|Alabama||Alabama Reading Initiative|
|Arizona||Arizona Research-Based Phonics Instruction|
School districts with fewer than 600 pupils are exempt from this section if the district "is advancing at least 1.2 academic years in a calendar year as measured by the statewide nationally standardized norm-referenced achievement test..."
As of April 30, 2002, this test was the Stanford 9, which is administered annually to students in grades 2-9.
|Arkansas||Arkansas Smart Start|
|California||California Comprehensive Reading Leadership Program Act of 1996|
|California||California Elementary School Intensive Reading Program|
|California||California High School English Professional Development Institutes|
|California||California Professional Development Institutes|
|California||California Reading Initiative|
The Standardized Testing and Reporting Program (STAR), enacted in 1997 (section 60640), requires districts to annually administer to students in grades 2-11 the state-board selected assessment, as well as the standards-based achievement test stipulated in section 60642.5
|Colorado||Colorado Basic Literacy Act|
The "reading readiness or literacy and reading comprehension level" of every K-3 student must be assessed annually using a state-board-approved instrument or the reading portion of the CSAP (the Colorado Student Assessment Program, statewide test linked to accountability measures).
Assessments to test students' reading levels must be approved by the state board only "after consulation with the state standards and assessments development and implementation council" established in Section 22-7-404.
|Colorado||Colorado Reading Excellence Act Partnership|
|Colorado||Colorado Summer School Grant Program|
|Colorado||Colorado Teacher Development Grant Program|
|Connecticut||Connecticut Early Reading Success|
|District of Columbia||District of Columbia Targeted Assistance Schools Program|
|Florida||Florida Reading Initiative|
During professional development, teachers are shown how to use informal, as well as formal, assessments to provide sustained monitoring of student progress. In 2001-02 (year one of the program), the Gates-MacGinitie Reading Test, a national norm-referenced test, was administered to participating students during the second week of school and again in the 32nd week of school.
|Florida||Just Read, Florida!|
|Georgia||Georgia Assessment and Intervention|
To identify students eligible for early intervention program participation, schools may use student scores on assessments including the 1st-grade readiness test and the state criterion-referenced assessment.
Criterion-referenced reading assessment to serve as basis of retention of students in grades 3, 5 and 8 is established in statutes 20-2-281.
Students in grades 9-12 who score at or below the 25th percentile on a certain assessment qualify for the remedial education program.
Students will be tested using the state criterion-referenced reading assessment in grades 3, 5 and 8. Those scoring below grade level will be retested and if they still score below grade level, they will be retained. Students who are retained will receive a plan for continuous assessment to monitor progress in reading.
|Georgia||Georgia Reading Challenge|
Students participating in the program must take the Basic Literacy Test, unless instructional needs have been outlined by the child's classroom teacher. Initially, program guidelines demanded two reading assessments--the Iowa test and "periodic informal pretest and post-test assessments" (first-year report), but the Iowa test was later removed from the program for various reasons.
|Georgia||Georgia Reading First|
|Hawaii||Hawaii Reading Excellence Grant|
|Idaho||Idaho Child Literacy Act: Assessment|
|Idaho||Idaho Child Literacy Act: Extended-Year Program|
|Idaho||Idaho Comprehensive Literacy Plan|
|Idaho||Idaho Reading Evaluations and Interventions|
|Illinois||Illinois Reading Improvement Block Grant Program|
|Illinois||Illinois Summer Bridges|
Students will receive 90 hours of individualized summer instruction in reading and writing in small and large groups, as well as one-on-one sessions, on the basis of assessment scores from the beginning of the summer.
|Iowa||Iowa Early Intervention Block Grant Program|
|Kansas||Kansas Basic Reading Skills Mastery Program|
|Kentucky||Kentucky Center for Middle School Academic Achievement|
|Louisiana||Louisiana Quality Early Reading Initiative|
|Maine||Maine - Center for Early Literacy|
Every fall, individual and group assessments are administered. Individual data are applied to guide teaching, while group data provide the opportunity to observe progress over time and to obtain a picture of a group in general.
|Maine||Maine Center for Inquiry on Literacy (CIL)|
|Maryland||Maryland Academic Intervention and Support Program|
Students needing to participate in the intervention program are to be identified based on "performance on Maryland School Performance Assessment Program Tests [MSPAP], standardized tests, classroom tests, and any other criteria the State Board deems appropriate" (statute).
|Maryland||Maryland Minimum Reading Levels|
|Maryland||Maryland State Task Force on Reading|
Preservice and professional development for elementary and secondary grades must include coursework in reading assessment; secondary-grades teachers must also complete coursework in data analysis. The task force recommends both informal, as well as formal reading assessment. It also issues "design principles" on assessment, which include continuous observation and documentation of students’ reading and writing behaviors.
|Maryland||Maryland Statewide Family Literacy Initiative|
|Massachusetts||Massachusetts - Academic Support Services Program (ASSP)|
Students are to be identified for program participation based on poor performance on the MCAS or, in the case of the Individual Tutoring in Reading program, on low performance on the grade 3 Iowa reading test.
In the Individual Tutoring in Reading program, applying districts were required to state the assessment medium or method that would be applied to measure students' ongoing progress.
|Massachusetts||Massachusetts - BayState Readers Literacy Initiative|
|Massachusetts||Massachusetts - Community Partnerships for Children (CPC) Program|
Guidelines for CPC-funded early childhood programs recommend an "assessment-based curriculum" (guide) and offer guidelines for the assessment of young children.
According to the guide, "[Y]oung children's educational progress needs to be measured and documented by developmentally, linguistically, and culturally appropriate assessment tools. Observation-based assessment tools may include, but are not limited to: portfolio assessments, classroom observation measures, teacher report measures, parent report measures, individualized education program (IEP) team member reports, [and] therapist's or professional's reports."
|Massachusetts||Massachusetts - Elementary Schoolwide Literacy Program|
The reading comprehension levels of students in grades 1 and 2 in participating schools must be tested in the spring and fall 2002, 2003 and spring 2004 using the Developmental Reading Assessment (DRA). Schools must examine each child's test results and report these to parents and the child's teacher for the next school year. The grant proposal must address what assessments the school will use at each grade level to gauge students' progress towards established goals.
|Massachusetts||Massachusetts - Spread the Word Program|
|Michigan||Michigan - TARGET/PLUS|
|Michigan||Michigan Literacy Achievement Program Grants|
|Michigan||Reading Plan for Michigan|
The Preschool-Grade Three Reading and Writing Portfolio component of the Reading Plan for Michigan is an assessment tool to remain with the child from grade to grade and from school to school. It is to include: "(1) A profile sheet that summarizes the child's performance on the assessment tools in the Michigan Literacy Progress Profile (MLPP); (2) Individual record sheets showing specific diagnostic information about the child's performance on each of the assessment tools in the Michigan Literacy Progress Profile; (3) Examples of work selected by the child to show his/her best performances; and (4) Artifacts selected by individual schools to be included as indicators of the child's literacy development." Teachers are trained in portfolio use at summer Regional Training Centers.
The Michigan Literacy Progress Profile (MLPP) is an assessment for teachers to administer to students in grades pre-K-3 three to four times a year. It includes milestone assessments for oral language, fluency, comprehension and writing, enabling skills assessments in six areas, including phonemic awareness, and a structure from which to determine what literacy interventions are needed.
Statute 380.1280 requires all students in grades 1-5 to take a nationally recognized state superintendent-approved norm-referenced test each year. The Michigan Literacy Progress Profile may be used to fulfill this requirement for children in grades 1-3.
|Minnesota||Minnesota - Reading Intervention|
Each school district shall identify, before the end of 1st grade, the students who are at risk of not learning to read before the end of 2nd grade. The district must use a locally adopted assessment method.
|Missouri||Missouri Read to be Ready Program|
Each school district must administer a reading assessment to each student within 45 days of the end of the 3rd-grade year. For those who are found to be reading below grade level, the district must develop a reading improvement plan which includes 30 hours of additional reading instruction or practice outside the regular school day during the 4th-grade year. This process is repeated until the student is found to be reading on grade level. Assessments must have a demonstrated effectiveness based on research.
Mo. Rev. Stat. § 167.345 and § 167.346
|Nevada||Nevada Reading Excellence Act Grant|
|New Mexico||New Mexico Full-day Kindergarten Literacy Readiness Program|
|New Mexico||New Mexico Reading Initiative|
N.M. Stat. Ann. § 22-2-8.5 provides for statewide testing in reading and writing. Students in grades K-3 are assessed to determine problems in reading. The assessment is to provide a means of demonstrating continuous progress in reading and diagnostic information on phonics, phonemic awareness and comprehension.
|New York||New York Reading for Results|
|North Carolina||Comprehensive Reading Plan for North Carolina Public Schools|
In 1999, the board began requiring all schools to administer reading and math assessments in kindergarten through 2nd grade that monitor student's achievement of the benchmarks in the state Standard Course of Study. The assessments must include "documented, ongoing, individualized assessments" throughout the year and a summative evaluation at the end of the year.
|Ohio||Ohio Literacy Initiative|
Students will be assessed upon leaving the 3rd grade and entering the 4th grade to determine their reading ability. Those reading below grade level will be offered remediation services during the summer following 3rd grade.
The English Language Arts standards are aligned with a comprehensive assessment system.
|Oklahoma||Oklahoma Reading Sufficiency Act|
The act requires that each K-3 student be assessed using multiple, ongoing assessments. Students found not to be reading at the appropriate grade level are provided a reading assessment plan, which includes a program of instruction in reading designed to bring the student's reading skills up to grade level.
The State Department of Education must provide each school district with a list of approved reading assessments to be used for initial identification of students at risk of reading failure and for periodic and post assessments. These assessments shall measure student acquisition of reading skills including, phonemic awareness, phonics, spelling, reading fluency and comprehension.
|Oregon||Oregon Early Success Reading Initiative|
The initiative provides research-based assessment systems to administrators, teachers and the public in order to provide the decisionmaking and accountability information needed to monitor children's progress as they learn to read. It also provides for screening and continuously monitoring the reading progress of all children from kindergarten through the completion of the 3rd grade.
|Pennsylvania||Pennsylvania Read to Succeed|
|Rhode Island||Rhode Island Literacy and Dropout Prevention Act|
All school districts must screen all children prior to, or upon, their first entry to school to determine their educational readiness level. Screening shall focus on the literacy skills of reading, writing, speaking, listening and mathematics.
|Rhode Island||Rhode Island Reading Initiative/Reading Excellence Grant|
Three-year plans developed by funded schools will include the documentation and assessment methods to be used to track each child's reading progress. Assessment measures will inform for classroom instruction, referrals to special education, tutorial assistance, enrollment in Summer Bridge reading programs, enrollment in any special school-based supports and parent discussions.
|South Dakota||South Dakota Advanced Reading Enhancement Approach (AREA)|
The Developmental Reading Assessment Package (DRA) gives K-3 teachers a range of tools to help monitor changes in reading behaviors as they teach, as well as conduct periodic assessments for accountability. It is intended to guide teachers' ongoing observations of children's progress within a literature-based reading program.
|Tennessee||Tennessee Governor's Reading Initiative|
|Texas||Texas Reading Initiative|
The Texas Primary Reading Inventory (TPRI) is administered statewide to students in K-2 and provides a continuum on which to track each child's reading ability in four areas: print awareness, phonemic awareness, graphophonemic knowledge, oral reading ability and reading comprehension skills.
|Texas||Texas Ready to Read Grants|
|Utah||Utah Reading/Literacy Legislation|
The Utah Performance Assessment System for Students (U-PASS) in grades 1-10 is used to determine whether the student has mastered reading skills. U-PASS is comprised of seven major assessment programs, three of which are used to assess reading. If the student has not mastered basic skills, the school must provide remedial assistance to help the student attain reading proficiency appropriate to the student's age and ability.
Utah Code Ann. § 53A-1-606
Laing, Steven O. and Carlsotn, Gary L. "Utah Performance Assessment System for Students: an explanation of the system. Utah State Office of Education. April 27, 2001.
|Vermont||Vermont Preventing Early School Failure; Reading Instruction|
The Vermont Developmental Reading Assessment is a standards-based performance assessment, which is individually administered to every Vermont child at the end of 2nd grade. The assessment is designed so that it may be used both as a statewide accountability tool and as a teaching tool to inform classroom instruction.
|Virginia||Virginia Early Intervention Reading Initiative|
The initiative funds a statewide literacy screening instrument, PALS (Phonological Awareness and Literacy Screening) and a PALS Web site. The PALS Web site is designed as a teacher-friendly means of entering PALS scores. For teachers, the PALS site includes: (1) a section where teachers return their class scores to University of Virginia and receive an immediate summary report, (2) a page where principals and district representatives can receive summaries of their schools' PALS scores, and (3) over a hundred instructional suggestions based on PALS screening sections.
|Washington||Washington Reading Corps|
|Wyoming||Wyoming Reading Assessment and Remediation Act|
Districts must design and administer a reading screening program for all 1st- and 2nd-grade students to identify those needing further specialized help. In addition, beginning in the 2002-03 school year, districts must annually report to the department progress in reaching a rate of 85% reading proficency among the student body. The report must include longitudinal data on students in grades 1-4 identified for intervention.