1 Colo. Code Regs. § 301-92-3.00

Current through Register Vol. 47, No. 22, November 25, 2024

Section 1 CCR 301-92-3.00 - Administration of Interim and Diagnostic Reading Assessments and Determination of a Significant Reading Deficiency

3.01 All students in grades K-3 shall be assessed with a state board approved interim reading assessment.

3.01(A) Students in kindergarten shall be assessed using a state board approved interim reading assessment during the first 90 days of the school year. If an LEP administers the state board approved interim reading assessment within the first 60 days of the school year, it is not required to administer the literacy component of the school readiness assessment required pursuant to section 22-7-1014(1)(a), C.R.S.

3.01(B) Each student in grades one through three shall be assessed using a state board approved interim reading assessment within 30 calendar days of the student's first day of attendance.

3.01(C) If, based on grade-level cut-scores on the state board approved interim reading assessment in a specific school year, a teacher finds that a student demonstrates reading competency appropriate for his or her grade level, the LEP is not required to administer the state board approved interim reading assessments to the student for the remainder of the specific school year. Students who score at or below the cut-off score for a significant reading deficiency on a state board approved interim reading assessment shall receive the services outlined in section 4.00 of these rules, below.

3.01(D) If a student scores below the cut-score on the approved interim assessment, the student shall be assessed using a state board approved diagnostic assessment within 60 calendar days of the initial administration of the interim reading assessment. During the 60 day window, the LEP shall ensure the student receives scientifically-based and evidence-based core instruction and intervention. The diagnostic assessment shall be used to identify the student's specific skill deficiencies in one or more of the following components of reading: phonemic awareness; phonics; vocabulary development; reading fluency including oral skills and reading comprehension.

3.02 In grades K-3, a determination that a child has a significant reading deficiency in English will be based on:

3.02(A) A child scoring below the cut-score for a significant reading deficiency on a state board approved interim assessment; and

3.02(B) Results from a state board approved diagnostic assessment that identifies a student's significant reading deficiency in one or more of the following components of reading: phonemic awareness; phonics; vocabulary development; reading fluency including oral skills and reading; and

3.02(C) A body of evidence.

3.03 For students who receive literacy instruction in both English and Spanish, the LEP may opt to utilize a state board approved interim reading assessment in Spanish to determine whether the student has a significant reading deficiency. In these instances, students shall also be assessed once annually using a state board approved interim reading assessment in English for the purpose of informing reading instruction and intervention services and for the monitoring of student progress toward grade level reading competency. This section 3.04 shall not apply to a student who is an English language learner, as defined in section 22-24-103, C.R.S., and whose native language is Spanish.

3.04 For a student who is an English language learner, as defined in section 22-24-103, C.R.S., and whose native language is Spanish, the LEP shall determine whether the student takes the state board approved interim reading assessment in English or Spanish. If the state board adopts a list of approved readiness assessments pursuant to section 22-7-1209, C.R.S., that includes assessments in languages other than English or Spanish, the LEP shall determine whether a student who is an English language learner, as defined in section 22-24-103, C.R.S., and whose native language is not Spanish, will take the state board approved interim reading assessments in the student's native language. If a student takes a reading assessment in the student's native language, the LEP may also administer a state board approved interim reading assessment in English to the student, at the request of the student's parent. The LEP shall explain the rationale for the decision verbally and in writing.

3.05 If a student who is an English language learner takes a state board approved interim reading assessment in the student's native language, the LEP shall determine, and communicate in writing to the student's parent in a language the parent understands, if possible, the level of English proficiency at which the student must take at least one of the state board approved interim reading assessments in English. In determining whether a student must take the reading assessments in a language other than English, each LEP shall review the student's score on the most recent annual assessment administered pursuant to the English Language Proficiency Act, C.R.S. section 22-24-101, et seq. If the student scores within the range that the LEP determines demonstrates partial proficiency in English or higher, the LEP shall ensure that the student annually takes at least one of the state board approved interim reading assessments in English.

1 CCR 301-92-3.00

38 CR 11, June 10, 2015, effective 6/30/2015

39 CR 07, April 10, 2016, effective 4/30/2016

40 CR 21, November 10, 2017, effective 11/30/2017

43 CR 07, April 10, 2020, effective 4/30/2020

45 CR 23, December 10, 2022, effective 12/30/2022