Introduction
Per
Senate Bill 9 (2022), the Read to Succeed Act, by Jan. 1, 2023, each superintendent shall select:
At least one reliable and valid universal screener for reading administered to all students in grades K-3; and
At least one reliable and valid reading diagnostic assessment administered as part of a multi-tiered system of supports for students in grades K-3.
All teachers of students in K-3 shall be trained on any reading diagnostic assessment and universal screener selected by the superintendent prior to administration of the assessment in the 2023-2024 school year.
Beginning with the 2023-2024 school year, a reliable and valid universal screener shall be:
Given in the first 45 days of the school year for all kindergarten students; and
Given in the first 30 days of the school year for grades 1-3.
Based on the data from the above, a reading improvement plan shall be developed and implemented by a reading improvement team for any student in K-3 identified as needing accelerated interventions to progress toward proficient performance in reading.
The Senate Bill 9 Implementation Timeline document provides further guidance around what needs to be implemented when.
Early Literacy Assessments within KyMTSS
The Early Literacy Assessment within Kentucky's Multi-Tiered System of Supports (KyMTSS) document provides information around how universal screening and diagnostic assessment fit within a multi-tiered system of supports.
Valid and Reliable Early Literacy Screening Assessments
Selection Criteria
The Kentucky Department of Education (KDE) established selection criteria to determine which assessments would be included on the final list of approved early literacy screening assessments.
Universal Screeners
Approved Universal Screeners Comparison Chart
It is suggested that districts begin their own selection process by reviewing the KDE Approved Universal Screeners Comparison Chart.
List of Approved Early Literacy Screening Assessments
Dyslexia Screening
When school teams interpret universal screening results, they should keep in mind that reading diagnostic assessments have components targeting decoding difficulties that also include components such as oral language comprehension difficulties. A child may have more than one of these issues, but when considering dyslexia, it is decoding difficulties that are most prevalent. If a child has poor decoding ability (determined by universal screener or teacher or parent observation), it is useful to further assess for the following decoding sub processes:
These essentially are the components taught through Phonemic Awareness and Phonics instruction, two of the “Five Pillars of Reading” that make up a standard early reading curriculum (the other three being fluency, vocabulary and comprehension; National Reading Panel, 2001). Dyslexia screener information has been provided in the KDE Approved Universal Screeners Comparison Chart.
Diagnostic Assessments
Diagnostic Assessment
Diagnostic assessments for reading are used to provide more in-depth information of an individual student’s specific skills. Diagnostic assessments help teachers identify the skill deficits to effectively guide the next steps for instruction and intervention. Not all students need this type of in-depth reading assessment, but diagnostic data is most important for struggling and at-risk readers.
An example of an appropriate use of a diagnostic instrument would be to discover which components of reading are impaired in a child who has performed below grade level on a universal screening assessment. In this case, it would be useful to know if the child is impaired in reading fluency or accuracy, knowledge of word meanings, general background knowledge, or use of efficient comprehension strategies.
Diagnostic assessments can be formal standardized tests or informal measures such as criterion-referenced tests and informal reading inventories. When used for the purpose of identifying students in need of intervention, formal and informal diagnostic assessments should be valid and reliable.
Formal diagnostic assessments (like the ones included on the approved Early Literacy Diagnostic List) below provide information about the relative level of skill across the essential components of reading: phonemic awareness, phonics, fluency, vocabulary and comprehension.
Informal diagnostic assessments are typically obtained through administration of an informal reading inventory or a classroom or curriculum-based assessment. They give information at a very specific level (i.e., which letter/sound correspondences are known fluently). The formal diagnostic assessments on the approved Early Literacy Diagnostic List have technical manuals that provide the evidence basis for how the assessments meet the criteria for classification accuracy, validity and reliability. Informal diagnostics do not have technical manuals in which the data can be obtained.
The formal diagnostic assessments on the approved Early Literacy Diagnostic List have technical manuals that provide the evidence basis for how the assessments meet the criteria for classification accuracy, validity and reliability. Informal diagnostics do not have technical manuals in which the data can be obtained.
Approved Diagnostics Comparison Chart
It is suggested that districts begin their own selection process by reviewing the KDE Approved Diagnostics Comparison Chart.
List of Approved Early Literacy Diagnostics
Disclosure Statement
Reference in this website to any specific commercial products, processes, or services, or the use of any trade, firm, or corporation name is for the information and convenience of the public, and does not constitute endorsement or recommendation by the Kentucky Department of Education (KDE). The KDE is not responsible for and does not in any way guarantee the accuracy of information in other sites accessible through links herein. KDE may supplement this with other services and products that meet the specified criteria.
Please reach out to Christie Biggerstaff at
christie.biggerstaff@education.ky.gov with any questions.