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Corona‑Norco outlines plan to pilot state‑approved K–2 screeners after long use of FastBridge
Summary
District officials said Corona‑Norco has used FastBridge for five years but will pilot two state‑approved K–2 screeners (one similar to FastBridge, one using an avatar), debrief pilot sites April 24 and return a recommendation to the board by June; new law adds parent‑notification and native‑language requirements.
Dr. Goins and Dr. Capps updated the Corona‑Norco Unified School District board on the district’s multi‑tiered approach to early literacy and the district’s effort to select a state‑approved universal screener for grades K–2.
Dr. Capps said the district has used the FastBridge screener since 2021 to identify early reading needs and to drive small‑group and intensive interventions. He described a three‑tier intervention model—strong core instruction for all students (Tier 1), targeted small‑group interventions (Tier 2) and intensive individualized help (Tier 3)—and credited Teachers on Special Assignment (TSAs) with helping teachers implement progress monitoring and interventions.
Capps said the State Board reviewed submitted screeners and selected four on December 17; FastBridge was not among those four. In response, the district convened teacher representatives, TSAs and union representatives to pilot two of the state‑approved screeners: one the team described as similar to FastBridge and another (Amira by HMH) that uses an avatar to interact with students. Pilot teachers will try the tools, pull reports and reconvene April 24 to recommend one screener for board approval in June.
The new legislation requires at least one administration per year and adds requirements the district must meet, including primary‑language administration and parent notification of assessment and results. Dr. Capps said the district currently administers screeners three times per year and will work to align local practice with the law; he noted the law also restricts use of the screener so it cannot be the sole basis for disability evaluations, special‑education eligibility, promotion/retention decisions or staff evaluations.
Wilson Elementary second‑grade teacher Stephanie Ryan spoke about classroom practice: using screener data to form small groups, monitor growth and apply targeted interventions, and she shared a student success example of a foster child who moved onto grade‑level targets after sustained support.
Board members expressed appreciation for the district’s early rollout and asked about parent notification, language accessibility and whether the two pilot tools are similar to FastBridge. Dr. Capps said one pilot tool is similar and the other (Amira) functions as an interactive avatar; he also said initial state funding accompanies year‑one implementation and that teacher feedback will drive the district recommendation to the board.
The board did not take a final vote on a screener; trustees and staff plan to review pilot results and return with a recommendation by June.
