East Whittier board adopts state-recommended K–2 reading-difficulty screener for 2025–26

The East Whittier City School District Board of Education voted unanimously to adopt a state-recommended reading-difficulty screener for students in kindergarten through 2nd grade, the board heard during an item on required screeners and then approved the recommendation 5–0.

District staff said the adoption responds to state guidance tied to the recently enacted statute referenced in the presentation and to California Department of Education (CDE) screener guidance released this school year. Staff described a pilot of two vendor tools — Amira and Multidys/Multitudes — at six elementary schools and recommended the board approve a screener for use in 2025–26.

The screener is intended as an early-warning tool, staff said, not a diagnostic test or a basis by itself for special-education or 504 eligibility. "The important thing is this screener cannot be used as a tool to identify a disability or a 504 plan," the presenting staff member said, explaining it is meant to flag reading difficulties so teachers can provide tiered interventions.

Staff described the pilot and implementation plan: districts must screen every student in K–2 at least once per year; the district plans staggered administration across the year (for example, screening some grades in the fall and others later so students have initial instruction before screening); staff said they will train certificated and classified employees to administer the assessments; when feasible students should be screened in their primary language; and staff must communicate results to families within 45 days of administration.

The board asked about logistics. Staff said the selected tools are web-based and require one-on-one administration, headphones and a device (Chromebook or iPad) per student at the time of testing. Staff said the district will provide training and that teacher dashboards return individual and class-level reports immediately after administration. Additional, follow-up assessment batteries are available from the vendor for students identified as needing support.

Board members and staff emphasized next steps: scheduling and staggering the screenings across the school year, training staff on interpretation and parent communication, and planning interventions (tier 1, 2 and 3) when the screener indicates support is needed. The board adopted the recommendation on a roll-call vote, 5–0.

Implementation details to be carried out by staff include training schedules, parent communication templates and scheduling for fall and winter administration windows.