RSA Coordinators / Teachers - Reading Sufficiency


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RSA Reports -
Single Sign On

Four Assessments of Data Literacy

Why Can't I Skip My 20 Minutes of Reading Tonight?

Relationship Between Achievement and Independent Reading

Tiers

  • Tier 1
    90 minutes Daily scientific research-based reading instruction
  • Tier 2
    90 minutes Daily scientific research-based reading instruction PLUS additional intervention time based on individual needs
  • Tier 3
    90 minutes Daily scientific research-based reading instruction PLUS  additional intervention time based on individual needs

Intervention Resources

The following databases provide research studies on different interventions, and may be helpful for districts when making decisions about interventions.

What Works Clearinghouse

Best Evidence Encyclopedia

ESSA Evidence

RTI Network

Notice: The Oklahoma Department of Education does not endorse or recommend reading material for its schools. Curriculum decisions are made at the district/local level in Oklahoma. Reading material for students should always be previewed by parents or educators.

Contact:

Melissa Ahlgrim
Director, Reading Sufficiency

(405) 522-1591

Sharon Morgan
Director, Elementary ELA 

(405) 521-3034

Dylan Savage
Reporting Specialist

(405) 521-4068

RSA Coordinators / Districts

2022-2023  Monthly Updates 

These meetings are held virtually each month to provide clarification and address questions around implementation of the Reading Sufficiency Act. Meetings are recorded and are linked to the corresponding date below. 

All monthly updates will be held on Wednesday at 2:00.

Zoom Meeting ID: 161 997 1359                                Password: RSA2023    

  • August 24, 2022 
  • September 14, 2022 NEW
  • October 12, 2022
  • November 16, 2022
  • December 14, 2022
  • January 11, 2023
  • February 8, 2023
  • March 8, 2023
  • April 12, 2023
  • May 10, 2023


Timeline and Assessments

2022-2023 RSA Timeline 

Locating Reports on Single Sign On

RSA Quick Guide for Educators 2022-2023 

Early Literacy Screening

Implementation Guidance: Early Screening for Reading Difficulties, including Screening for Characteristics of Dyslexia 

All information and data below for specific screeners is provided by the vendor through the Request for Information (RFI) application or follow-up conversations. This information is also available from vendors for current customers. Specific questions about a screener should be directed to the vendor. These documents are supplied here in order to provide quick access to information required to meet RSA requirements.

Approved Universal Screening Assessments for RSA

Approved Screening Assessments for Characteristics of Dyslexia

PAST (supplement to some dyslexia screeners)

Screener Selection

Webinar on Screener Selection

Alternative Assessments for Good Cause 3


RSA Funding

Science of Reading Professional Development

Beginning with the 2022-2023 school year, districts that receive more than $2500 in RSA funds must spend at least 10% of those funds on professional development in the science of reading. Further guidance and programs approved for this use can be found below. 

 


Sample Documents

Individualized Program of Reading Instruction (IPRI)

Forms have been updated to reflect the 2022-23 school year.

This document has been revised to include requirements for dyslexia screening. This document is a tool made available to districts. It is not required that districts use this document. If a district-created form is used, it is the responsibility of the district to ensure all statuatory requirements for the IPRI are met. 

The addendum document is only needed if the screening for characteristics of dyslexia is not able to be completed prior to having a conference with parents. If all information about dyslexia screening is able to be included on the IPRI, the addendum is not needed.

Students who are promoted to 4th grade through a good-cause exemption or the Student Reading Proficiency Team (SRPT) must continue to receive intervention until they demonstrate grade-level reading ability with an approved screening assessment, or transition to a locally-developed plan after 5th grade. The intervention needs to be documented. For those students receiving this intervention through special education services, the intervention is documented on the IEP. Otherwise, the form below can be used for this documentation. If a district-created form is used, it is the responsibility of the district to ensure all statuatory requirements for documentation are met. 

Family Communication

Portfolio

The portfolio requirements reflect the standards being used for the Oklahoma State Testing Program (OSTP). The OSTP will use the 2016 Oklahoma Academic Standards for the 2022-2023 school year. The portfolio requirements will shift to the 2021 Oklahoma Academic Standards for ELA for the 2023-24 school year, when those same standards will be used for the OSTP.


Third Grade Promotion and Retention

Documentation

Probationary Promotion Through SRPT

Transitional Grades

Frequently Asked Questions for Transitional Grades


    Fluency

    Recommendations for Third-Grade Portfolio on Level Read Aloud
    • Unpracticed on third-grade level text at a target rate of 110-120 wcpm (words correct per minute) with 97-98% accuracy.
    • Lexile Range - 520L-820L for Third Grade on Level Read Aloud.
      Lexile Guidance

    Differentiating Instruction


    Recordings of 2021-2022 Virtual Meetings

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    Last updated on September 26, 2022