Reading Diagnostic Assessment and Reading Improvement Monitoring Plan Frequently Asked Questions

Reading Diagnostic Assessment and Reading Improvement Monitoring Plan Frequently Asked Questions

The Ohio Department of Education has received many inquiries about the development and implementation of Reading Improvement and Monitoring Plans (RIMPs). While the Department does not have the authority to change the RIMP requirements, practical advice is provided below for districts to use to meet the intent and desired outcome of the law.

The deadline for the development of RIMPs is within 60 days of receiving assessment results. The Department is sensitive to the challenge districts are facing in completing student fall assessments. The intention and desired outcome of the law can be achieved through thoughtful, well-reasoned approaches.


Students already on RIMPs

  • Schools should continue providing services under the prior RIMP until assessments can be completed. Teachers can access a student’s RIMP from the prior year and use that as a baseline. RIMPs then may be adjusted accordingly, based on progress monitoring, until a student is on track. Once a student can be assessed, modifications to the RIMP can be made as appropriate.


Prioritize RIMP Development for the following students

  • All students new to the district in grades K-3, particularly students for whom the teacher’s observations and interactions indicate reading challenges may exist.
  • ​Returning students in grades 1-3 who were “just barely” on track based on the prior year’s assessments or other available diagnostic information.
The Department recognizes the current conditions related to the pandemic have created higher levels of anxiety among many students, families and educators. Districts and schools should approach the process of developing RIMPs with families with extra sensitivity. The goal is to develop these collaboratively to meet the identified needs of Ohio’s early learners. Districts and schools should evaluate the availability of support personnel and resources to best develop and implement RIMPs in a variety of learning settings.  



Questions about Reading Diagnostic Usage for RIMP Development

Q: Our assessment vendor has advised us not to use remote administration as the sole decision factor for placing a student on a RIMP? What should we do?

Some vendors have not yet had time to test the reliability and validity of their remote options for testing. In addition to the reading diagnostic, using alternative approaches to identifying student reading levels and challenges is recommended. What other evidence does the district have to gauge a student’s reading ability? The need for a RIMP then can be informed by that approach. RIMPs must be developed and implemented for students who score not on track. Schools may electively place students who are on track on RIMPs if there is evidence of a reading deficiency and they decide these students need additional help with reading.

The district also may choose another Department-approved assessment that can be used remotely to fulfill the fall reading diagnostic assessment requirements.


Q: If our district is unable to administer the fall diagnostic safely, how can kindergarten teachers informally determine the needs of their students?

In the event districts do not administer the fall diagnostic due to safety concerns, teachers should, at a minimum, assess kindergarten students’ abilities to recognize uppercase and lowercase letters and identify the initial sounds in common words. Teachers may use students’ preschool assessment results to determine students’ needs. Additionally, teachers should work closely with families and caregivers to informally observe students’ abilities to identify letters and determine initial sound fluency. 
 

Questions about RIMPs and Interventions

Q: Are RIMPs required for the 2020-2021 school year?

Yes, students exhibiting reading difficulties need personal and individualized contact with their teachers. RIMPs are required for the 2020-2021 school year. The Department understands districts are facing many challenges this school year.
 
Under Ohio law, a school must create a RIMP for a student who is not on track (reading below grade level) within 60 days of receiving the reading diagnostic results. The district must involve the student’s parent or guardian and the classroom teacher in developing the plan. A RIMP must include the following:
 
  • Identification of the student’s specific reading deficiency or deficiencies;
  • A description of proposed supplemental instruction services that will target the student’s identified reading deficiency or deficiencies;
  • Opportunities for the student’s parents or guardians to be involved in the instructional services;
  • A process to monitor the implementation of the student’s instructional services (progress monitoring);
  • A reading curriculum during regular school hours that:
    • Helps students read at grade level;
    • Provides scientifically based and reliable assessment; and
    • Provides initial and ongoing analysis of each student’s reading progress.
  • A statement that unless the student attains the appropriate level of reading competency by the end of grade 3, the student will be retained unless otherwise exempt. 
The Department-developed RIMP template can be found online along with resources for intervention.
 

Q: If a district determines it is unsafe to administer a diagnostic assessment, what should it use to determine if a student should have a RIMP?

If a student had a RIMP in the 2019-2020 school year, the RIMP can remain in place for the 2020-2021 school year, and intervention can continue to be provided based on any data the teacher may have. Districts also can provide RIMPs to students who did not have RIMPs last school year if they have other data, including concerns from parents and caregivers, that indicates reading intervention is needed.
 

Q: Are districts required to develop and implement RIMPs for students who are receiving remote instruction?

Yes, to the extent possible, RIMPs must be developed and implemented for any kindergarten through grade 3 students who score not on track on the fall reading diagnostic assessment – even if the student’s instruction is entirely remote. RIMPs for students receiving remote instruction must meet all legal requirements described above.
 

Q: Does the Ohio Department of Education have any guidance or resources for providing intervention to students learning remotely?

The Department recently published a K-5 Remote Planning and Discussion Guide for Literacy on the Literacy Instruction for Remote Learning webpage. For guidance in providing interventions in a remote environment, please see the following Department Digital Meetups and Teaching in Uncertain Times webinars:
Q: Does the Ohio Department of Education have guidance for families to support students on RIMPs who are learning remotely?

Family resources are available on the Ohio Department of Education’s webpage. Resources include: The National Center on Improving Literacy's remote learning toolkit helps schools and families join efforts to support children’s literacy growth in remote or blended learning environments.
 
Visit the Department’s website for more information about the Third Grade Reading Guarantee.

Last Modified: 10/13/2020 3:32:31 PM