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BACK-TO-SCHOOL UPDATES for 2026-27
The Strong Readers Act aims to strengthen literacy among Oklahoma's students by integrating reading proficiency into the criteria for grade progression, ensuing appropriate instructional support, and maintaining clear communication with families about student progress.
Strong Readers Act Documents
Strong Readers Act Documents
Strong Readers Act Timeline
Strong Readers Act Timeline
2025-2026
Green Folder Checklist
Green Folder Checklist
OKCPS will maintain and keep green folders. This is a list of documents required for green folders.
K-3 SLIP (Student Literacy Intervention Plan) 25-26
K-3 SLIP (Student Literacy Intervention Plan) 25-26
This form is for students in K-3rd grade who score below the 40th percentile in MAP Growth Reading. All students that score below the 40th percentile on Map Growth Reading MUST take the dyslexia screener in Map Reading Fluency. If they have a purple flag that indicates characteristics of dyslexia, that must be indicated on the SLIP, parent must receive a copy of the Family Letter linked on this page. Required for all students no matter their placement* (including those on an IEP).
4th Grade SLIP 25-26
4th Grade SLIP 25-26
(Student Literacy Intervention Plan)
(Student Literacy Intervention Plan)
This form is for 4th graders who were below the 40th percentile at the end of 3rd grade and are now in 4th grade still below the 40th percentile. Not required for those on an IEP.
Dyslexia Screening-Family Letter SPANISH.pdfSpanish Family Letter for Characteristics of Dyslexia
Spanish Family Letter for Characteristics of Dyslexia
Our Spanish speaking should be provided a copy of this letter if their student tests for characterics of dyslexia. This is in no way a diagnosis of dyslexia but an indication that the student needs instruction in word reading skills.
Dyslexia Screening-Family Letter_1.pdfFamily Letter for Characteristics of Dyslexia
Family Letter for Characteristics of Dyslexia
Parents should be provided a copy of this letter if their student tests for characterics of dyslexia. This is in no way a diagnosis of dyslexia but an indication that the student needs instruction in word reading skills.
Family Guide - Strong Readers (1).pdfFamily Guide to Strong Readers Act
Family Guide to Strong Readers Act
This will help families understand the purpose of the Strong Readers Act.
Spanish Strong Readers.pdfSpanish Family Guide to Strong Readers Act
Spanish Family Guide to Strong Readers Act
This is for our Spanish speaking families to help them understand the purpose of the Strong Readers Act.
Exemptions
Exemptions
This document is for students who qualify for an exemption to the Strong Readers Act. Students who qualify for this exemption must have a team meeting (classroom teacher, admin, EL teacher and any other person in the students interest) and all parties should agree that the exemption is in the best interest of the student. Exemptions for students who use sign language or braille need only one exemption on file while they are in K-3rd grade. Newcomers can be exempt one school year (if they enroll after October 1 of the school year their exemption will go into following school year). *please add student ID number to the exemption form and scan to trlaymon@okcps.org (Remember, the exemption form excuses them from taking NWEA Map and Reading Fluency) Keep original in the green folder.
*If a student in K-3 has an exemption and an IEP, they do not require a SLIP. Exemption means they are exempt from the Strong Readers Act requirements.
Interventions
Interventions
This document helps identify tiers for Strong Readers Act. Students must receive interventions if they are below the 40th percentile on Map Growth Reading.
Progress Monitoring
Progress Monitoring
We will use Reading Fluency to progress monitor, more information coming soon! Progress monitoring allows teachers to see if their interventions are helping students meet the target.
Diagnostics
Diagnostics
OKCPS use of the diagnostics below is used with permission of LETRS. Diagnostics must be given to students who score below the 40th percentile on Map Growth Reading 3 times per year. The skills on the diagnostics are the skills required by good readers. These diagnostics are meant to follow students until all the phonemic awareness and phonics are mastered with automaticity. The skills that students have not mastered should be addressed in small group inteventions.
The purpose of diagnostic assessments are to identify specific strengths and needs of students at-risk for reading difficulties.
Copy of PA Assessment.pdfPhonological Awareness Screener
This should be given to students in K-2 who score below the 40th percentile in Map Growth reading
LETRS Phonics and Word-Reading Survey (2).pdfThis should be given to students in K-4th grade who score below the 40th percentile in Map Growth Reading
The PAST test.pdfThis should be given to students in 3rd and 4th grade who score below the 40th percentile
PAST-Instructions-May-2021 (1).pdfThe PAST Directions
PAST Scoring Page
PAST Scoring Page
LETRS scoring.pdfMovie on 9-10-24 at 10.35 AM.movLETRS Decoding Video
LETRS Decoding Video
Here is a teacher giving the LETRS Phonics/Decoding test
The PAST Test video directions
The PAST Test video directions
This is a teacher giving the PAST test
Helpful Links:
Helpful Links:
scan_trlaymon_2024-08-19-16-37-37.pdf
This student copy of the LETRS Phonics and Word Reading assessment can be lamented to help reduce copies of the assessment.
Copy of LETRS Phonics and Word Reading Survey STUDENT VIEW (1).pdfThis student copy of the LETRS Phonics and Word Reading assessment can be lamented to help reduce copies of the assessment
This student copy of the LETRS Phonics and Word Reading assessment can be lamented to help reduce copies of the assessment.
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