6. DCSD Reading and Dyslexia Universal Screener Evaluation Summary

                                                DCSD Reading and Dyslexia Universal Screener Evaluation Summary

The table below summarizes the evaluation of five universal screeners based on key performance indicators and overall reviewer feedback:


                                     Average        Early          Real-Time           Dyslexia       Parent         Professional                        Use as Primary
                   Screener                                                                                                                Scalability
                                      Score     Identification       Data             Screening    Communication       Support                              Screener


            Amira ISIP              32.3        Exceeds          Exceeds           Exceeds         Multilingual    Strong             High               Yes
            I-Ready                 20.8        Meets            Exceeds           Does Not Meet   Available       Strong             Moderate           Yes
            STAR                    20.1        Meets            Meets             Meets           Available       Moderate           Moderate           Supplemental
                                                Partially
            EPS Reading Assistant   15.9                         Partially Meets   Does Not Meet   Limited         Limited            Low                No
                                                Meets
            DIBELS                  15.1        Meets            Meets             Does Not Meet   Limited         Limited            Low                Supplemental
                                                 DCSD Reading and Dyslexia Universal Screener Evaluation Summary
Amira ISIP
Overall, reviewers concluded that Amira ISIP is the most comprehensive and aligned screener for K–3 students. It received the highest average scores across all review criteria
and stood out for its real-time diagnostic feedback, dyslexia flagging, and multilingual parent communication supports.

Summary of Strengths:
• Early Identification: Supports early identification of students at risk, exceeding expectations in most reviews.
• Real-Time Data Use: Administrators and teachers can access actionable insights for immediate intervention and acceleration planning.
• Collaboration: Encourages team-based planning through shared data systems.
• Goal Setting: Offers individualized student goal tracking.
• Parent Communication: Reports available in multiple languages for families.
• Dyslexia Screening: Flags characteristics of dyslexia based on performance patterns.
• Professional Support: Training and ongoing PD/technical support are available and sustainable.
• Scalability: The system grows with district needs and is user-friendly.
• Sustainability: Maintenance and training costs are deemed sustainable for long-term use.

Summary of Weaknesses:
• Cost Transparency: Reviewers noted a need for clearer pricing on yearly maintenance and licensing for scaling across all elementary schools.
• Limited Flexibility: Some feedback mentioned structured routines might require ongoing teacher training to ensure flexible implementation.
• Technical Access: Implementation success may depend on reliable internet access and device availability across all schools.

Additional Comments:
• Consider providing Amira’s parent reports in DeKalb County School District’s (DCSD) top five spoken languages.
• Ensure that all schools receive equitable access to digital tools to prevent resource gaps.
• Reviewers were especially impressed with Amira’s alignment to Science of Reading principles and the built-in support for dyslexia indicators, making it a well-rounded choice
for universal screening.

DIBELS
Overall, reviewers found DIBELS to be a familiar screener with a history of use in many districts. It meets basic expectations for early identification and data use but lacks several
key features required for comprehensive K–3 literacy support.

Summary of Strengths:
• Basic Screening: Provides foundational screening for phonemic awareness and fluency.
• Data Use: Teachers and administrators can use the assessment data to guide instructional groups.
• Low Tech Requirement: Minimal reliance on technology or devices.

Summary of Weaknesses:
• Limited Features: Does not flag dyslexia risk or support individualized goal tracking.
• Outdated Interface: Not as user-friendly or scalable compared to newer systems.
• Weak PD Support: Limited professional development and ongoing technical support.
• Low Reviewer Ratings: Received the lowest average score among all reviewed screeners.

Additional Comments:
• May still be used as a supplementary progress monitoring tool if aligned with existing instruction.

STAR
Overall, reviewers noted that STAR is a widely used assessment tool that covers a broad range of grade levels. While it has some strengths in screening and reporting, its
generality limits its ability to address specific needs in early literacy development for K–3 students.

Summary of Strengths:
• Broad Coverage: Available for grades PreK–12, allowing longitudinal data tracking.
• Ease of Use: User-friendly interface and automated reporting features.
• Support Resources: Includes PD, parent communication tools, and sustainability in cost.

Summary of Weaknesses:
• Generalization: Not tightly aligned with Science of Reading or specific K–3 foundational skills.
• Dyslexia Flag: Only meets, not exceeds, expectations in identifying at-risk students.
• Less Instructional Integration: Lacks detailed instructional support for teachers.

Additional Comments:
• Could serve as a supplemental assessment tool but is not optimal as a primary universal screener.

I-Ready
Overall, reviewers recognized I-Ready as a robust digital platform with integrated intervention resources. It performs well in most evaluation categories and has strong data
tools, though some gaps remain in dyslexia screening.

Summary of Strengths:
• Data-Driven: Provides real-time, actionable data for intervention planning.
• Digital Platform: Well-integrated tools for instructional use.
• User-Friendly: High usability for teachers and administrators.

Summary of Weaknesses:
• Dyslexia Limitation: Does not flag characteristics of dyslexia.
• Over-Reliance on Digital Tools: Requires consistent tech access across all students.
• Cost Considerations: May involve higher licensing and implementation costs.

Additional Comments:
• Strong overall performance but lacks targeted diagnostic support in some critical K–3 areas.

EPS Reading Assistant
Overall, EPS Reading Assistant was noted as a supportive tool for reading fluency and progress monitoring. However, it does not meet expectations in individualized goal setting,
collaboration, or dyslexia screening.

Summary of Strengths:
• Student Engagement: Supports independent reading practice with voice recognition.
• Progress Monitoring: Provides student-level fluency tracking.
• Supplemental Use: May complement other screeners in a targeted intervention model.

Summary of Weaknesses:
• Goal Tracking: Does not support individualized student goal setting.
• Collaboration Limitations: Weak support for teacher planning and data sharing.
• Dyslexia Screening: No features to identify dyslexia risk indicators.
• Training: Minimal professional development or technical support options.

Additional Comments:
• Better suited as a supplemental tool, not a standalone universal screener.

Rationale for Selecting Amira ISIP:
Based on the evaluation data, Amira ISIP was chosen as the universal screener for the following reasons:
   • It consistently exceeded expectations across critical areas such as early identification of students at risk, real-time data usability for administrators and teachers, and
       support for individualized goal setting.
   • It provides strong support for collaborative intervention planning and includes reports that flag characteristics of dyslexia, a vital feature for early literacy intervention.
   • The tool demonstrated user-friendliness, scalability with district needs, and included sustainable training and support models.
   • Its features directly support Science of Reading-aligned instruction, and it offers multilingual parent communication, increasing accessibility across diverse student
       populations.