Reading Diagnostic and Reading Improvement and Monitoring Plans (RIMPs) 

Reading Diagnostic Districts and schools must adopt policies and procedures for annually assessing the reading skills of each student in grades K-3. Each year, districts and schools must administer the reading diagnostic1 by the twentieth day of instruction for kindergarten students and by September 30 for students in grades 1-3. 

Reading Improvement and Monitoring Plans (RIMPs) Reading Improvement and Monitoring Plans (RIMPs) allow teachers and parents to work together to understand the student’s reading difficulties and outline reading instruction and support. The instructional services selected for a student with a RIMP rely on the judgment of the student’s teacher and parents. A school must create a RIMP for a student who is not on-track (reading below grade level) within 60 days of receiving the reading diagnostic results. The district must involve the student’s parent or guardian and the classroom teacher in developing the plan. 

A RIMP must include

• Identification of the student’s specific reading deficiency

• A description of proposed supplemental instruction services that will target the student’s identified reading deficiency

• Opportunities for the student’s parents or guardians to be involved in the instructional services; • A process to monitor the implementation of the student’s instructional services (progress monitoring)

• A reading curriculum during regular school hours that: 

• A statement that unless the student attains the appropriate level of reading competency by the end of grade 3, the student will be retained unless otherwise exempt.