Missouri statute Section 167.645, R.S.Mo (SB 681) requires school districts to conduct a foundational reading assessment as well as a dyslexia screener annually. The screener utilized is the grade-level Galileo ELA assessment (district benchmark).
Missouri’s Foundational Reading Assessment (FRA) helps identify students who may have some reading difficulties. Students are assessed in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension using the DIBELS assessments in conjunction with the district benchmark. These assessments are given under a waiver for the Foundational Reading Assessment.
If students are identified in the key areas required by the FRA, a Reading Success Plan (RSP) will be created. This detailed plan will indicate how staff will support students. Classroom teachers, reading interventionists, and special education teachers will provide targeted supports, monitor progress, and differentiate goals based on students' needs.
August thru November
Grades 1+ will receive the initial DIBELS screener and the first district screener. Kindergarten will be assessed toward the end of the window.
As soon as assessment windows are closed, RSPs will be created and shared to families detailing the assessment findings and goals created to meet the students needs.
Throughout the rest of the year
Students with a RSP will receive targeted interventions and progress monitoring in the areas of greatest need (phonemic awareness, phonics, fluency, vocabulary, or comprehension).
There will be two other opportunities to assess (test out) RSP progress. Once in December and the other in April/May.
Families of students testing out of the RSPs will also be notified after their students successfully tests out on two consecutive tests.
All K-5 students, and students grade 6+ who have not tested out of a RSP, take the DIBELS screener at the beginning of the school year. They are also screened to find their area of greatest need with DIBELS and various other tools.
A combination of the DIBELS scores, district screener Lexile scores, and various other skill-specific screeners are used to determine whether a Reading Success Plan is needed.
Building reading interventionists (classroom teachers, reading specialists, and/or special education teachers) will work to create a personalized plan for your child.
There are Reading Success Plan resources for parents on the district website, listed above.
This will be an ongoing plan with progress monitoring occurring every 2-4 weeks to check your child’s growth.
If a student reaches their learning goals, it is possible to exit a Reading Success Plan.
A student will be eligible to exit from the Reading Success Plan after demonstrating grade-level proficiency on two consecutive DIBELS and district benchmark, as well as consistent grade-level performance on progress monitoring assessments and in the classroom setting.
Not necessarily. A Reading Success Plan does not guarantee reading intervention. The student’s Reading Success Plan may be fulfilled by the classroom teacher, reading interventionist, or special education teacher, depending on the needs of the individual student.
Qualifying for a Reading Success Plan does not automatically mean your child is at risk or has some risk of dyslexia.
The DIBELS screener and district benchmark helps to identify students who may be displaying characteristics of dyslexia. These assessments do not diagnose dyslexia.