Persistently at Risk Identification
In 2014 Iowa law was changed to support statewide literacy efforts for students in Iowa. This law requires that Iowa’s school children read at grade level by third grade. As a result, a district is required to identify students who are persistently at risk, identify interventions, and provide parents or guardians with specific communication about their student’s progress. In 2019-20, this applies to students in grades 6 and 7. Beginning in 2020-21 this applies to grades 6, 7, and 8.
A student is persistently at risk in reading if the student was not proficient in 3rd grade and has not met the grade-level benchmarks on two consecutive screening assessments. Tableau will automatically populate a list of your students requiring action by following the breadcrumbs listed below:
Tableau --> Achievement --> FAST --> FAST Analysis--> Literacy Status
Filter: Current Enrollment (select your building site)
Filter: Literacy Status (PR)
A student is persistently at risk in reading if the student was not proficient in 3rd grade and has not met the grade-level benchmarks on two consecutive screening assessments. Tableau will automatically populate a list of your students requiring action by following the breadcrumbs listed below:
Tableau --> Achievement --> FAST --> FAST Analysis--> Literacy Status
Filter: Current Enrollment (select your building site)
Filter: Literacy Status (PR)
Tableau screen shot
Pathway to correct data set
Filter options
Required Building Actions:
Screen every student across the year (fall, winter, spring). MAP serves as this screener.
Distribute Parent/Guardian communication
In 2019-20, this applies to students in grades 6 and 7. Beginning in 2020-21 this applies to grades 6, 7, and 8.
Parent/guardian communication must come within a reasonable period following the universal screening window. For 2019-2020, this must occur prior to the winter MAP window with efforts to send the communication as close to the fall testing window as possible in the future. These documents may be sent in tandem and must communicate the following:
A district created template for both letter and contract are available and have been translated into the 10 most prevalent languages used throughout DMPS. You may adjust these documents to fit building needs but all vital language regarding the law must remain. This communication must be a physical copy, not electronic. Contracts do not need to be signed and returned by parents/guardians.
Distribute Parent/Guardian communication
In 2019-20, this applies to students in grades 6 and 7. Beginning in 2020-21 this applies to grades 6, 7, and 8.
- Annual notification letter of a student’s status and academic progress
- Contract of Stakeholder Accountability and Actions
- Schools who already document and communicate a Title I Compact do not need an additional contract. This fulfills the requirement of the state.
Parent/guardian communication must come within a reasonable period following the universal screening window. For 2019-2020, this must occur prior to the winter MAP window with efforts to send the communication as close to the fall testing window as possible in the future. These documents may be sent in tandem and must communicate the following:
- Universal screening data that indicates their student is below benchmark
- A description of current services and proposed supplemental instruction that will be provided to remediate the persistently at risk status
- Strategies parents/guardians may implement at home; and
- Regular updates regarding student progress
A district created template for both letter and contract are available and have been translated into the 10 most prevalent languages used throughout DMPS. You may adjust these documents to fit building needs but all vital language regarding the law must remain. This communication must be a physical copy, not electronic. Contracts do not need to be signed and returned by parents/guardians.
Our legal requirement for secondary schools ends there, but best practice would also include progress monitoring of intensive interventions.
More information regarding the law and our obligations can be found through the Department of Education website: https://educateiowa.gov/documents/legislative-information/2018/04/eli-guidance
Questions may be directed to:
Secondary ELA Curriculum Coordinator
Elizabeth Sheridan
(515)242-8307
Elizabeth.sheridan@dmschools.org
Director of Secondary Teaching & Learning
Sarah Dougherty
(515)242-7619
sarah.dougherty@dmschools.org
Director of Federal & Grant Programs
Wilma M. Gajdel
(515)242-7937
wilma.gajdel@dmschools.org
More information regarding the law and our obligations can be found through the Department of Education website: https://educateiowa.gov/documents/legislative-information/2018/04/eli-guidance
Questions may be directed to:
Secondary ELA Curriculum Coordinator
Elizabeth Sheridan
(515)242-8307
Elizabeth.sheridan@dmschools.org
Director of Secondary Teaching & Learning
Sarah Dougherty
(515)242-7619
sarah.dougherty@dmschools.org
Director of Federal & Grant Programs
Wilma M. Gajdel
(515)242-7937
wilma.gajdel@dmschools.org
