1 CCR 301-92-3.00 - Administration of Interim and Diagnostic Reading Assessments and Determination of a Significant Reading Deficiency
3.01 All
students in grades K-3 shall be assessed with a state board approved interim
reading assessment.
3.01(A) Students in
kindergarten shall be assessed using a state board approved interim reading
assessment during the first 90 days of the school year. If an LEP administers
the state board approved interim reading assessment within the first 60 days of
the school year, it is not required to administer the literacy component of the
school readiness assessment required pursuant to section
22-7-1014(1)(a),
C.R.S.
3.01(B) Each student in
grades one through three shall be assessed using a state board approved interim
reading assessment within 30 calendar days of the student's first day of
attendance.
3.01(C) If, based on
grade-level cut-scores on the state board approved interim reading assessment
in a specific school year, a teacher finds that a student demonstrates reading
competency appropriate for his or her grade level, the LEP is not required to
administer the state board approved interim reading assessments to the student
for the remainder of the specific school year. Students who score at or below
the cut-off score for a significant reading deficiency on a state board
approved interim reading assessment shall receive the services outlined in
section 4.00 of these rules, below.
3.01(D) If a student scores below the
cut-score on the approved interim assessment, the student shall be assessed
using a state board approved diagnostic assessment within 60 calendar days of
the initial administration of the interim reading assessment. During the 60 day
window, the LEP shall ensure the student receives scientifically-based and
evidence-based core instruction and intervention. The diagnostic assessment
shall be used to identify the student's specific skill deficiencies in one or
more of the following components of reading: phonemic awareness; phonics;
vocabulary development; reading fluency including oral skills and reading
comprehension.
3.02 In
grades K-3, a determination that a child has a significant reading deficiency
in English will be based on:
3.02(A) A child
scoring below the cut-score for a significant reading deficiency on a state
board approved interim assessment; and
3.02(B) Results from a state board approved
diagnostic assessment that identifies a student's significant reading
deficiency in one or more of the following components of reading: phonemic
awareness; phonics; vocabulary development; reading fluency including oral
skills and reading; and
3.02(C) A
body of evidence.
3.03
For students who receive literacy instruction in both English and Spanish, the
LEP may opt to utilize a state board approved interim reading assessment in
Spanish to determine whether the student has a significant reading deficiency.
In these instances, students shall also be assessed once annually using a state
board approved interim reading assessment in English for the purpose of
informing reading instruction and intervention services and for the monitoring
of student progress toward grade level reading competency. This section 3.04
shall not apply to a student who is an English language learner, as defined in
section 22-24-103, C.R.S., and whose
native language is Spanish.
3.04
For a student who is an English language learner, as defined in section
22-24-103, C.R.S., and whose
native language is Spanish, the LEP shall determine whether the student takes
the state board approved interim reading assessment in English or Spanish. If
the state board adopts a list of approved readiness assessments pursuant to
section 22-7-1209, C.R.S., that includes
assessments in languages other than English or Spanish, the LEP shall determine
whether a student who is an English language learner, as defined in section
22-24-103, C.R.S., and whose
native language is not Spanish, will take the state board approved interim
reading assessments in the student's native language. If a student takes a
reading assessment in the student's native language, the LEP may also
administer a state board approved interim reading assessment in English to the
student, at the request of the student's parent. The LEP shall explain the
rationale for the decision verbally and in writing.
3.05 If a student who is an English language
learner takes a state board approved interim reading assessment in the
student's native language, the LEP shall determine, and communicate in writing
to the student's parent in a language the parent understands, if possible, the
level of English proficiency at which the student must take at least one of the
state board approved interim reading assessments in English. In determining
whether a student must take the reading assessments in a language other than
English, each LEP shall review the student's score on the most recent annual
assessment administered pursuant to the English Language Proficiency Act,
C.R.S. section
22-24-101, et seq. If the student
scores within the range that the LEP determines demonstrates partial
proficiency in English or higher, the LEP shall ensure that the student
annually takes at least one of the state board approved interim reading
assessments in English.
Notes
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