RDRSSP FAQ

Submitting an Application to the RDRSSP

1. May multiple entities apply in partnership with each other (i.e., an entity with a screening instrument applying jointly with an entity with complementary professional development)? If so, are there any differential submission instructions or evaluation expectations for these joint applications?

   Multiple entities may apply in partnership with one another. However, only one screening instrument (which may cover multiple grades) may be the subject of each application. There are no different submission instructions or evaluation expectations for joint applications, but all partner entities in the application must be identified.

2. For applicants providing RDRSSP members online or digital access to their screening tool, how many login credentials must be provided?

   Login credentials must be provided for at least 15 individuals to access the screening tool simultaneously and be accessible through December 31, 2024. Logins may be different for each individual or may be shared by RDRSSP members and staff if they can be used simultaneously.

3. On the cover sheet, Question 5c asks respondents to describe the average amount of time required for training/professional development for those who administer the screening instrument. Does this question refer only to initial training needed to administer the screening instrument, or should the response also include time related to ongoing training required to administer the screening instrument?

   Applicants should provide information about both initial and ongoing training/professional development requirements, if applicable. Applicants should distinguish between each stage of training/professional development and provide the average amount of time required for each.

4. Some criteria in the rubricand submission form use the words “clear” and “compelling” when describing strong evidence. How should applicants interpret those terms for purposes of providing evidence?

   The terms "clear" and "compelling" are commonly used in educational rubrics to describe the quality of the evidence provided. In particular, "clear” and “compelling" evidence provides specific, detailed, and data-based explanations in a logical and coherent manner. These terms are used throughout the rubric (DOCX) to describe what the Panel would consider strong evidence for each Evidence Statement and Criterion, which, in general, is evidence that is based on research that is theoretically and empirically sound, indicating the instrument is appropriate for screening students from diverse backgrounds.

5. The rubric prioritizes validity at 0.8. What is n-size expected for the sample?

   The rubric (DOCX) does not mention, nor prioritize, validity at 0.8. The rubric (DOCX) describes that strong evidence for most reliability estimates should meet or exceed 0.80. Further, the Panel has not specified minimum sample sizes. This is intentional, as sample sizes can vary based on the type of research study and type of estimates being reported. Sample sizes should adequately support interpretations for the estimates that are reported in the application. In general, the Panel expects that samples reflect the diversity of students in California and that appropriate conclusions are made based on the estimates and sample sizes that are reported in the application.
   

Administration of Screening Instrument

6. Which school employees may administer screening instruments?

   Any appropriately trained school employee may administer a screening instrument for risk of reading difficulty to meet the requirements of California Education Code (EC) Section 53008. Pursuant to paragraph (5) of subdivision (o) of EC Section 53008, “screening instrument” is defined as “… a brief tool administered by an appropriately trained school employee, including, but not limited to, a certificated teacher of record, measuring discrete areas to determine pupils at risk of reading difficulties, including dyslexia.”

7. When are screening instruments required to be administered during the school year?

   Local educational agencies (LEAs) have the discretion to determine when during a school year to administer screening instruments, and must consider, as part of this determination, whether students have received sufficient reading instruction to be validly screened. Pursuant to subdivision (e) of EC Section 53008, “[I]n determining when during the school year to administer each screening instrument, a local educational agency shall consider whether pupils have received sufficient instruction in foundational reading skills to support a valid assessment.”

   Additionally, when a student enrolls in kindergarten through second grade during the school year and after the screening instrument has been administered, subdivision (f) of EC Section 53008 requires LEAs to screen that student within 45 days of enrollment, with some exceptions, as specified.
   

8. How should student language proficiency for a screening instrument be determined?

   Language proficiency thresholds are determined during the development of a screening instrument and support the instrument’s validity. Therefore, applicants are expected to identify the language proficiency thresholds that support the validity of their screening instrument for the students for whom they are intended.

   The RDRSSP will be using the rubric (DOCX) adopted by the State Board Education on May 8, 2024, to determine which screening instruments will be approved for use in meeting the requirements of subdivision (e) of EC Section 53008. This rubric (DOCX), which was developed based on the criteria described in paragraph (1) of subdivision (g) of EC Section 53008, requires that applicants demonstrate the validity of their screening instrument, among other criteria. This information should be provided where appropriate on the submission form (DOCX).

State Funding for Screening for Risk of Reading Difficulties

9. Section 117 of Chapter 38 of the Statutes of 2024 (2024 Education Budget Trailer Bill) appropriated $25 million to LEAs to implement the requirement to screen kindergarten through second grade students for risk of reading difficulties beginning in the 2025-26 school year. What types of expenditures can LEAs use these funds for?

   LEAs must expend these funds to train educators to administer student screenings pursuant to subdivision (c) of Section 117 of Chapter 38 of the Statutes of 2024.Enter answer here.