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Board adopts K—2 universal reading screener to meet state requirement; training to begin this summer
Summary
The Chula Vista Elementary School District Board of Education approved a K—2 universal reading-difficulties risk screener to comply with California Senate Bill 114. The assessment package (DIBELS/MCAS and Lectura) will be used to screen students annually, in primary language when appropriate; training for teachers is scheduled to begin in July.
The Chula Vista Elementary School District Board of Education voted unanimously to adopt a K—2 universal reading-difficulties risk screener required by California Senate Bill 114.
District instructional staff and the district assessment committee recommended a package using MCAS/DIBELS for English and Lectura for Spanish to fulfill the new state screening requirement. The board—s action implements the state deadline: districts must adopt a state-approved screener by June 30 and begin full implementation in the 2025—26 school year.
Melissa Noble, instructional coordinator for literacy, told the board the screener is intended to identify students at risk for reading difficulties early and to guide instruction and interventions rather than to serve as a diagnostic tool. "This law states that the screener is not a diagnostic assessment and cannot be used for high-stakes decisions," Noble said, echoing state guidance reported to the board. Noble and the assessment committee described an implementation plan that includes teacher training beginning in July, three district benchmark administrations per year, built-in progress monitoring tools and family-facing reports called Home Connect letters.
Key implementation points the board was told: - The district will notify parents at least 15 days before the screener is administered and will provide an opt-out option as required by law. - Results will be shared with families within 45 days; reports will explain how the skill areas relate to reading development and include suggested activities families can use at home. - The screening must be administered in students— primary language when students are still developing English proficiency; the state currently provides approved English and Spanish screeners and is working to expand language options.
District staff also briefed the board on pilot and local school experience. Teachers at schools that have used DIBELS reported the tool is brief, actionable and easier to use for frequent progress monitoring than longer legacy measures; site staff cited improvements in targeted instruction and a reduction in unnecessary special-education referrals when DIBELS data were used to drive tiered interventions.
Board vote: 5—0 to adopt the recommended universal screener and the multi-year district implementation plan. With the vote the district will begin training K—6 teachers this summer with focused follow-up training for K—2 teachers in August and September.
What the board did not do: the action does not change special-education eligibility processes. Noble reiterated to the board that the screener is a tool to guide instruction and referral pathways, not a stand-alone diagnostic instrument.
