Approved Assessments

The READ Act requires the use of an interim assessment to determine whether a student has a significant reading deficiency in grades K through 3. Interim assessment is defined by READ Act Rule as a universal screening assessment administered to all students to identify those who may experience lower than expected reading outcomes who may be at risk for reading challenges. (1 CCR 301-92, 2.18) Interim assessments are administered to students three times per year.  

In choosing approved interim reading assessments, the following criteria are considered: (1) whether the assessment is rated highly by the Department’s external evaluator; (2) it must meet all statutory criteria; (3) whether indicators that screen for the characteristics of dyslexia are imbedded into the assessment; (4) whether there is a Spanish version of the assessment that is normed for the performance of students who speak Spanish as their native language; and (5) whether there is a paper and pencil version. (1 CCR 301-92, 9.1)

Please note: Amplify Inc. was awarded the ELAT Project contract to provide mCLASS DIBELS 8th Edition, 2018 and mCLASS Lectura, 2022 to participating schools and districts. For additional information about the ELAT Project, visit Early Literacy Assessment Tool (ELAT) 

All K-3 students in Colorado public schools are to be screened as a part of the READ Act. This includes students with disabilities. For more information about the READ Act and students with disabilities, please see the Differentiated Pathways and Students with Disabilities webpage.

The READ Act requires the use of an approved diagnostic assessment if a student scores below the cut-score on the approved interim assessment within 60 calendar days of the initial administration of the interim reading assessment. Diagnostic assessments are are administered for the purpose of identifying a student's specific reading deficit(s). Diagnostic assessment as defined by READ Act Rule a state board approved assessment which schools are required to use for students identified through screening as possibly having a significant reading deficiency so as to pinpoint a student’s specific area(s) of weakness and provide in-depth information about students’ skills and instructional needs.(1 CCR 302-92, 2.7)

• Acadience Learning Inc. and Voyager Sopris Learning - Acadience Reading Diagnostic PA & WRD, and Acadience Reading Diagnostic CFOL, 2021 
• Amplify, Inc. - mCLASS Lectura, 2022*
• Amplify, Inc. - mCLASS with DIBELS 8th Edition, 2018*
• Curriculum Associates, LLC - i-Ready Assessment for Reading, 13.0, 2022*
• Edmentum, Inc. - Exact Path, 2022
• Illuminate Education, Inc.- FastBridge earlyReading and CBMreading, 2015
• Illuminate Education, Inc. and University of Virginia -Phonological Awareness Literacy Screening (PALS) ~ PALS-K, PALS Plus, PALS espanol 1997
• Amira Learning (formerly Imagination Station Inc. dba Istation) - ISIP Reading*
• Amira Learning (formerly Imagination Station Inc. dba Istation) - ISIP Lectura*
• NWEA - MAP Reading Fluency, 2018
• Renaissance Learning, Inc. - Star CBM Reading, 2020 (English and Spanish)
• Renaissance Learning, Inc. - Star Early Learning (English and Spanish)*
• Renaissance Learning, Inc. - Star Early Literacy, 2000 (English and Spanish)
• Renaissance Learning, Inc. - Star Phonics, 2020

* Diagnostic assessment included in the approved interim assessment.