206-56 Wyo. Code R. §§ 56-3 - Universal Screening

The screening criteria outlined below summarize the requirements for Wyoming school districts and schools governed by Wyoming districts.

(a) Universal Screener Criteria: For the purpose of detecting signs of reading difficulties including, but not limited to, dyslexia or other reading deficiencies, school districts will use a WDE approved screening instrument or instruments. All screening instruments for this purpose are required to abide by the following criteria:

(i) Brief: the required screening process should take no more than 10 minutes at each screening period per student.

(ii) Targeted: provide criterion or indicator referenced data based on the performance of predetermined criteria. Wyoming Department of Education required screening indicators (criteria) are defined in section 3(c) below.

(iii) Standardized:

(A) The assessment is given in the same manner to all students including questions, process, and scoring.

(B) The assessment is not adaptive in that it does not adjust the difficulty or complexity of the items presented to the student based on the prior performance of the student.

(iv) Predictive: has a high level of predictability of which students are most likely to reach grade level foundational reading skills expectations given their current progress and those most likely to have reading difficulties.

(v) Reliable: the measure is likely to yield the same result if it were to be given several times on the same day in the same context.

(vi) Valid: the test measures what it is intended to measure (construct validity), corresponds well to other known valid measures (concurrent validity), and predicts with good accuracy how students are likely to perform foundational reading skills in the future. (predictive validity).

(vii) If districts would like to use a screening instrument not on the pre-approved list, they must complete an approval request and have the screening instrument evaluated and approved prior to implementing the chosen screening instrument for purposes of meeting the statutory requirements. Review does not guarantee approval.

(b) Screening Process: Districts will use universal screening to determine the performance of all students on early reading predictive skills. This will provide data that informs decisions regarding further assessment that could lead to instruction and intervention.

(i) Screeners will be administered to all kindergarten, first, second, and third grade students three (3) times each school year (beginning, middle, end).

(ii) Districts are required to use cut scores as determined by the publisher of the screening tool to identify and report levels of risk. On an early reading screening assessment, cut scores will describe the likelihood of a student developing or not developing adequate foundational reading skills.

(iii) Districts will use the screening data to determine the need for further diagnostic assessment per individual student results.

(A) A cut score of "minimal" or "low risk" level is a screening and progress monitoring target established to be equivalent to any score at or above the 40th percentile. This score will be considered identification of a student performing at a proficient level on predictive reading skills (i.e.: this student will most likely develop adequate word reading skills, sometimes referred to as "benchmark").

(B) A cut score of "moderate" or "some risk" level is a screening and progress monitoring target established to be equivalent to scores between the 40th and 20th percentile. This score may require further diagnostic testing, instructional support and possible related intervention. If a reading difficulty has been diagnosed through diagnostic assessment and interventions are determined necessary, communication with parents and an individualized or group reading plan is required.

(C) A cut score of "at risk" or "high risk" level is a screening and progress monitoring target established to be equivalent to scores below the 20th percentile. This score will require: further instructional support, diagnostic testing, related intervention, communication with parents, and an individualized reading plan. These students are considered to have a foundational reading skills difficulty, are predicted to not make adequate reading progress in word reading skills, and are highly likely to show reading deficiencies in the future without the provision of appropriate intervention.

(iv) Districts will implement, as part of its Multi-Tiered System of Support, which includes required screening, a Data Based Decision Making model to determine student need.

(A) Districts will collect and analyze data throughout the assessment and intervention process including implementing a progress monitoring protocol with fidelity.

(B) This data will be the basis of decision making regarding early foundational reading skills core curriculum, implementation, intervention intensity, frequency, content, implementation fidelity, and the need for further diagnostic assessments.

(v) Districts will use screening data to evaluate the effectiveness of comprehensive Tier 1 core instruction and curriculum used with all students at a particular grade level.

(A) A core curriculum is effective in content and instruction, if at least 80% of the students will benefit from the core curriculum and not require further intervention.

(B) If a universal early reading screener finds more than 20% of students to be in the "at risk" or "high risk" category, districts are required to evaluate the data, the content, and the implementation of Tier 1 foundational reading skills core curriculum and instruction including fidelity of implementation, pacing, intensity, frequency, structure, and differentiation.

(vi) Universal screening of early reading predictive skills will act as a prevention model to address student need prior to failure.

(vii) Universal screening will measure the effectiveness of district systems.

(A) Identify the need for or the effectiveness of the district's problem-solving framework.

(B) Measure the effectiveness of the districts Multi-Tiered System of Support processes such as Tier 1 foundational reading skills core curriculum and instruction, Tier 2 targeted evidence-based interventions, and/or Tier 3 intensive evidence-based intervention time, frequency, intensity, content, process, fidelity, and use of assessment tools.

(C) Allow for the analysis of the effectiveness of the data driven decision making process.

(D) Allow for the analysis of funding, support structure, professional development, and resources.

(c) Screening Indicators: Screening instruments will measure the following core kindergarten through grade three foundational and predictive reading skills.

(i) Phonemic (Phonological) Awareness: Kindergarten - fall, winter, spring. 1st grade - fall.

(ii) Alphabetic Principle (Phonics and Decoding): Kindergarten - fall, winter, spring. 1st grade - fall, winter, spring. 2nd grade - fall.

(iii) Oral Reading Fluency: 1st grade - winter, spring. 2nd grade - fall, winter, spring. 3rd grade - fall, winter, spring.

(iv) Reading Comprehension: 2nd grade - fall, winter, spring. 3rd grade - fall, winter, spring.

(v) Additional areas may be screened as required by the screening instrument or by district decision. Additional areas do not have a reporting requirement.

Notes

206-56 Wyo. Code R. §§ 56-3

Adopted, Eff. 11/3/2023.