Reading, Writing, and Communicating

Important News, Announcements, and Updates 

Grades 4-12 READ Plans Guidance FAQ 

The Colorado READ Act passed in 2012 by the Colorado legislature with the purpose of ensuring every student in Colorado can read at grade level by the time they exit third grade. The legislation was born out of convincing research by a variety of sources, including by the Annie E. Casey Foundation, that shows students who cannot read by the end of the third grade are four times more likely to drop out of high school. The provisions of the Act promote early identification of reading difficulties and effective intervention to quickly close reading gaps and ensure all Colorado students can demonstrate a level of competency in reading skills necessary to achieve success in school.

READ Act starts by making sure all students receive instruction in the foundational skills of reading. This continues through the grades until each third-grade student can read with ease, understand the materials, and think critically. What happens if a student enters into the fourth grade and cannot read grade-level texts with ease, demonstrate understanding of grade-level material, and/or think critically as asked in the Colorado Academic Standards for Reading, Writing, and Communicating? What happens if the same student has been identified as having a Significant Reading Deficiency (SRD) and is subsequently placed on a READ plan prior to leaving third grade? What does it mean when a student in grades 4 thru 12 is on a READ plan?

The frequently asked questions and subsequent responses found here are the first step in our phased, but targeted approach to provide guidance, support, and resources to districts regarding the topic of READ Plans beyond third grade. 

For more information or questions about READ plans for students in grades 4-12, please contact Olivia Gillespie at gillespie_o@cde.state.co.us. 

The Framework for Writing Instruction

The Framework for Writing Instruction is intended to support district-level leaders in facilitating conversations with their literacy leaders, instructional coaches, and teachers to develop a research-based framework toward the teaching of writing. Research reveals that teachers place little emphasis on persuasive and expository writing. Furthermore, it shows that students seldom write longer papers "that involve analysis and interpretation." It is important to note that, with both in-school writing and writing done beyond the classroom walls, students will be asked to produce writing centered on analysis, interpretation, exposition, and argument. Whether on standardized assessments, or in Advanced Placement and International Baccalaureate exams, or to demonstrate graduate competencies in capstone projects, student are asked to produce multi-paragraph essays. We cannot afford to neglect this complex literacy any longer. 

In June of 2021, a committee of literacy professionals from around Colorado convened to begin work on this Framework for Writing Instruction. One of the initial tasks was to identify a handful of beliefs toward writing and the teaching of writing. Again, districts and schools may want to convene teachers, literacy coaches, principals, content specialists, special education teachers, English language learner professionals, and others to take on similar tasks specific to their own districts. What is written in this guidance serves as a model for districts (or schools).  

For more information or questions about the Framework for Writing Instruction, please contact Olivia Gillespie at gillespie_o@cde.state.co.us. 

On-Demand Professional Development Opportunities

The Office of Standards and Instructional Support has compiled several on-demand learning opportunities for educators. Visit the on-demand library on the CDE website