Looking Ahead Nebraska READS and the IRIP Process

Looking Ahead: Nebraska. READS and the IRIP Process Dr. Abby Burke Reading Specialist abby. burke@Nebraska. gov

In this session, Nebraska. READS will identify essential actions necessary for compliance with the Nebraska Reading Improvement Act. Guidance to address timing and approaches to the fall assessment and unfinished learning for students with an Individualized Reading Improvement Plan (IRIP) will be provided.

The Nebraska Reading Improvement Act Requirements • Approved Assessment for K-3 students 3 x/academic year • Parental notification within 15 days of identification • Individualized Reading Improvement Plans (IRIPs) • Evidence-based interventions • Summer reading program options

Approved Assessment • Pursuant to the Nebraska Reading Improvement Act (Nebraska Revised Statute 79 -2601 to 79 -2607) by March 1 st of each year, the Nebraska Department of Education makes public the list of reading assessments that have been approved for the following academic school year. • Please note that assessment threshold scores may vary from year to year. An asterisk (*) indicates the threshold levels have changed for that assessment. • If you have questions regarding specific changes to scores, you may contact the vendor directly

Approved Assessment • Refer to vendor for guidance on remote testing. • For example: https: //www. nwea. org/2020/05/statement-from-nwearegarding-remote-testing-as-an-option-during-school-closures/

Guidance on Communicating and Collaborating with Families • Communicate with families and students consistently, often, and in various ways • Match different modes of communication to family preferences • Learning management systems, video chats, email, text messaging, face time, phone calls • Consider families availability • Early morning, lunchtime, or evening communication options may be necessary • Set regular office hours

Individualized Reading Improvement Plan • Student-centered • Data-informed • Process focused

Design Equitable Literacy Learning Experiences • Provide necessary materials and resources • Provide options for virtual and traditional experiences • Differentiate, modify and/or make accomodations as appropriate

Early Fall Guidance (before fall assessement) • Use classroom formative assessment strategies to adjust initial instruction of Essential Instructional Content for ELA. (Core instruction for all students. ) • Implement robust class-wide interventions rather than pull-out interventions when appropriate. • Start grade-level progress monitoring for students who have significant support needs.

Addressing Unfinished Learning: Foundational Skills • Be strategic in making use of assessments to identify missed learning • Don’t make assumptions about students’ decoding abilities when they come back to school • Address gaps by teaching missed foundational skills in the sequence provided by your curriculum materials to all students who need them • Use targeted check-ins

IRIP: Evidence-Based Practices (EBP) Evidence-based practices (EBP’s) are instructional techniques with meaningful research support that represent critical tools in bridging the research-to-practice gap and improving student outcomes.

IRIP: Targeted Instructions using EBP’s

The Nebraska. READS initiative supports the policies and practices outlined in the Nebraska Reading Improvement Act, which was enacted in 2018.

Click to edit Master title style