School Board approves Amira screener for early reading difficulties among K-2 students

The Atascadero Unified School District Board convened on May 20, 2025, to discuss key initiatives aimed at enhancing student achievement and addressing reading difficulties among early learners. The meeting began with a presentation by Mr. EJ Rossi regarding the School Plans for Student Achievement (SPSAs), which are developed annually by school principals with input from staff and parents. These plans outline specific goals and strategies aligned with district objectives and will be reviewed for certification at the upcoming June 3 meeting.

Following this, Mrs. Colleen Madsen, the elementary curriculum director, introduced a new Reading Difficulty Risk Screener (RDRS) called Amira, which the district plans to implement in the fall. This screener is designed to identify students at risk for reading difficulties, particularly dyslexia, and is mandated by a new state education code. Madsen emphasized the importance of distinguishing between a screener and an assessment, noting that Amira will serve as an initial tool to flag potential issues rather than diagnose conditions.

The board discussed the rapid timeline for adopting the screener, which was necessitated by state requirements. Madsen highlighted the collaborative efforts of various district stakeholders in selecting Amira, which was chosen unanimously after a pilot program involving diverse student groups. The implementation plan includes training for teachers and communication strategies for families, ensuring that results and intervention plans are shared within 45 days of screening.

The board members expressed enthusiasm for the new tool, recognizing its potential to provide valuable insights into student reading abilities and to enhance existing intervention strategies. The meeting concluded with a unanimous vote to approve the adoption of the Amira screener, marking a significant step forward in the district's commitment to supporting early literacy and addressing reading challenges among students.