Ensure that ALL students are able to function within a culturally diverse society and the global arena by promoting high levels of student learning through the following practices:

 

Frequently Asked Questions (FAQs)

What does the screener look like and what does it measure?

 

The reading screener is a short assessment that students complete with a school staff member. It includes simple tasks like identifying letters, sounds, or words and may involve reading out loud or answering questions about what they hear. The activities are age-appropriate and designed to feel like a regular part of their school day. The screening assessment is similar to other assessments that students are often administered.

 

The screener measures key early reading skills, such as how well students recognize letters and sounds, read words, and understand spoken or written language. These skills help teachers understand how your child is developing as a reader and whether they may need extra support.

 

 

No. The screener is not used to diagnose learning disabilities or place students in special education. It helps identify students who may be at risk for reading difficulties so they can receive early support. If a student continues to struggle over time, the school team will work with you to explore additional steps, which could include further assessments.

 

 

If your child’s primary language is Spanish and they do not have sufficient enough English, they may be assessed using a Spanish-language screener to help us understand their reading development in their home language. If your child speaks another language and they do not have sufficient enough English as determined by ELPAC results or the length of time they have attended school in English, an alternate process will be used to determine if there are possible reading difficulties. This process will include asking parents and/or guardians several questions in the form of a digital survey to see if there are any concerns in reading or language development. Follow-up questions may be asked if there are concerns.

 

 

• The pupil has a current identification or diagnosis of a reading difficulty, reading disorder, or other disability.
• The pupil is eligible for special education and related services pursuant to the IDEA or a plan pursuant to Section 504.
• The pupil is in the process of being assessed for eligibility for special education and related services pursuant to the Individuals with Disabilities Education Act (IDEA) or a plan pursuant to Section 504, and the pupil is being evaluated with diagnostic assessments that make the pupil’s assessment or evaluation using the screening instrument(s) redundant. EC 53008(i)

 

Families will receive a custom report within 45 days of the assessment after each screening period. During the 25-26 school year, the screener report will be sent home with your child’s trimester 2 report card.

 

 

Teachers will use the screener results to better understand your child’s reading needs. If your child shows signs of needing support, the teacher may provide small group instruction, extra practice with key reading skills, or other classroom-based interventions. The goal is to provide help early so your child can continue to grow as a reader.

 

 

If you have questions about the screener or your child’s results, please contact your child’s teacher or school principal.