READ and MTSS

• The READ Plan can serve as the RtI Plan for a student requiring Tier 2 and/or Tier 3 intervention.  The READ Plan must be used to define interventions and goals, track student progress, and communicate with parents.
  
  Tiers for Interventions

  • Tier I - All students with a Significant Reading Deficiency should receive instruction utilizing grade level reading materials.

  • Tier II - Small group interventions should be designed and provided to meet students' individual needs (beyond core instruction).  Data may be tracked through the building problem-solving process/team.

  • Tier III – Small group and/or 1-on-1 interventions should be designed and provided to meet students' individual needs. Data MUST be tracked through the building problem solving process/team.

READ and ELL

• Implementing the READ Act with English Learners
  The intent of the READ Act is to prevent reading gaps from developing by providing best, first literacy instruction and to act quickly when children fall behind.  Because of this, the rules for the READ Act define the attributes of effective universal classroom instruction. At the school level, effective instruction requires a multi-tiered system of supports that provides students with differentiated instruction based on students’ needs.  Also, school leaders should assure that students receive 90 minutes of daily reading instruction and that there is a scope and sequence so that reading instruction follows a developmentally appropriate progression. At the classroom level, instruction should (1) be based on the Colorado Academic Standards and Colorado English Language Proficiency Standards, (2) be guided by assessment, (3) follow a reading development continuum, and (4) address oral language and the five components of reading (which include phonemic awareness, phonics, fluency, vocabulary, and reading comprehension).
  
  To effectively meet the academic needs of English Learners, an instructional program must be designed to provide for English language acquisition as well as academic supports. The program must ensure high expectations for all students, provide access to grade level standards, increase interactions among English Learners, teachers, and peers, be instructionally sound, and have appropriate resources and materials.
  
  Determining a Significant Reading Deficiency for English Learners
  For English Learners, the process for determining a significant reading deficiency should involve multiple data points to ensure accurate identification of students in need of additional literacy support. Accurate literacy assessment of English Learners requires a combination of assessments designed to document language acquisition and literacy development in order to determine whether students are making progress toward achieving English reading proficiency.  For English Learners, the assessment and SRD determination process can be adjusted according to the language acquisition level of the child and in light of additional data from English language proficiency assessments and native language reading assessments (if applicable).
  
  Non-English Proficient Students in Their First Year in a U. S. School

  • In relation to state summative assessments, federal law allows for flexibility in participation and inclusion of scores for English Learners who have been in U.S. schools for less than one year. Accordingly, while English Learners who are classified as non-English proficient (NEP) and in their first year in a U. S. school are eligible for SRD determination, these students can be exempt from an SRD identification based on local determination of need. These students are not required to participate in the READ assessment process; however, it is recommended that appropriate English reading assessments be administered to establish baseline data and guide instructional decision-making.

• English Learners Beyond Their First Year in a U. S. School

  • All children in kindergarten through third grade are subject to the READ Act.  Students should be administered a  state approved English interim reading assessment (DIBELS) within the first 30 days of instruction.  Should an English Learner test at or below the cut scores for an SRD designation, additional evidence may be used to invalidate the SRD determination. Acceptable evidence includes ACCESS for ELLs®, Student Adequate Growth Percentile on ACCESS for ELLs®, native language interim reading assessment data, or other locally- determined valid and reliable ELD data.  Should the evidence from additional ELD assessments suggest that an English Learner’s literacy growth trajectory is not on-track compared to his/her English learner peers, the teacher will continue through the SRD determination process by administering the appropriate reading probes within 30 days. Evidence from these reading assessments should then be used to determine whether an SRD designation is appropriate for the child.  If an SRD determination is confirmed, DIBELS Deep should be used to identify the child’s specific areas of need and a READ plan should be developed to determine (1) literacy goals aligned to the child’s language proficiency level, and (2) appropriate language development goals that are aligned to literacy goals. If an SRD determination is not validated, the assessment information should be used to identify the appropriate instruction and English language development for the student.

• Developing READ Plans for English Learners
  If an English Learner is determined to have a significant reading deficiency, a READ plan must be developed.  The following principles should be observed in the creation of READ plans for English Learners:

  • The READ plan for English Learners should include English literacy reading goals aligned to English language development level as  described  in  the  WIDA  Can  Do  Descriptors.  

  • Interventions included within a READ plan for English Learners must be appropriate based on a student’s English language development.

  • ACCESS data should also be reviewed and included to guide prioritizing goals for the plan.

READ and Special Education

• The intent of the READ Act is to prevent reading gaps from developing by providing effective early literacy instruction and to act quickly when children fall behind.  Because of this, the rules for the READ Act define the attributes of effective universal classroom instruction. At the school level, effective instruction requires a multi-tiered system of supports that provides students with differentiated instruction based on students’ needs. 
  
  For students who have an IEP:  the READ Plan and IEP will be linked in Alpine, but the IEP does not replace the need for a READ Plan.  Students identified as needing special education in the area of reading should receive reading instruction and intervention from both classroom teachers and special education teachers.  The READ Plan should include goals aligned with reading goals in the IEP.  These plans should be completed collaboratively by all teachers providing reading instruction for the identified student.
  
  In the event that a student receives all literacy instruction in a center-based classroom and the IEP for the student identifies that alternate assessment is necessary, the following process should be utilized:

  • The student’s reading strengths and needs are identified through alternate assessment (Unique)

  • The student’s reading needs are addressed through the student’s IEP (with specific goals and interventions)

  • In this situation, the IEP will serve in lieu of the READ Plan