionately so that the teacher will receive pay for each additional day the teacher is required to work at no less than the daily rate paid to the teacher under the teacher's contract.

(b) Each school district in this state shall establish a normal base contract period for teachers.

(c) The normal base contract period for each school district shall be the number of days the majority of teachers employed by the school district in the 2000-2001 school year are required to work as specified on the 2000-2001 contracts as of March 1, 2001.

(d) If the normal base contract period in any school district is increased, the teacher's pay under the contract shall be increased proportionately so that the teacher will receive pay for each day added to the contract at no less than the daily rate paid to the teacher under the teacher's current existing contract.

(e) This section shall not apply to separate contracts for employment with a teacher to teach summer school or to perform services that do not require the teacher to hold a teaching license to perform those services.

(f) If the school district desires to employ a teacher part time to perform services for the school district in the teacher's field of licensure after expiration of the normal base contract, as part of the teacher's normal teaching contract, the school district may contract for such part-time work as long as the teacher is agreeable and is paid on a pro rata basis for that work.

(g) A school district which contracts with a teacher to teach summer school or to perform services that do not require the teacher to hold a teaching license to perform those services shall enter into a separate contract with the teacher for those services and shall not condition initial employment of the teacher or renewal of the teacher's regular teaching contract on entering into such a separate contract.

Acts 1989, No. 712, § 1; 2001, No. 1735, § 1; 2011, No. 989, § 50.
Ark. Code Ann. § 6-53-302 — AR Code / Title 6 / Chapter 53 / Subchapter 3 / Section 6-53-302
Local administration - Technical colleges
Status: in_force

(a) Each technical college established or operated under this chapter shall be governed by a local board of trustees consisting of seven (7) members who shall be appointed by the Governor and subject to the confirmation of the Senate. (b) The term of office of local board members shall be seven (7) years. (c) Members of the local board shall be qualified electors of the service area of the technical college and knowledgeable in business, labor, industry, or economic development. (d) (1) A person shall not serve as a member of the local board if the person is: (A) A candidate for public office; (B) A holder of public office in the state; (C) A licensed or nonlicensed employee of a public school district; (D) A classified or nonclassified employee of: (i) A community college; (ii) A vocational school; (iii) A technical school; or (iv) An institution of higher education; or (E) A member of a board of trustees of a: (i) School district; (ii) Community college; or (iii) Institution of higher education. (2) A person shall not serve as a member of the local board if the person's spouse is: (A) A candidate for public office; (B) A holder of public office in the state; (C) A classified or nonclassified employee of the technical college for which the person would serve as a member of the local board; or (D) A member of the board of trustees of the technical college for which the person would serve as a member of the local board. (e) When a vacancy occurs in the membership of the local board, the president of the technical college shall notify the Governor, who shall appoint a successor to the person who vacated membership, who will serve the unexpired term of the person succeeded. (f) The powers and duties of the local board shall be as follows: (1) To acquire, hold, and transfer real and personal property, to enter into contracts, to institute and defend legal actions and suits, and to exercise such other rights and privileges as may be necessary for the management and administration of the technical college; (2) To appoint the president of the technical college; (3) To appoint, upon nomination of the president, members of the administrative and teaching staffs; (4) To determine, with the approval of the Arkansas Higher Education Coordinating Board, the educational program of the technical college; and (5) Other powers and duties as provided in this chapter and as delegated to it by the Arkansas Higher Education Coordinating Board. (g) The local board shall select a chair and such other officers as are necessary for the performance of its duties. (h) The local board may make rules not inconsistent with the provisions of this chapter or inconsistent with the rules of the Arkansas Higher Education Coordinating Board as are necessary for the proper administration and operation of the technical college. (i) The local board may contract with the Division of Career and Technical Education, with a nonprofit organization, or with a local school board within its service area to offer secondary level general academic and vocational and technical courses and programs or adult literacy courses, or both. (j) (1) The local board of a technical college may contract with a municipality for: (A) The transfer of real property, including any buildings or structures thereon from the college to the municipality; (B) Any or all of the following: (i) The construction, repair, and renovation of buildings or structures; (ii) The construction of additions to buildings or structures; and (iii) The provision of equipment, apparatuses, library materials, and fixtures for the buildings or structures by the municipality; and (C) (i) The long-term lease of at least fifty (50) years of the buildings or structures by the municipality to the college for nominal monetary and other valuable consideration. (ii) The leased building or structure shall be utilized by the college for educational and technical educational purposes. (2) The college may expend funds under the Arkansas Existing Workforce Training Act of 1995, § 6-50-701 et seq., and the Arkansas College Savings Bond Act of 1989, § 6-62-701 et seq., and the college and the municipality may expend any other funds available pursuant to applicable law for the purposes set out in this subsection and for the operation of the facility or structure if the college receives a long-term lease of at least fifty (50) years. (3) If pursuant to subdivision (j)(1) of this section the college receives a long-term lease of at least fifty (50) years, the college and the municipality are authorized jointly to do any or all of the following: (A) Construct, repair, and renovate buildings or structures; (B) Construct additions to buildings or structures; and (C) Provide equipment, apparatus, library materials, and fixtures for the buildings or structures. (k) (1) (A) After a merger between a technical college and a four-year institution of higher education or a university system, control of the technical college shall be vested in the board of trustees of the four-year institution of higher education or the board of trustees of the university system. (B) The board of trustees of the four-year institution of higher education or the board of trustees of the university system shall perform the functions, duties, and responsibilities of the former governing board of the technical college. (2) After a merger under subdivision (k)(1) of this section, the former governing board of the technical college shall become a board of visitors performing the functions as determined by the board of trustees of the four-year institution of higher education or the board of trustees of the university system. (3) Members of the board of visitors shall: (A) Be appointed by the Governor subject to the confirmation of the Senate; (B) Serve terms of seven (7) years; (C) Possess the qualifications under subsection (c) of this section; and (D) Be subject to the restrictions under subsection (d) of this section. Amended by Act 2019, No. 315,§ 354, eff. 7/24/2019. Amended by Act 2019, No. 910,§ 1930, eff. 7/1/2019. Amended by Act 2017, No. 71,§ 2, eff. 1/30/2017. Amended by Act 2013, No. 1138,§ 79, eff. 8/16/2013. Acts 1991, No. 1244, § 17; 1995, No. 854, § 1; 1997, No. 481, § 1; 2009, No. 82, § 1.

(a) Each technical college established or operated under this chapter shall be governed by a local board of trustees consisting of seven (7) members who shall be appointed by the Governor and subject to the confirmation of the Senate.

(b) The term of office of local board members shall be seven (7) years.

(c) Members of the local board shall be qualified electors of the service area of the technical college and knowledgeable in business, labor, industry, or economic development.

(d) (1) A person shall not serve as a member of the local board if the person is: (A) A candidate for public office; (B) A holder of public office in the state; (C) A licensed or nonlicensed employee of a public school district; (D) A classified or nonclassified employee of: (i) A community college; (ii) A vocational school; (iii) A technical school; or (iv) An institution of higher education; or (E) A member of a board of trustees of a: (i) School district; (ii) Community college; or (iii) Institution of higher education. (2) A person shall not serve as a member of the local board if the person's spouse is: (A) A candidate for public office; (B) A holder of public office in the state; (C) A classified or nonclassified employee of the technical college for which the person would serve as a member of the local board; or (D) A member of the board of trustees of the technical college for which the person would serve as a member of the local board.

(1) A person shall not serve as a member of the local board if the person is: (A) A candidate for public office; (B) A holder of public office in the state; (C) A licensed or nonlicensed employee of a public school district; (D) A classified or nonclassified employee of: (i) A community college; (ii) A vocational school; (iii) A technical school; or (iv) An institution of higher education; or (E) A member of a board of trustees of a: (i) School district; (ii) Community college; or (iii) Institution of higher education.

(A) A candidate for public office;

(B) A holder of public office in the state;

(C) A licensed or nonlicensed employee of a public school district;

(D) A classified or nonclassified employee of: (i) A community college; (ii) A vocational school; (iii) A technical school; or (iv) An institution of higher education; or

(i) A community college;

(ii) A vocational school;

(iii) A technical school; or

(iv) An institution of higher education; or

(E) A member of a board of trustees of a: (i) School district; (ii) Community college; or (iii) Institution of higher education.

(i) School district;

(ii) Community college; or

(iii) Institution of higher education.

(2) A person shall not serve as a member of the local board if the person's spouse is: (A) A candidate for public office; (B) A holder of public office in the state; (C) A classified or nonclassified employee of the technical college for which the person would serve as a member of the local board; or (D) A member of the board of trustees of the technical college for which the person would serve as a member of the local board.

(A) A candidate for public office;

(B) A holder of public office in the state;

(C) A classified or nonclassified employee of the technical college for which the person would serve as a member of the local board; or

(D) A member of the board of trustees of the technical college for which the person would serve as a member of the local board.

(e) When a vacancy occurs in the membership of the local board, the president of the technical college shall notify the Governor, who shall appoint a successor to the person who vacated membership, who will serve the unexpired term of the person succeeded.

(f) The powers and duties of the local board shall be as follows: (1) To acquire, hold, and transfer real and personal property, to enter into contracts, to institute and defend legal actions and suits, and to exercise such other rights and privileges as may be necessary for the management and administration of the technical college; (2) To appoint the president of the technical college; (3) To appoint, upon nomination of the president, members of the administrative and teaching staffs; (4) To determine, with the approval of the Arkansas Higher Education Coordinating Board, the educational program of the technical college; and (5) Other powers and duties as provided in this chapter and as delegated to it by the Arkansas Higher Education Coordinating Board.

(1) To acquire, hold, and transfer real and personal property, to enter into contracts, to institute and defend legal actions and suits, and to exercise such other rights and privileges as may be necessary for the management and administration of the technical college;

(2) To appoint the president of the technical college;

(3) To appoint, upon nomination of the president, members of the administrative and teaching staffs;

(4) To determine, with the approval of the Arkansas Higher Education Coordinating Board, the educational program of the technical college; and

(5) Other powers and duties as provided in this chapter and as delegated to it by the Arkansas Higher Education Coordinating Board.

(g) The local board shall select a chair and such other officers as are necessary for the performance of its duties.

(h) The local board may make rules not inconsistent with the provisions of this chapter or inconsistent with the rules of the Arkansas Higher Education Coordinating Board as are necessary for the proper administration and operation of the technical college.

(i) The local board may contract with the Division of Career and Technical Education, with a nonprofit organization, or with a local school board within its service area to offer secondary level general academic and vocational and technical courses and programs or adult literacy courses, or both.

(j) (1) The local board of a technical college may contract with a municipality for: (A) The transfer of real property, including any buildings or structures thereon from the college to the municipality; (B) Any or all of the following: (i) The construction, repair, and renovation of buildings or structures; (ii) The construction of additions to buildings or structures; and (iii) The provision of equipment, apparatuses, library materials, and fixtures for the buildings or structures by the municipality; and (C) (i) The long-term lease of at least fifty (50) years of the buildings or structures by the municipality to the college for nominal monetary and other valuable consideration. (ii) The leased building or structure shall be utilized by the college for educational and technical educational purposes. (2) The college may expend funds under the Arkansas Existing Workforce Training Act of 1995, § 6-50-701 et seq., and the Arkansas College Savings Bond Act of 1989, § 6-62-701 et seq., and the college and the municipality may expend any other funds available pursuant to applicable law for the purposes set out in this subsection and for the operation of the facility or structure if the college receives a long-term lease of at least fifty (50) years. (3) If pursuant to subdivision (j)(1) of this section the college receives a long-term lease of at least fifty (50) years, the college and the municipality are authorized jointly to do any or all of the following: (A) Construct, repair, and renovate buildings or structures; (B) Construct additions to buildings or structures; and (C) Provide equipment, apparatus, library materials, and fixtures for the buildings or structures.

(1) The local board of a technical college may contract with a municipality for: (A) The transfer of real property, including any buildings or structures thereon from the college to the municipality; (B) Any or all of the following: (i) The construction, repair, and renovation of buildings or structures; (ii) The construction of additions to buildings or structures; and (iii) The provision of equipment, apparatuses, library materials, and fixtures for the buildings or structures by the municipality; and (C) (i) The long-term lease of at least fifty (50) years of the buildings or structures by the municipality to the college for nominal monetary and other valuable consideration. (ii) The leased building or structure shall be utilized by the college for educational and technical educational purposes.

(A) The transfer of real property, including any buildings or structures thereon from the college to the municipality;

(B) Any or all of the following: (i) The construction, repair, and renovation of buildings or structures; (ii) The construction of additions to buildings or structures; and (iii) The provision of equipment, apparatuses, library materials, and fixtures for the buildings or structures by the municipality; and

(i) The construction, repair, and renovation of buildings or structures;

(ii) The construction of additions to buildings or structures; and

(iii) The provision of equipment, apparatuses, library materials, and fixtures for the buildings or structures by the municipality; and

(C) (i) The long-term lease of at least fifty (50) years of the buildings or structures by the municipality to the college for nominal monetary and other valuable consideration. (ii) The leased building or structure shall be utilized by the college for educational and technical educational purposes.

(i) The long-term lease of at least fifty (50) years of the buildings or structures by the municipality to the college for nominal monetary and other valuable consideration.

(ii) The leased building or structure shall be utilized by the college for educational and technical educational purposes.

(2) The college may expend funds under the Arkansas Existing Workforce Training Act of 1995, § 6-50-701 et seq., and the Arkansas College Savings Bond Act of 1989, § 6-62-701 et seq., and the college and the municipality may expend any other funds available pursuant to applicable law for the purposes set out in this subsection and for the operation of the facility or structure if the college receives a long-term lease of at least fifty (50) years.

(3) If pursuant to subdivision (j)(1) of this section the college receives a long-term lease of at least fifty (50) years, the college and the municipality are authorized jointly to do any or all of the following: (A) Construct, repair, and renovate buildings or structures; (B) Construct additions to buildings or structures; and (C) Provide equipment, apparatus, library materials, and fixtures for the buildings or structures.

(A) Construct, repair, and renovate buildings or structures;

(B) Construct additions to buildings or structures; and

(C) Provide equipment, apparatus, library materials, and fixtures for the buildings or structures.

(k) (1) (A) After a merger between a technical college and a four-year institution of higher education or a university system, control of the technical college shall be vested in the board of trustees of the four-year institution of higher education or the board of trustees of the university system. (B) The board of trustees of the four-year institution of higher education or the board of trustees of the university system shall perform the functions, duties, and responsibilities of the former governing board of the technical college. (2) After a merger under subdivision (k)(1) of this section, the former governing board of the technical college shall become a board of visitors performing the functions as determined by the board of trustees of the four-year institution of higher education or the board of trustees of the university system. (3) Members of the board of visitors shall: (A) Be appointed by the Governor subject to the confirmation of the Senate; (B) Serve terms of seven (7) years; (C) Possess the qualifications under subsection (c) of this section; and (D) Be subject to the restrictions under subsection (d) of this section.

(1) (A) After a merger between a technical college and a four-year institution of higher education or a university system, control of the technical college shall be vested in the board of trustees of the four-year institution of higher education or the board of trustees of the university system. (B) The board of trustees of the four-year institution of higher education or the board of trustees of the university system shall perform the functions, duties, and responsibilities of the former governing board of the technical college.

(A) After a merger between a technical college and a four-year institution of higher education or a university system, control of the technical college shall be vested in the board of trustees of the four-year institution of higher education or the board of trustees of the university system.

(B) The board of trustees of the four-year institution of higher education or the board of trustees of the university system shall perform the functions, duties, and responsibilities of the former governing board of the technical college.

(2) After a merger under subdivision (k)(1) of this section, the former governing board of the technical college shall become a board of visitors performing the functions as determined by the board of trustees of the four-year institution of higher education or the board of trustees of the university system.

(3) Members of the board of visitors shall: (A) Be appointed by the Governor subject to the confirmation of the Senate; (B) Serve terms of seven (7) years; (C) Possess the qualifications under subsection (c) of this section; and (D) Be subject to the restrictions under subsection (d) of this section.

(A) Be appointed by the Governor subject to the confirmation of the Senate;

(B) Serve terms of seven (7) years;

(C) Possess the qualifications under subsection (c) of this section; and

(D) Be subject to the restrictions under subsection (d) of this section.

Amended by Act 2019, No. 315,§ 354, eff. 7/24/2019.

Amended by Act 2019, No. 910,§ 1930, eff. 7/1/2019.

Amended by Act 2017, No. 71,§ 2, eff. 1/30/2017.

Amended by Act 2013, No. 1138,§ 79, eff. 8/16/2013.

Acts 1991, No. 1244, § 17; 1995, No. 854, § 1; 1997, No. 481, § 1; 2009, No. 82, § 1.
Ark. Code Ann. § 6-15-1502 — AR Code / Title 6 / Chapter 15 / Subchapter 15 / Section 6-15-1502
Revisions, compliance, and implementation
Status: in_force

(a) The State Board of Education shall develop a comprehensive plan to review and revise the Arkansas Academic Content Standards and Curriculum Frameworks process. (b) The plan shall be a comprehensive plan to provide an external review of content standards and curriculum frameworks adopted by the state in core academic areas of reading, writing, mathematics, science, history, geography, civics, and other courses identified by the State Board of Education as state-mandated graduation requirements. (c) In developing the plan, the State Board of Education shall conduct a full review of available and relevant academic content standards and curriculum frameworks that are rigorous, specific, sequenced, clear, focused, and measurable, whenever possible. (d) (1) The review shall be to determine whether the Arkansas Academic Content Standards and Curriculum Frameworks are designed to: (A) Reflect high expectations for students and an in-depth mastery of the content; (B) Be clearly grounded in the content of each academic area; (C) Be defined grade-by-grade and in each content area; (D) Be understandable to parents and teachers; (E) Be developed in full recognition of the time available to teach the core academic areas at each grade level; and (F) Be measurable whenever possible in a reliable, valid, and efficient manner for accountability purposes. (2) The plan shall include a process for the review of curriculum offerings to ensure that low-level general education tracts offered by school districts are eliminated before the beginning of the 2003-2004 school year. (3) High school course content standards and curriculum frameworks set forth in the plan shall include the knowledge and skills necessary to enter the work force and also shall be aligned with the coursework required for admission to the state's institutions of post-secondary education. (e) Upon completion of the review, the State Board of Education shall revise all curriculum frameworks and supplemental materials that are recommended as a result of the review. (f) As part of the revision process, the State Board of Education shall revise and make available to teachers and parents support materials, including teacher and parent guides, for academic content standards and curriculum frameworks that are specifically recommended for revision as a result of the review. (g) The State Board of Education shall work in collaboration with the Arkansas Higher Education Coordinating Board and the Executive Council to ensure that teacher and school administrator degree programs, ongoing professional development, and other university activity in the state's public schools align with the revised Arkansas Academic Content Standards and Curriculum Framework process and other educational priorities of the state. Acts 2003, No. 1761, § 2.

(a) The State Board of Education shall develop a comprehensive plan to review and revise the Arkansas Academic Content Standards and Curriculum Frameworks process.

(b) The plan shall be a comprehensive plan to provide an external review of content standards and curriculum frameworks adopted by the state in core academic areas of reading, writing, mathematics, science, history, geography, civics, and other courses identified by the State Board of Education as state-mandated graduation requirements.

(c) In developing the plan, the State Board of Education shall conduct a full review of available and relevant academic content standards and curriculum frameworks that are rigorous, specific, sequenced, clear, focused, and measurable, whenever possible.

(d) (1) The review shall be to determine whether the Arkansas Academic Content Standards and Curriculum Frameworks are designed to: (A) Reflect high expectations for students and an in-depth mastery of the content; (B) Be clearly grounded in the content of each academic area; (C) Be defined grade-by-grade and in each content area; (D) Be understandable to parents and teachers; (E) Be developed in full recognition of the time available to teach the core academic areas at each grade level; and (F) Be measurable whenever possible in a reliable, valid, and efficient manner for accountability purposes. (2) The plan shall include a process for the review of curriculum offerings to ensure that low-level general education tracts offered by school districts are eliminated before the beginning of the 2003-2004 school year. (3) High school course content standards and curriculum frameworks set forth in the plan shall include the knowledge and skills necessary to enter the work force and also shall be aligned with the coursework required for admission to the state's institutions of post-secondary education.

(1) The review shall be to determine whether the Arkansas Academic Content Standards and Curriculum Frameworks are designed to: (A) Reflect high expectations for students and an in-depth mastery of the content; (B) Be clearly grounded in the content of each academic area; (C) Be defined grade-by-grade and in each content area; (D) Be understandable to parents and teachers; (E) Be developed in full recognition of the time available to teach the core academic areas at each grade level; and (F) Be measurable whenever possible in a reliable, valid, and efficient manner for accountability purposes.

(A) Reflect high expectations for students and an in-depth mastery of the content;

(B) Be clearly grounded in the content of each academic area;

(C) Be defined grade-by-grade and in each content area;

(D) Be understandable to parents and teachers;

(E) Be developed in full recognition of the time available to teach the core academic areas at each grade level; and

(F) Be measurable whenever possible in a reliable, valid, and efficient manner for accountability purposes.

(2) The plan shall include a process for the review of curriculum offerings to ensure that low-level general education tracts offered by school districts are eliminated before the beginning of the 2003-2004 school year.

(3) High school course content standards and curriculum frameworks set forth in the plan shall include the knowledge and skills necessary to enter the work force and also shall be aligned with the coursework required for admission to the state's institutions of post-secondary education.

(e) Upon completion of the review, the State Board of Education shall revise all curriculum frameworks and supplemental materials that are recommended as a result of the review.

(f) As part of the revision process, the State Board of Education shall revise and make available to teachers and parents support materials, including teacher and parent guides, for academic content standards and curriculum frameworks that are specifically recommended for revision as a result of the review.

(g) The State Board of Education shall work in collaboration with the Arkansas Higher Education Coordinating Board and the Executive Council to ensure that teacher and school administrator degree programs, ongoing professional development, and other university activity in the state's public schools align with the revised Arkansas Academic Content Standards and Curriculum Framework process and other educational priorities of the state.

Acts 2003, No. 1761, § 2.
Ark. Code Ann. § 6-62-1101 — AR Code / Title 6 / Chapter 62 / Subchapter 11 / Section 6-62-1101
Title
Status: in_force

This subchapter may be referred to and cited as the "Arkansas Higher Education Technology and Facility Improvement Act of 2005". Acts 2005, No. 1282, § 1.

This subchapter may be referred to and cited as the "Arkansas Higher Education Technology and Facility Improvement Act of 2005".

Acts 2005, No. 1282, § 1.
Ark. Code Ann. § 6-1-601 — AR Code / Title 6 / Chapter 1 / Subchapter 6 / Section 6-1-601
Findings
Status: in_force

The General Assembly finds that: (1) Highly skilled and educated people who can handle demanding jobs and generate new ideas are necessary for Arkansas to prosper in a global economy; and (2) With only eighteen percent (18%) of Arkansans twenty-five (25) years of age and older holding a baccalaureate degree, Arkansas is ranked forty-ninth in the nation for adults who hold a baccalaureate degree, creating an impediment to the success of the state. Added by Act 2013, No. 1285,§ 2, eff. 8/16/2013.

The General Assembly finds that:

(1) Highly skilled and educated people who can handle demanding jobs and generate new ideas are necessary for Arkansas to prosper in a global economy; and

(2) With only eighteen percent (18%) of Arkansans twenty-five (25) years of age and older holding a baccalaureate degree, Arkansas is ranked forty-ninth in the nation for adults who hold a baccalaureate degree, creating an impediment to the success of the state.

Added by Act 2013, No. 1285,§ 2, eff. 8/16/2013.
Ark. Code Ann. § 6-18-2004 — AR Code / Title 6 / Chapter 18 / Subchapter 20 / Section 6-18-2004
Comprehensive student services
Status: in_force

(a) Sufficient time at each public school shall be allotted for the school counselor to carry out the duties stated in the comprehensive school counseling plan required under § 6-18-2003 . (b) (1) A school counselor shall spend at least ninety percent (90%) of his or her working time during student contact days providing direct services and indirect services to students. (2) Direct and indirect services may be provided in collaboration with other school personnel and include without limitation: (A) Intervening with students who are at risk of dropping out of school to determine if there is a way to keep at-risk students in school; (B) Following up with high school graduates; (C) Providing orientation programs for new students and transferring students at each level of education; (D) Providing academic advisement services, including without limitation: (i) Developing an individual planning system to guide a student to access and monitor the student's own educational, career, and social and emotional progress; (ii) Guiding a student along the pathways to graduation; (iii) Guiding a student in goal-setting experiences and course selection aligned with the student's postsecondary goals; (iv) Addressing accelerated learning opportunities; (v) Addressing academic deficits and the accessibility of resources; (vi) Providing student assessment reviews, interest inventories, or academic results needed to develop, review, and revise a student's plan of study; and (vii) Providing support for students who show potential so they are more likely to engage in rigorous coursework and take advantage of postsecondary opportunities; (E) Providing a career planning process that includes without limitation: (i) Guidance in understanding the relationship between classroom performance and success in school and beyond; (ii) The provision of resources to identify career interests and aptitudes to assist a student in age-appropriate college and career planning; (iii) Guidance in understanding the advantages of completing career certifications and internships; (iv) Interpretation of augmented, criterion-referenced, or norm-referenced assessments for students and parents; (v) The provision of information to a parent or legal guardian, such as through workshops on preparing for college, financial aid, and career opportunities; and (vi) Encouragement to a parent or legal guardian to support partnerships in his or her student's learning and career planning processes; (F) Providing social and emotional skills designed to support students, including without limitation programs: (i) To promote cultural and social awareness, positive communication and relationship skills, collaboration with others, and responsible decision-making; (ii) To improve culture and climate in the school so that all students can feel that they are in a safe and supportive environment; (iii) To develop conflict-resolution skills; (iv) To prevent bullying that include without limitation: (a) Training programs for school employees regarding how to recognize bullying behaviors; (b) Protocols for responding to bullying that is occurring in the school; (c) Strategies that support a student who is being bullied; and (d) Strategies that help a bystander speak out against bullying; and (v) To address age-appropriate suicide awareness and prevention through: (a) Strategies that help identify a student who is at risk for suicide; (b) Strategies and protocols that help a student who is at risk for suicide; and (c) Protocols for responding to a suicide death; and (G) Serving as a contributing member of decision-making teams, which include without limitation: (i) Teams that are convened under Section 504 of the Rehabilitation Act of 1973, Pub. L. No. 93-112; (ii) Response-to-intervention teams; (iii) English learner programs; (iv) Parental involvement or family engagement programs; (v) Positive behavioral intervention support programs; and (vi) Advanced placement and gifted and talented programs. (c) (1) Administrative activities performed by a school counselor shall not exceed more than ten percent (10%) of the school counselor's time spent working during student contact days. (2) Administrative activities provided by a school counselor in collaboration with other school personnel include without limitation: (A) Coordinating state assessments, cognitive achievement assessments, advanced placement programs, and English language proficiency testing programs; (B) Developing master schedules; (C) Coordinating of: (i) Teams convened under Section 504 of the Rehabilitation Act of 1973, Pub. L. No. 93-112; (ii) Response-to-intervention teams; (iii) English learner programs; (iv) Parental involvement or family engagement programs; (v) Positive behavioral intervention support programs; (vi) Data entry; and (vii) Advanced placement and gifted and talented programs; and (D) Monitoring students in common areas such as the cafeteria, hallway, playground, and bus lines. (d) By September 1, 2024, and every four (4) years following, a school counselor shall receive youth mental health training, as prescribed by the State Board of Education, to learn the risk factors and warning signs of mental health issues in adolescents, the importance of early intervention, and how to help an adolescent who is in crisis or expecting a mental health challenge. Amended by Act 2023, No. 793,§ 6, eff. 8/1/2023. Amended by Act 2023, No. 793,§ 5, eff. 8/1/2023. Amended by Act 2023, No. 237,§ 40, eff. 3/8/2023. Amended by Act 2021, No. 648,§ 6, eff. 7/28/2021. Amended by Act 2021, No. 620,§ 6, eff. 7/28/2021. Added by Act 2019, No. 190,§ 4, eff. 7/24/2019.

(a) Sufficient time at each public school shall be allotted for the school counselor to carry out the duties stated in the comprehensive school counseling plan required under § 6-18-2003 .

(b) (1) A school counselor shall spend at least ninety percent (90%) of his or her working time during student contact days providing direct services and indirect services to students. (2) Direct and indirect services may be provided in collaboration with other school personnel and include without limitation: (A) Intervening with students who are at risk of dropping out of school to determine if there is a way to keep at-risk students in school; (B) Following up with high school graduates; (C) Providing orientation programs for new students and transferring students at each level of education; (D) Providing academic advisement services, including without limitation: (i) Developing an individual planning system to guide a student to access and monitor the student's own educational, career, and social and emotional progress; (ii) Guiding a student along the pathways to graduation; (iii) Guiding a student in goal-setting experiences and course selection aligned with the student's postsecondary goals; (iv) Addressing accelerated learning opportunities; (v) Addressing academic deficits and the accessibility of resources; (vi) Providing student assessment reviews, interest inventories, or academic results needed to develop, review, and revise a student's plan of study; and (vii) Providing support for students who show potential so they are more likely to engage in rigorous coursework and take advantage of postsecondary opportunities; (E) Providing a career planning process that includes without limitation: (i) Guidance in understanding the relationship between classroom performance and success in school and beyond; (ii) The provision of resources to identify career interests and aptitudes to assist a student in age-appropriate college and career planning; (iii) Guidance in understanding the advantages of completing career certifications and internships; (iv) Interpretation of augmented, criterion-referenced, or norm-referenced assessments for students and parents; (v) The provision of information to a parent or legal guardian, such as through workshops on preparing for college, financial aid, and career opportunities; and (vi) Encouragement to a parent or legal guardian to support partnerships in his or her student's learning and career planning processes; (F) Providing social and emotional skills designed to support students, including without limitation programs: (i) To promote cultural and social awareness, positive communication and relationship skills, collaboration with others, and responsible decision-making; (ii) To improve culture and climate in the school so that all students can feel that they are in a safe and supportive environment; (iii) To develop conflict-resolution skills; (iv) To prevent bullying that include without limitation: (a) Training programs for school employees regarding how to recognize bullying behaviors; (b) Protocols for responding to bullying that is occurring in the school; (c) Strategies that support a student who is being bullied; and (d) Strategies that help a bystander speak out against bullying; and (v) To address age-appropriate suicide awareness and prevention through: (a) Strategies that help identify a student who is at risk for suicide; (b) Strategies and protocols that help a student who is at risk for suicide; and (c) Protocols for responding to a suicide death; and (G) Serving as a contributing member of decision-making teams, which include without limitation: (i) Teams that are convened under Section 504 of the Rehabilitation Act of 1973, Pub. L. No. 93-112; (ii) Response-to-intervention teams; (iii) English learner programs; (iv) Parental involvement or family engagement programs; (v) Positive behavioral intervention support programs; and (vi) Advanced placement and gifted and talented programs.

(1) A school counselor shall spend at least ninety percent (90%) of his or her working time during student contact days providing direct services and indirect services to students.

(2) Direct and indirect services may be provided in collaboration with other school personnel and include without limitation: (A) Intervening with students who are at risk of dropping out of school to determine if there is a way to keep at-risk students in school; (B) Following up with high school graduates; (C) Providing orientation programs for new students and transferring students at each level of education; (D) Providing academic advisement services, including without limitation: (i) Developing an individual planning system to guide a student to access and monitor the student's own educational, career, and social and emotional progress; (ii) Guiding a student along the pathways to graduation; (iii) Guiding a student in goal-setting experiences and course selection aligned with the student's postsecondary goals; (iv) Addressing accelerated learning opportunities; (v) Addressing academic deficits and the accessibility of resources; (vi) Providing student assessment reviews, interest inventories, or academic results needed to develop, review, and revise a student's plan of study; and (vii) Providing support for students who show potential so they are more likely to engage in rigorous coursework and take advantage of postsecondary opportunities; (E) Providing a career planning process that includes without limitation: (i) Guidance in understanding the relationship between classroom performance and success in school and beyond; (ii) The provision of resources to identify career interests and aptitudes to assist a student in age-appropriate college and career planning; (iii) Guidance in understanding the advantages of completing career certifications and internships; (iv) Interpretation of augmented, criterion-referenced, or norm-referenced assessments for students and parents; (v) The provision of information to a parent or legal guardian, such as through workshops on preparing for college, financial aid, and career opportunities; and (vi) Encouragement to a parent or legal guardian to support partnerships in his or her student's learning and career planning processes; (F) Providing social and emotional skills designed to support students, including without limitation programs: (i) To promote cultural and social awareness, positive communication and relationship skills, collaboration with others, and responsible decision-making; (ii) To improve culture and climate in the school so that all students can feel that they are in a safe and supportive environment; (iii) To develop conflict-resolution skills; (iv) To prevent bullying that include without limitation: (a) Training programs for school employees regarding how to recognize bullying behaviors; (b) Protocols for responding to bullying that is occurring in the school; (c) Strategies that support a student who is being bullied; and (d) Strategies that help a bystander speak out against bullying; and (v) To address age-appropriate suicide awareness and prevention through: (a) Strategies that help identify a student who is at risk for suicide; (b) Strategies and protocols that help a student who is at risk for suicide; and (c) Protocols for responding to a suicide death; and (G) Serving as a contributing member of decision-making teams, which include without limitation: (i) Teams that are convened under Section 504 of the Rehabilitation Act of 1973, Pub. L. No. 93-112; (ii) Response-to-intervention teams; (iii) English learner programs; (iv) Parental involvement or family engagement programs; (v) Positive behavioral intervention support programs; and (vi) Advanced placement and gifted and talented programs.

(A) Intervening with students who are at risk of dropping out of school to determine if there is a way to keep at-risk students in school;

(B) Following up with high school graduates;

(C) Providing orientation programs for new students and transferring students at each level of education;

(D) Providing academic advisement services, including without limitation: (i) Developing an individual planning system to guide a student to access and monitor the student's own educational, career, and social and emotional progress; (ii) Guiding a student along the pathways to graduation; (iii) Guiding a student in goal-setting experiences and course selection aligned with the student's postsecondary goals; (iv) Addressing accelerated learning opportunities; (v) Addressing academic deficits and the accessibility of resources; (vi) Providing student assessment reviews, interest inventories, or academic results needed to develop, review, and revise a student's plan of study; and (vii) Providing support for students who show potential so they are more likely to engage in rigorous coursework and take advantage of postsecondary opportunities;

(i) Developing an individual planning system to guide a student to access and monitor the student's own educational, career, and social and emotional progress;

(ii) Guiding a student along the pathways to graduation;

(iii) Guiding a student in goal-setting experiences and course selection aligned with the student's postsecondary goals;

(iv) Addressing accelerated learning opportunities;

(v) Addressing academic deficits and the accessibility of resources;

(vi) Providing student assessment reviews, interest inventories, or academic results needed to develop, review, and revise a student's plan of study; and

(vii) Providing support for students who show potential so they are more likely to engage in rigorous coursework and take advantage of postsecondary opportunities;

(E) Providing a career planning process that includes without limitation: (i) Guidance in understanding the relationship between classroom performance and success in school and beyond; (ii) The provision of resources to identify career interests and aptitudes to assist a student in age-appropriate college and career planning; (iii) Guidance in understanding the advantages of completing career certifications and internships; (iv) Interpretation of augmented, criterion-referenced, or norm-referenced assessments for students and parents; (v) The provision of information to a parent or legal guardian, such as through workshops on preparing for college, financial aid, and career opportunities; and (vi) Encouragement to a parent or legal guardian to support partnerships in his or her student's learning and career planning processes;

(i) Guidance in understanding the relationship between classroom performance and success in school and beyond;

(ii) The provision of resources to identify career interests and aptitudes to assist a student in age-appropriate college and career planning;

(iii) Guidance in understanding the advantages of completing career certifications and internships;

(iv) Interpretation of augmented, criterion-referenced, or norm-referenced assessments for students and parents;

(v) The provision of information to a parent or legal guardian, such as through workshops on preparing for college, financial aid, and career opportunities; and

(vi) Encouragement to a parent or legal guardian to support partnerships in his or her student's learning and career planning processes;

(F) Providing social and emotional skills designed to support students, including without limitation programs: (i) To promote cultural and social awareness, positive communication and relationship skills, collaboration with others, and responsible decision-making; (ii) To improve culture and climate in the school so that all students can feel that they are in a safe and supportive environment; (iii) To develop conflict-resolution skills; (iv) To prevent bullying that include without limitation: (a) Training programs for school employees regarding how to recognize bullying behaviors; (b) Protocols for responding to bullying that is occurring in the school; (c) Strategies that support a student who is being bullied; and (d) Strategies that help a bystander speak out against bullying; and (v) To address age-appropriate suicide awareness and prevention through: (a) Strategies that help identify a student who is at risk for suicide; (b) Strategies and protocols that help a student who is at risk for suicide; and (c) Protocols for responding to a suicide death; and

(i) To promote cultural and social awareness, positive communication and relationship skills, collaboration with others, and responsible decision-making;

(ii) To improve culture and climate in the school so that all students can feel that they are in a safe and supportive environment;

(iii) To develop conflict-resolution skills;

(iv) To prevent bullying that include without limitation: (a) Training programs for school employees regarding how to recognize bullying behaviors; (b) Protocols for responding to bullying that is occurring in the school; (c) Strategies that support a student who is being bullied; and (d) Strategies that help a bystander speak out against bullying; and

(a) Training programs for school employees regarding how to recognize bullying behaviors;

(b) Protocols for responding to bullying that is occurring in the school;

(c) Strategies that support a student who is being bullied; and

(d) Strategies that help a bystander speak out against bullying; and

(v) To address age-appropriate suicide awareness and prevention through: (a) Strategies that help identify a student who is at risk for suicide; (b) Strategies and protocols that help a student who is at risk for suicide; and (c) Protocols for responding to a suicide death; and

(a) Strategies that help identify a student who is at risk for suicide;

(b) Strategies and protocols that help a student who is at risk for suicide; and

(c) Protocols for responding to a suicide death; and

(G) Serving as a contributing member of decision-making teams, which include without limitation: (i) Teams that are convened under Section 504 of the Rehabilitation Act of 1973, Pub. L. No. 93-112; (ii) Response-to-intervention teams; (iii) English learner programs; (iv) Parental involvement or family engagement programs; (v) Positive behavioral intervention support programs; and (vi) Advanced placement and gifted and talented programs.

(i) Teams that are convened under Section 504 of the Rehabilitation Act of 1973, Pub. L. No. 93-112;

(ii) Response-to-intervention teams;

(iii) English learner programs;

(iv) Parental involvement or family engagement programs;

(v) Positive behavioral intervention support programs; and

(vi) Advanced placement and gifted and talented programs.

(c) (1) Administrative activities performed by a school counselor shall not exceed more than ten percent (10%) of the school counselor's time spent working during student contact days. (2) Administrative activities provided by a school counselor in collaboration with other school personnel include without limitation: (A) Coordinating state assessments, cognitive achievement assessments, advanced placement programs, and English language proficiency testing programs; (B) Developing master schedules; (C) Coordinating of: (i) Teams convened under Section 504 of the Rehabilitation Act of 1973, Pub. L. No. 93-112; (ii) Response-to-intervention teams; (iii) English learner programs; (iv) Parental involvement or family engagement programs; (v) Positive behavioral intervention support programs; (vi) Data entry; and (vii) Advanced placement and gifted and talented programs; and (D) Monitoring students in common areas such as the cafeteria, hallway, playground, and bus lines.

(1) Administrative activities performed by a school counselor shall not exceed more than ten percent (10%) of the school counselor's time spent working during student contact days.

(2) Administrative activities provided by a school counselor in collaboration with other school personnel include without limitation: (A) Coordinating state assessments, cognitive achievement assessments, advanced placement programs, and English language proficiency testing programs; (B) Developing master schedules; (C) Coordinating of: (i) Teams convened under Section 504 of the Rehabilitation Act of 1973, Pub. L. No. 93-112; (ii) Response-to-intervention teams; (iii) English learner programs; (iv) Parental involvement or family engagement programs; (v) Positive behavioral intervention support programs; (vi) Data entry; and (vii) Advanced placement and gifted and talented programs; and (D) Monitoring students in common areas such as the cafeteria, hallway, playground, and bus lines.

(A) Coordinating state assessments, cognitive achievement assessments, advanced placement programs, and English language proficiency testing programs;

(B) Developing master schedules;

(C) Coordinating of: (i) Teams convened under Section 504 of the Rehabilitation Act of 1973, Pub. L. No. 93-112; (ii) Response-to-intervention teams; (iii) English learner programs; (iv) Parental involvement or family engagement programs; (v) Positive behavioral intervention support programs; (vi) Data entry; and (vii) Advanced placement and gifted and talented programs; and

(i) Teams convened under Section 504 of the Rehabilitation Act of 1973, Pub. L. No. 93-112;

(ii) Response-to-intervention teams;

(iii) English learner programs;

(iv) Parental involvement or family engagement programs;

(v) Positive behavioral intervention support programs;

(vi) Data entry; and

(vii) Advanced placement and gifted and talented programs; and

(D) Monitoring students in common areas such as the cafeteria, hallway, playground, and bus lines.

(d) By September 1, 2024, and every four (4) years following, a school counselor shall receive youth mental health training, as prescribed by the State Board of Education, to learn the risk factors and warning signs of mental health issues in adolescents, the importance of early intervention, and how to help an adolescent who is in crisis or expecting a mental health challenge.

Amended by Act 2023, No. 793,§ 6, eff. 8/1/2023.

Amended by Act 2023, No. 793,§ 5, eff. 8/1/2023.

Amended by Act 2023, No. 237,§ 40, eff. 3/8/2023.

Amended by Act 2021, No. 648,§ 6, eff. 7/28/2021.

Amended by Act 2021, No. 620,§ 6, eff. 7/28/2021.

Added by Act 2019, No. 190,§ 4, eff. 7/24/2019.
Ark. Code Ann. § 6-61-704 — AR Code / Title 6 / Chapter 61 / Subchapter 7 / Section 6-61-704
Transfer of title to certain land
Status: in_force

Title to the following-described lands in Polk County, State of Arkansas, belonging to the State Board of Career Education and Career Opportunities and used for the operation of the Rich Mountain Vocational-Technical School, is transferred to and shall become the property of the board of trustees of the community college district established in Polk County, to be used in connection with the vocational-technical programs and educational programs of such community college: "The Northwest Quarter of the Southeast Quarter (NW 1/4 of SE 1/4) of Section Eight (8), Township Two (2) South, of Range Thirty (30) West, containing forty (40) acres, more or less, in Polk County, Arkansas, subject to the reservation of a twenty-five foot (25') strip of land off of the north side of the tract, for roadway purposes." Acts 1983, No. 16, § 2; A.S.A. 1947, § 80-4911n.

Title to the following-described lands in Polk County, State of Arkansas, belonging to the State Board of Career Education and Career Opportunities and used for the operation of the Rich Mountain Vocational-Technical School, is transferred to and shall become the property of the board of trustees of the community college district established in Polk County, to be used in connection with the vocational-technical programs and educational programs of such community college: "The Northwest Quarter of the Southeast Quarter (NW 1/4 of SE 1/4) of Section Eight (8), Township Two (2) South, of Range Thirty (30) West, containing forty (40) acres, more or less, in Polk County, Arkansas, subject to the reservation of a twenty-five foot (25') strip of land off of the north side of the tract, for roadway purposes."

Acts 1983, No. 16, § 2; A.S.A. 1947, § 80-4911n.
Ark. Code Ann. § 6-47-203 — AR Code / Title 6 / Chapter 47 / Subchapter 2 / Section 6-47-203
Division of Elementary and Secondary Education and Division of Higher Education - Cooperation, report, and implementation
Status: in_force

(a) The Division of Elementary and Secondary Education and the Division of Higher Education shall work together to implement distance learning throughout the state. (b) The Division of Elementary and Secondary Education and the Division of Higher Education shall present a report to the House Committee on Education and the Senate Committee on Education by December 31, 1999, reporting the status and progress of distance learning in Arkansas. (c) The Division of Elementary and Secondary Education and the Division of Higher Education shall not be required to implement the provisions of this subchapter if funds are not made available. Amended by Act 2019, No. 910,§ 1833, eff. 7/1/2019. Acts 1999, No. 1083, § 3.

(a) The Division of Elementary and Secondary Education and the Division of Higher Education shall work together to implement distance learning throughout the state.

(b) The Division of Elementary and Secondary Education and the Division of Higher Education shall present a report to the House Committee on Education and the Senate Committee on Education by December 31, 1999, reporting the status and progress of distance learning in Arkansas.

(c) The Division of Elementary and Secondary Education and the Division of Higher Education shall not be required to implement the provisions of this subchapter if funds are not made available.

Amended by Act 2019, No. 910,§ 1833, eff. 7/1/2019.

Acts 1999, No. 1083, § 3.
Ark. Code Ann. § 6-17-1116 — AR Code / Title 6 / Chapter 17 / Subchapter 11 / Section 6-17-1116
[Repealed]
Status: repealed

Repealed by Act 2014EX2, No. 7,§ 3, eff. 1/1/2015. Repealed by Act 2014EX2, No. 2,§ 3, eff. 1/1/2015. Acts 1991, No. 736, §§ 1, 2; 2001, No. 321, § 1; 2001, No. 1253, § 1.

Repealed by Act 2014EX2, No. 7,§ 3, eff. 1/1/2015.

Repealed by Act 2014EX2, No. 2,§ 3, eff. 1/1/2015.

Acts 1991, No. 736, §§ 1, 2; 2001, No. 321, § 1; 2001, No. 1253, § 1.
Ark. Code Ann. § 6-18-2001 — AR Code / Title 6 / Chapter 18 / Subchapter 20 / Section 6-18-2001
Title
Status: in_force

This subchapter shall be known and may be cited as the "School Counseling Improvement Act of 2019". Added by Act 2019, No. 190,§ 4, eff. 7/24/2019.

This subchapter shall be known and may be cited as the "School Counseling Improvement Act of 2019".

Added by Act 2019, No. 190,§ 4, eff. 7/24/2019.