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READ Plan Guidance for Students in Grades 4-12
Introduction / Overview
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 dropout 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?
In response to the numerous inquiries received from school and district leaders and educators regarding how to support the reading literacy proficiency of students who remain on READ plans beyond the third grade, the Colorado Department of Education formed a cross-departmental working group comprised of literacy experts from the Office of Standards and Instructional Support, the Elementary Literacy and School Readiness Office, the Culturally Linguistic and Diverse Education Office, the Exceptional Student Services Unit, and the Office of Learning Supports to create, compile, and provide detailed guidance and considerations grounded in scientific and research-based practices aligned to READ Act and other federal and state legislation (e.g., IDEA).
The guidance in each categorical bucket below is intended to provide all Colorado districts with research, resources, and training opportunities to support students who remain on READ plans beyond the third grade. The goal is to ensure that students achieve reading proficiency, and therefore, can demonstrate at grade level, the content, concepts, and skills outlined in the Colorado Academic Standards for Reading, Writing, and Communicating as the progress in grades 4 thru 12.
READ Plans for Students
- READ Plans
- READ Plans 101 (Video)
- READ and Individualized Education Programs Guidance for Students with Disabilities (K-12)
- READ Act and English Language Learners Guidance for Assessment and Determination of a Significant Reading Deficiency (SRD) in K-3
- READ Act and English Language Learners Guidance for Assessment and Determination of a Significant Reading Deficiency (SRD) in 4-12 (Summer 2024)
- READ Plans Checklist
- Reporting Requirements: What Reporting Requirements Exist for Students on READ Plans in Grades 4-12?
- Frequently Asked Questions about READ Plans for Grades 4-12
Systems and Structures: Supporting Students on READ Plans in Grades 4-12
- Multi-Tiered Systems of Support (MTSS)
- Instructional Program Review Rubrics for Grades 4-12
- Teaching English Language Learners: What the Research Does—and Does Not—Say
- Literacy Development Among English Language Learners
- Disciplinary Literacy: How Teachers in Other Content Areas Support Students with READ Plans
- Exiting a Student from a READ Plan in K-3 and Beyond
- The Science of Reading for Parents: Engaging Parents to Support Reading at Home
Selecting Instructional Tools and Implementing Evidence-Based Instructional Practices
- Selecting an Instructional Program (video)
- Selecting an Instructional Program Slide Presentation with Presenter Notes
- Reading League Curriculum Evaluation Tool
- Tier 1 (Core) Universal Instruction: Reading
- Tier 2 Targeted Instruction/Tier 3 Intensive Instruction: Reading
- Explicit Instruction and Active Participation
- Supporting ELLs in the Mainstream Classroom: Reading Instruction
- Effective Literacy and English Language Instruction for English Learners in the Elementary Grades:
- Science of Reading Resources
- Adolescent/Secondary Literacy Resources
- Key Definitions and Terminology
Assessing Students on READ Plans in Grades 4-12
- Assessment Type Considerations for Students on READ Plans in Grades 4-12 (Summer 2024)
- Assessment Frequency: How Often Should Students on READ Plans in Grades 4-12 be Assessed? (Summer 2024)
- Identify the Specific Skill Deficiency (Video)
- Creating Specific Goals and Benchmarks (Video)
- Progress Monitoring Assessment Data and Progress Towards Goals (Video)
Dyslexia
- What is Dyslexia?
- What Dyslexia Looks Like at Various Ages and Grades
- Structured Literacy and Literacy Practices: Understanding Differences to Create Instructional Opportunities
- Prevailing Myths about Dyslexia
- Colorado Dyslexia Handbook
- Dyslexia Toolkit
- Dyslexia Legislation in Colorado
- Dyslexia Forum Presentations and Additional Resources
Professional Learning and Training Opportunities
- CDE On-Demand Professional Development
- CDE Co-Literacy Monthly Conversations
- Teaching and Learning CoLabs
- CDE Reading Interventionist Training in the Science of Reading
- CDE Principal Training in the Science of Reading
- Trail to Summit: Systematic Phonics Framework
- Trail to Summit Framework Training
- Additional Research and Evidence-Based Resources
Important News, Announcements, and Updates
The Science of Reading Literacy Series
The Elementary Literacy and School Readiness (ELSR) office at CDE is developing a series of turnkey professional development options for districts to use to support implementation of evidence-based practices in the Science of Reading. The Science of Reading Literacy Series will begin with a focus on six instructional routines that address each of the components of literacy and oral language. Educators and leaders can access the series by clicking on this link.
CDE Release of the Colorado Framework for Writing Instruction
The Colorado Framework for Writing Instruction is intended to support district- and school-level leaders in facilitating conversations with their literacy leaders, instructional coaches, and teachers to develop a research-based framework toward the teaching of writing. The framework begins with a lean toward examining the beliefs around writing, in general, and teaching writing, in particular. Because of the complexity and the unique demands inherent in the teaching of writing, it is important for district and school leadership to bring to the surface the beliefs that teachers hold. This framework connects these more abstract beliefs to a research base. From there, it offers the elements of a “desired state” of teaching writing: the observable teacher behaviors that demonstrate effective writing instruction and the student behaviors that follow those actions. Finally, the framework connects the instructional practices to the professional development necessary to move districts and schools toward their vision. The framework can be found here.
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
Contact Information
Olivia Gillespie, Ed.D
Reading, Writing, and Communicating Content Specialist
Office of Standards and Instructional Support
720-930-1298
gillespie_o@cde.state.co.us
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