Multitudes- Early Literacy Screener
In alignment with California requirements and BOUSD’s commitment to early literacy success, all students in grades K–2 will participate in an early literacy skills screener beginning in the 2025–2026 school year. Students in grades 1 and 2 will begin screening on 10/6/25. The Brea Olinda Unified School District will utilize the Multitudes screener, a state-approved tool that was approved by the Board of Trustees at the June 12, 2025 meeting.
The screener is a brief, research-based assessment that helps identify students who may be at risk for reading difficulties. It is administered one-on-one during regular school hours, takes about 10–15 minutes, and helps teachers adjust instruction and provide early intervention if needed. Results are confidential and used solely for educational purposes. Parents/guardians will be provided with a detailed report outlining the results of the screening.
To support families in understanding the purpose and process of the early literacy skills screener, the district will host an informational Zoom session. During this session, staff will provide an overview of the screener, explain how results will be used to support students, and answer parent/guardian questions. Two sessions have been scheduled to give families flexibility; however, both meetings will cover the same content.
Additional information is available on the California Department of Education website.
Understanding Early Literacy Skills Screening:
A Guide for Parents and Our Community
Our school district is committed to ensuring every child has the best opportunity to learn and succeed. A new state law requires us to screen students in Kindergarten, first, and second grades for potential risks of reading difficulties as part of a screener of early literacy skills. We want to provide you with clear information about why we do this and how the results will be used to support your child's learning journey.
Q: What is the purpose of screening students for early literacy skills and reading difficulties?
The main goal of this screening is to help us assess early literacy skills to identify students who might be at risk for reading difficulties. Think of it as an early alert system. By catching potential challenges early, we can offer the right support and teaching strategies quickly. This helps us improve reading outcomes for all children and can help close academic gaps, supporting their learning and life outcomes.
Q: How will the school use my child's screening results?
The results from these screenings are used by educators as a "flag" for potential risk, not as a definitive diagnosis of a disability. Here’s how we'll use them:
- To Understand Needs Better: The results will help us understand your child's learning needs and monitor their progress.
- To Inform Instruction: We will use this information to adjust classroom teaching and provide more individualized instruction.
- To Provide Support: If a child is identified as being at risk, we will provide appropriate supports and services tailored to their specific needs.
- To Facilitate Discussion: The results will help parents and educators have more informed conversations about your child's needs.
- To Recommend Further Steps: While the screening itself isn't a diagnosis, it can help us recommend if your child needs further screening or evaluation to determine eligibility for special education services (like an IEP) or a Section 504 plan.
Q: Are there things the screening results will NOT be used for?
Yes, there are very strict limits on how these results can be used to ensure they are solely for supporting student learning. The screening results will not be used for any "high-stakes" purposes. This means they absolutely cannot be used for:
- Evaluating teachers or other school staff.
- School accountability purposes.
- Decisions about your child's grade promotion or retention.
- Identifying students for gifted or talented programs.
- Changing the classification of English learners (reclassification).
- Officially identifying your child as an individual with a disability.
Q: Is this screening the same as a special education evaluation or diagnosis?
No, this screening is not considered an evaluation or diagnostic tool to determine eligibility for special education services under the Individuals with Disabilities Education Act (IDEA) or a Section 504 plan.
Q: When will the screening take place, and how often?
Our school district must administer the screener annually, starting no later than the 2025-26 school year, for all students in kindergarten, first, and second grades. Students will be screened during the windows below. Students will be screened once a year.
Kindergarten: January 12 - 24, 2026
Grades 1 & 2: October 6 - 24, 2025
Q: Will I be informed about the screening, and will I receive the results?
Yes! We will provide parents or guardians with information about the screening, including the dates, at least 15 calendar days before it takes place.
You will also receive your child's screening results in a timely manner, but no more than 45 calendar days after the screener was given. These results will include information on how to understand them, as well as the "next steps" and any supports or services that will be provided if your child is identified as at risk. If 15% or more of students in our school speak a language other than English, we will provide these notices and reports in that primary language as well as English.
Q: Can I choose for my child not to participate in the screening?
Yes, you can opt your child out of the screening if you do so in writing. We will provide you with instructions on how to do this.
Q: What if my child already has an Individualized Education Plan (IEP), a 504 plan, or a diagnosed reading difficulty?
Generally, all students in kindergarten through second grade must be screened. However, your child may be exempted from the screening with your prior written consent if any of the following apply:
- Your child already has a current identification or diagnosis of a reading difficulty, reading disorder, or other disability.
- Your child is eligible for special education and related services (IEP) or has a 504 plan.
- Your child is currently being assessed for eligibility for special education or a 504 plan, and those diagnostic assessments would make the reading screening redundant.
What if my child does not speak enough English to be screened with an English instrument?
If your child does not speak sufficient English, they will be screened in their primary language, if a screening instrument in that language is on the approved list. Our district is required to adopt instruments that provide assessments for both English-speaking and non-English speaking students, in languages reflecting our student population, to the extent such assessments are available.
If an approved screening instrument is not available in your child's primary language, their risk for reading difficulties will be evaluated through an analysis of their developmental history, educational history, and literacy progress. This evaluation will consider their home background and evolving English language abilities (speaking, listening, reading, spelling, and writing). Parts of the screening instruments that don't require English proficiency may also be used in this evaluation. If an appropriate primary language instrument becomes available later, your child will be assessed with it. Also, if your child acquires enough English fluency to use an adopted English screening instrument, they will then be assessed using that instrument.