By June 30, local educational agencies across the state will need to adopt one of four approved reading difficulties screeners for implementation in 2025–26.
The research-based assessment tool will be used annually to assess K-2 students who may need more instructional support for reading-related difficulties such as dyslexia.
A May report from Californians Together and Teach Plus, Considerations and Suggestions When Adopting a Reading Difficulties Screener for Multilingual Learners, includes guiding questions for LEA leaders for adoption and implementation and other resources.
“Universal screeners are most effective when implemented in the early grades as part of a comprehensive, schoolwide strategy for instruction and further evaluation,” according to the report. “However, for multilingual learners, careful consideration is needed during the selection, administration, and interpretation of these tools to ensure accurate and equitable use.”
Screeners can help distinguish if a multilingual learner is experiencing reading difficulties and/or challenges developing English language skills in addition to those they already possess.
As the report states, screeners aren’t diagnostic assessments, and for all students, but especially multilingual ones, special attention should be paid to potential over- and under-identification when choosing a tool and interpreting results. Performance on a screener cannot be used for reclassification purposes.
LEAs dictate when the assessment takes place, and that can vary by grade level and English proficiency. For kindergartner and emergent bilinguals, the report suggests using the assessment publishers’ recommendations on when to administer the screener, which for the two populations mentioned, is typically not in the first half of the year.
“Screening in the third or fourth quarter — or after a pre-determined period for midyear arrivals — allows students greater exposure to instruction and provides a more accurate picture of both their literacy and language proficiency,” according to the report. “For [multilingual learners], assessment in both English and the home language is strongly recommended. The combined results create a more complete literacy profile.”
Key questions for LEA leaders regarding the timing, format and delivery of assessments as well as program context are available in the report. Some examples spanning the categories include:
- Are there clear stopping points if a student demonstrates a lack of English proficiency, understanding or disengagement?
- Are directions available in the student’s home language? Can the vendor provide these translations?
- Who administers the screener: a certified teacher or support staff? Or is it taken independently by the student? Is it paper-based, computer-administered or a combination of both?
- Does the screener align with the school’s multilingual learner instructional models (e.g., dual immersion, bilingual)?
Post-screening considerations, like how to interpret results, instructional planning and family engagement and communication are covered as well.
The report notes that encouraging multilingual learner specialists, bilingual staff and family/community liaisons to participate in decision-making on adoption, implementation and interpretation and communication of results is essential.
