Team WCPS, 

As part of Kentucky’s Read to Succeed Act (Senate Bill 9), all K-3 teachers must be trained in any reading diagnostic assessment and universal screener (i-Ready) adopted by a local board before administration begins in the 2024 school year.  To ensure WCPS meets this requirement and adequately prepares K-3 teachers for assessment administration, teachers can use the link below to receive training. The WCPS instructional team will work with school leadership teams to provide additional support and training as needed.

 Please follow this link for i-Ready Reading Diagnostic training for teachers K-4

Meeting the Kentucky Department of Education’s criteria as a valid and reliable screener, WCPS uses i-Ready Diagnostics for all students K-8 (reading and math). i-Ready combines Computer-Adaptive Tests (CAT) and Curriculum-Based Measures (CBM) for universal screening and progress monitoring while delivering psychometrically valid data.  

For detailed information, as it relates to reading improvement plans for K-4 students, please refer to this "Timelines, Screening, and Identification" document. 

*Students will be identified for a Reading Plan during the Fall or Winter Diagnostic Window. If a student scores below grade level on the Spring Universal Screener, resources related to skill deficit should be sent home with families. 

Parents/Guardians of students identified as needing a Reading Improvement Plan must be notified by the end of October.  Please use the WCPS Reading Plan Parent Notification Letters in IC.  Please note there is a K-3 letter and a separate letter for fourth grade. To ensure FERPA compliance, letters must be sent home in a sealed envelope. 

NOTE:  To create the form in IC, choose a student needing the letter and then navigate to Student Information / General / Forms.  Once you select "New" at the bottom, you will be given a menu of available forms and the two "WCPS Reading Plan Parent Notification Letters" will be in the options available.  There is a demonstration video in the section below title "Reading Improvement Plan Development".

Reading plans are to be created in Infinite Campus(IC).  WCPS has created a custom form in IC. Here is a link to video demonstration on creating Reading Improvement Plans in IC. 

To ensure consistency and streamline processes across the district, reading improvement plans will be created using the i-Ready diagnostic and Literacy Task Reports. 

If the "Forms" tab is not available for you in IC please notify your IC clerk to request access. 

RIP goals for 2025-26

A Reading Improvement Plan flag should be created in IC for students with a RIP. This is a separate flag from RTI. If a student is also in a tier for reading, an RTI flag should be created. RIP flags should be end dated when a student exits their reading plan or at the end of 4th grade.

Parents/Guardians are a vital part of the intervention process and must be involved in Reading Improvement Plan development.  Reading Improvement Team meetings shall occur prior to December 12.  

“Reading Improvement Team” means a team that develops and oversees the progress of a reading improvement plan and includes: 

• The parent or guardian of the student that is the subject of the reading improvement plan.

• No less than one regular education teacher of the student to provide information about the general curriculum for same-aged peers.

• A representative of the local education agency who is knowledgeable about the reading curriculum and the availability of the evidence-based literacy resources of the local education agency (ECCs, Reading Interventionists, Instructional Leader, etc.)

•  Any specialized certified school employees for students receiving language instruction educational programming or special education services (SpEd teachers, ESL teachers, etc.)

Team meetings may be virtual, in-person, or via tele-conference.   Please work closely with families to find a time and meeting method.   Two meeting notices with an opportunity to respond must be provided to parents.  This may be via phone call (document in IC), email, or response to the parent letter home (District template).  If parent/guardians do not respond and at least one phone call attempt has been made (documented in IC),  you may proceed with the Reading Improvement Team meeting.  

Notes: Staff in a Leadership or Specialist position should be a part of the meeting along with the teacher(s).   In order to maintain confidentiality, Reading Plan Conferences should not occur in a room with multiple student-led conferences.

Parents/guardians should sign the RIP or a signature sheet to confirm the meeting and plan implementation. All meeting documentation should be kept on file at the school.

Monitoring student progress is a key component of reading intervention success and a required component of the Read to Succeed Act.  This section provides an overview and guidance on what this process should look like in WCPS.  

• For most students, WCPS will use the Literacy Task Progress Monitoring tool.  Using this tool provides feedback on the targeted interventions.  Progress Monitoring shall occur at a minimum of 2X per month.  The Literacy Task Report shall be sent home each quarter with report cards.  

• Optional: RIP progress reports in IC or Amira reports can be sent home each quarter. 

• Exit Criteria:  K-3 students must score at the appropriate diagnostic and/or Literacy Task Assessment Benchmarks during the fall and winter assessment administration windows.  (Note: students will not exit based upon the spring assessment window.)  This is a committee decision after evaluating all assessment data. There is a WCPS Reading Plan Exit Letter in IC that needs to be completed and given to the parent for any student exiting a plan.  Please go ahead and upload the Literacy Task Report for any student exiting as well.  This report needs to be uploaded for all students at the end of the year to show documentation of progress. 

• Exit Criteria for 4th-grade students:  All 4th-grade students will keep their plan for the entire year.  While Reading Plans for 4th grade students will end at the end of the school year, interventions should continue if adequate progress is not made.

Per KRS  158.305.7.b, schools are to provide a written quarterly progress report containing information regarding the intensive intervention that includes effective instructional strategies and appropriate instructional materials necessary to help the student make accelerated progress to a parent or guardian of any student subject to a reading improvement plan. 

This communication should be attached to the Primary Progress Report or Report card in the following ways:

If Literacy Tasks are Solely Used to Progress Monitor:

• Print the Literacy Task Report to attach

• Optional:  Schools can use the Optional Progress Monitoring Report in IC to indicate interventions and progress in addition to the Literacy Task Report

If Teachers use a Combination of Resources to Progress Monitor:

• The Literacy Task Report, showing monthly assessments, should be printed and attached

• The family report from the program used to progress monitor should be attached (i.e. Amira or Teacher-Made Assessment Graph)

• Optional:  Schools can use the Optional Progress Monitoring Report in IC to indicate interventions and progress

*4th Grade students scoring above 508 (Teachers should use the Progress Monitoring Report in IC)

Reading Plan Updates

As teachers analyze progress monitoring data, the Reading Plan should be updated to best meet the needs of students.  As interventions change, the Reading Plan should be updated and communicated to families.

Parent Resources: 

• Read At Home Plan Family Guide provided by KDE

• Read At Home Plan Family Guide is provided in other languages HERE

First Grade Retention Guidance