Note: Jodie Submitted DIBELS Scores to the State in June

The READ Act

Overview: The state allocated $15.3 million to the Early Literacy Fund for the 2013-14 school year to be distributed to districts across the state according to the number of students identified with a significant reading deficiency. The department is currently validating data and anticipates the process to distribute funds will begin by mid-September.

Note: Jodie submitted DIBELS scores to the state in June.

The READ Act calls for districts to provide interventions to each K-3 student identified with a significant reading deficiency. Per-pupil intervention money for students with significant reading deficiencies must be used in one or more ways that include providing full-day kindergarten, purchasing tutoring services in reading, providing other targeted, scientifically- or evidence-based intervention services (including but not limited to those identified in the READ program advisory list) or operating a summer school literacy program. Funds may also be used to purchase diagnostic assessments on the approved assessment list.

Additional Information:

·  The READ Act replaces CBLA.

·  The data collected must be included in the school and district UIP.

·  For K-3 students completing the 2014-15 school year with a significant reading deficiency (below cut score), a retention conversation is required, and the parents make the final decision.

Cut Scores: K-3 Students must have a READ Plan if they do not hit the cut scores on DIBELS Next.

GRADE / FALL / WINTER / SPRING
Kindergarten / 12 / 84 / 88
1st Grade / 96 / 99 / 110
2nd Grade / 108 / 144 / 179
3rd Grade / 179 / 234 / 279

We can use Pearson Inform as our READ Plan. Our work with the RtI Facilitators, grade level teams, interventionists and parents must include the following:

1.  Administration of the DIBELS Next assessment

2.  Progress Monitor (using Dibels)

3.  Collection of a Body of Evidence (scores in Pearson Inform)

4.  Use research-based instructional materials for a minimum of 90 minutes each day

5.  Provide a multi-tiered system of supports

6.  Accelerate advanced readers