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What is a RIMP?
What is a RIMP?
RIMP stands for Reading Improvement and Monitoring Plan. Not every child has a RIMP. In Amherst, RIMPs are given to kindergarten through third grade students who score "well below" the grade level benchmark on the fall reading screening assessment. Powers Elementary School uses the Acadience Reading K-6 assessment as a reading screener. This assessment is given to all students in grades K-3 three times per year. The Acadience Reading assessment is also Amherst's dyslexia screener. You can learn more about this assessment by navigating to the "Assessment Resources" tab.
If a child scores "well below" the grade level benchmark on the Acadience Reading assessment, their RIMP will indicate they are considered "not on track". This alerts your child's teacher to the need for more intensive support to improve your child's foundational reading skills. The RIMP outlines your child's areas identified for support, targeted interventions, and progress monitoring data. Every two weeks, your child's Title I Reading teacher, classroom teacher, or intervention specialist will update your child's progress monitoring data on the RIMP so that you can see the progress they're making. Since the RIMP is shared electronically, you can view this document anytime.
Fourth-grade and fifth grade students have a RIMP if they previously had a RIMP during their third and/or fourth grade year and scored below a 700 on their Ohio State Test in English Language Arts in third/fourth grade. If your child has a RIMP, this will be communicated to you at fall conferences and shared with you electronically so you can view their progress monitoring and benchmark data anytime.
Students will continue to have a RIMP until they demonstrate that they are reading proficiently at grade level. Per the Ohio Department of Education and Workforce, reading proficiency is defined as achieving a score of at least 700 on the spring administration of the Ohio State Test for English Language Arts.
If you have any questions about your student's RIMP, please reach out to their teacher or principal.
Dear Parent/Guardian(s),
Powers & Nord implement a Structured Literacy curriculum that supports the needs of all students, including those who have been identified as needing additional support in Language Arts. As referenced in The Ohio’s Dyslexia Guidebook, Structured Literacy is an instructional approach that describes the type of explicit and systematic reading instruction supported by research. Structured Literacy doesn’t refer to a single instructional method or program. Several effective instructional and intervention programs are available for implementing a structured literacy approach.
Powers & Nord currently implement the following curriculum and/or trainings that support Structured Literacy:
Core Knowledge Language Arts (CKLA)
University of Florida Learning Institute (UFLI)
Reading Horizons Elevate
Language Essentials for Teachers of Reading and Spelling (LETRS)
Ohio’s Dyslexia Modules
Ohio's Science of Reading modules
As stated in The Ohio’s Dyslexia Guidebook, students who experience risk for dyslexia do not necessarily have dyslexia. The goal of early identification of risk is the provision of early intervention that can prevent or minimize the impact of reading difficulties such as dyslexia.
Additional Information:
PARENT ROADMAP TO UNDERSTANDING THE THIRD GRADE READIG (1).pdfPage updated
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