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Four Assessments of Data Literacy
Why Can't I Skip My 20 Minutes of Reading Tonight?
Relationship Between Achievement and Independent Reading
The following databases provide research studies on different interventions, and may be helpful for districts when making decisions about interventions.
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.
These meetings are held virtually each month to provide clarification and address questions around implementation of the Reading Sufficiency Act. There will be two meetings each month--one in the afternoon and one in the evening. Currently, we are unable to record meetings. Please subscribe to the RSA newsletter to get information about meeting dates and links.
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RSA Quick Guide for Educators 2023-2024
Screening assessments are approved by the Oklahoma State Board of Education. Technical guidance documents specific to each assessment are currently being updated. For training specific to each assessment, please contact the publisher.
The following assessments have been approved for use for both Universal (RSA) screening and screening for characteristics of dyslexia.
The grade-level target for all assessments is the 40th percentile.
The assessments listed below have been approved for use for Universal (RSA) screening only. A different assessment would need to be used for screening for characteristics of dyslexia.
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.
Forms have been updated to reflect the 2023-24 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.
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.
Frequently Asked Questions for Transitional Grades