File:† ILBC-R

 

 

Early Literacy and Reading Comprehension

(Procedures to Implement the Colorado READ Act)

 

The district shall comply with the Colorado Reading to Ensure Academic Development Act (READ Act) and applicable State Board of Education rules in implementing this regulation. This regulation addresses the procedures the district shall follow in creating a studentís READ plan, communicating with the studentís parent/guardian concerning the creation, contents and implementation of the studentís READ plan, and determining whether a student with a significant reading deficiency will advance to the next grade level.

 

A.† Development of a READ plan

 

A READ plan shall be developed for a student in kindergarten, first, second or third grade who is identified with a significant reading deficiency in accordance with the READ Act and applicable State Board of Education rules. If the student is in kindergarten, the READ plan shall be a component of the kindergartnerís individualized readiness plan. Alternatively and in lieu of a READ plan, the district may address the studentís identified significant reading deficiency in the studentís Individualized Education Program (IEP), in accordance with applicable law.

 

Components of the READ plan

 

At a minimum, the studentís READ plan shall include:

 

1.            the studentís specific reading skill deficiencies;

2.            the goals and benchmarks for the studentís growth in attaining reading competency;

3.            the instructional programming and interventions that will be provided;

4.            the manner in which the studentís progress will be monitored;

5.            the strategies the studentís parent/guardian is encouraged to use in assisting the student;

6.            any additional services the studentís teacher deems available and appropriate to accelerate the studentís reading skills.

 

Communication with the studentís parent/guardian

 

The studentís teacher and other school personnel shall meet with the studentís parent/guardian, if possible, to create the studentís READ plan. At this meeting, the studentís teacher shall discuss the following with the studentís parent/guardian:

 

1.            The stateís goal for all children in Colorado is to graduate from high school having attained skill levels that adequately prepare them for postsecondary studies or the workforce.

2.            Research indicates achieving reading competency by the end of third grade is a critical milestone in achieving this goal.

3.            If the student enters fourth grade without achieving reading competency, the student is significantly more likely to fall behind in all subject areas beginning in fourth grade and continuing in later grades.

4.            If the studentís reading skill deficiencies are not remediated, it is likely the student will not have the skills necessary to complete the coursework required to graduate from high school.

5.            The nature of the studentís reading skill deficiency, including an explanation of what the significant deficiency is and the basis upon which the teacher identified the deficiency.

6.            Under state law, the student qualifies for and the district is required to provide targeted, scientifically based or evidence-based interventions to remediate the studentís specific, reading skill deficiencies, and the studentís READ plan shall include these interventions.

7.            The studentís parent/guardian plays a central role in supporting the studentís efforts to achieve reading competency and is strongly encouraged to work with the studentís teacher in implementing the studentís READ plan.

8.            The studentís READ plan includes strategies the parent/guardian is encouraged to use at home and is encouraged to supplement the intervention the student receives in school.

9.            There are serious implications to a student entering fourth grade with a significant reading deficiency.† If the student continues to have a significant reading deficiency at the end of the school year, state law requires the parent/guardian, studentís teacher and other school personnel to meet and consider retention as an intervention strategy.

 

At the conclusion of the meeting, the studentís teacher shall provide the studentís parent/guardian with a written explanation of the information discussed in items 1-9 above, along with a copy of the studentís READ plan.

 

If the studentís parent/guardian is unable to attend the meeting, the studentís teacher shall provide the studentís parent/guardian with a copy of the studentís READ plan, a written explanation of items 1-9 above, and a written explanation of the scientifically based or evidence-based reading instructional programming and other reading-related services the student will receive under the plan as well as the strategies the parent/guardian is encouraged to apply to assist the student.

 

B.† Student promotion or retention

 

Within 45 days before the end of any school year, school personnel shall provide a written notification to the studentís parent/guardian if a student in kindergarten, first, second or third grade continues to be identified as a student with a significant reading deficiency.

 

At a minimum, the written notification to the studentís parent/guardian shall state:

 

1.            There are serious implications to a student entering fourth grade with a significant reading deficiency and, therefore, state law requires the studentís parent/guardian, studentís teacher and other school personnel to meet and consider retention as an intervention strategy and determine whether the student, despite having a significant reading deficiency, is able to maintain adequate academic progress at the next grade level.

2.            School personnel will work with the studentís parent/guardian to schedule a date, time and place for the meeting.

 

The written notification shall not be required if:

 

1.            the student is a student with a disability who is eligible to take the alternative statewide assessment or whose disability substantially impacts the studentís progress in developing reading skills, resulting in the studentís significant reading deficiency;

2.            the student is a student with limited English proficiency and the studentís significant reading deficiency is due primarily to the studentís language skills; or

3.            the student is completing the second school year at the same grade level.

 

 

Meeting to discuss possible retention

 

At the meeting to discuss the studentís possible retention due to the studentís significant reading deficiency, school personnel shall discuss the following with the studentís parent/guardian:

 

1.            There are serious implications to a student entering fourth grade with a significant reading deficiency and, therefore, state law requires the studentís parent/guardian, studentís teacher and other school personnel to meet and consider retention as an intervention strategy and determine whether the student, despite having a significant reading deficiency, is able to maintain adequate academic progress at the next grade level.

2.            The importance of achieving reading competency by third grade because students who do so are more likely to graduate from high school and attain a postsecondary credential.

3.            The studentís body of evidence and the likelihood that the student, despite having a significant reading deficiency, will be able to maintain adequate academic progress at the next grade level.

4.            The increased level of intervention instruction the student will receive in the next school year regardless of whether the student advances to the next grade level.

5.            The potential effects on the student if he or she does not advance to the next grade level.

 

At the conclusion of the meeting or as soon as possible after the decision is made to promote or retain the student, school personnel shall provide the studentís parent/guardian with a written statement regarding the decision and the basis for the decision.

 

Approval date: Sept 22, 2014