Kindergarten Assessments and READ Plans
For the 2013-2014 school year, the Colorado Department of Education has provided specific guidelines for determining a Significant
Reading Deficiency (SRD) related to students in Kindergarten.
The following information outlines:
 Assessment timeline
 Cut off scores to determine a Significant Reading Deficiency
 Factors for identifying students as having significant Reading Deficiency and needed a READ plan
Factors for Identifying Kindergarten Students
Assessment
Cut-off Scores
Instruction
DRA 2 Independent
Reading Assessment
If a student does not reach
the cut off score DRA2 Level
A (independent level) readminister assessment
Provide intentional,
targeted instruction
based on Word
Analysis Task
scores
Diagnostic
Assessment
Parent
Communication
Read Plan
Status
Given to all Kindergarten
students:
Mondo Oral Language
Assessment
Fall
Assessment Timeline
(August-November)
Concepts of Print
DRA2 Independent
Reading Assessment
DRA2 Word Analysis
Tasks:
 Task #3
Isolating Initial Sounds

Task #5
Recognizing Capital
Letters

Task #6
Recognizing
Lowercase
Letters
DRA2 Word Analysis Task
Cut Off Scores:
 Task #3
Isolating Initial Sounds
Higher than 3/10
 Task #5
Recognizing Capital
Letters
Higher than 9/26
 Task #6
Recognizing Lowercase
Letters
Higher than 9/26
During fall
Parent/Teacher
conferences
discuss student
needs related to
learning early
literacy skills
(letter
identification and
initial sounds)
Discuss possible
strategies for
support at home
and school for
developing early
literacy skills
No READ plan is
written at this
time
Winter
(December-Beginning February)
Given to all Kindergarten
students:
DRA2 Word Analysis
Tasks
 Task #21
Segmenting words
into Phonemes
Tasks #3, 5, and 6 for
students who did not score
at “Control” on the DRA2
Word Analysis rubric in
Fall
 Task #3
Isolating Initial Sounds

Task #5
Recognizing Capital
Letters

Task #6
Recognizing
Lowercase
Letters
DRA2 Word Analysis Task
Cut Off Scores:
 Task #3
Isolating Initial Sounds
Higher than 7/10
 Task #5
Recognizing Capital
Letters
Higher than 20/26
 Task #6
Recognizing Lowercase
Letters
Higher than 20/26
 Task #21
Segmenting Words into
Phonemes
Higher than 5/8
Provide intentional,
targeted instruction
based on Word
Analysis Task
scores
READ Plan Parent
Conferences:
Begin having
conversations (or
conferences) with
parents of
students that
didn’t reach the
cut off scores for
Winter tasks and
do not show
progress towards
meeting the cut off
scores for Spring.
Students must score
higher than the cut off
score on at least ONE
Task to NOT be
considered Significantly
Deficient in winter.
Given to all Kindergarten
students:
Spring
(Mid February-April)
DRA2 Independent
Reading Assessment
DRA2 Reading Cut Off
Scores:
Above DRA2 Level A
(Independent Level)
Provide intentional,
targeted instruction
based on Word
Analysis Task
scores
Provide intensive,
targeted instruction
based on PALS
assessment data
Phonological
Awareness Literacy
Screening
Assessment (PALS)
Given to students who
do not reach DRA2
Level A (Independent
Level) cut score
READ plan Parent
Conferences:
Complete parent
conferences for
student who did
not meet the
Spring DRA2
Level A
(Independent
Level) cut score.
Develop READ
plan for students
not meeting the
DRA2 Level A
(Independent
Level) cut score.
A teaching team
(teacher,
administrator,
coach, reading
interventionist,
parent) develops
the READ plan.
1/9/2014