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Ventura Unified staff recommend Amira as K–2 reading‑risk screener; state funds cover initial cost
Summary
After piloting three state‑approved tools, district literacy staff recommended Amira for K–2 screening for reading difficulties (including dyslexia). Pilot teachers favored Amira for engagement and reporting; initial costs are covered by a state appropriation, with an estimated ongoing license cost of about $4.99 per student.
District literacy staff told the Ventura Unified School District board they recommend adopting Amira as the district’s state‑approved K–2 reading‑risk screener after a pilot of three vendors.
Dr. Solidad Molinar and pilot teachers described the screening domains (phonological awareness, decoding, fluency, vocabulary, comprehension) and said teachers found Amira easiest to administer, age‑engaging for students and equipped with actionable reports. Pilot teachers and the literacy committee ranked Amira first, Multitudes second and DIBELS/mCLASS (Amplify) third.
Karen H., a pilot principal, noted that Amira’s professional development and its student tutoring extension were helpful in the pilot. Staff said the state allocated a one‑time appropriation that results in roughly $21.16 per pupil districtwide, which covers Amira’s professional‑development package (about $20 per student for the current rollout). Ongoing assessment licenses were estimated at about $4.99 per student per year (roughly $13,000 for the district’s K–2 population under current enrollment).
Board discussion focused on how the screener would integrate with existing MAP reading‑fluency windows and the district’s multi‑tiered system of supports: staff proposed classroom teachers administer the screener (with optional support staff) and described a tiered response (classroom differentiated instruction; targeted small‑group intervention; student success team referrals). Staff also noted requirements that screeners be administered in students’ primary language when appropriate.
Parent Katie Val spoke during public comment in support of a structured literacy approach and asked for clear remediation pathways for students identified at risk.
What happens next: Staff recommended the board approve Amira as the district’s adopted K–2 screener and to return it for action (adoption) on a future consent or action calendar; implementation and teacher training are planned for summer in‑service days with fall screening windows and ongoing monitoring.
