READING & LITERACY · DEVELOPMENT PREVIEW v0.3
A clearer picture of reading.
Explore English language arts results and early literacy information. Start with your district, then compare with Colorado.
Assessment preview. District READ Act and curriculum records are pending source access. This component is separate from the live website.
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Reading at a Glance
Percentages describe the reported assessment population. Higher ELA proficiency is the desired direction; lower SRD prevalence is the desired direction.
CMAS ELA measures grade-level reading comprehension and writing/language skills. It is not a direct measure of foundational reading skills. “With disabilities” here means the published IEP subgroup; students with 504 plans alone are not a separate group here. All students includes students with IEPs.
Students with and without IEPs
Reading Trends
| School year | Selected profile | Colorado |
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These are annual snapshots of different student groups, not the same children followed over time. Participation and representativeness can change. Missing years are not connected.
Other literacy outcome measures
Growth and alternate assessments
How Reading Is Taught
District curriculum records are pending verification. No core, supplemental or intervention program is assigned to a district in this preview.
View CDE’s official curriculum dashboard · CDE instructional programming advisory list
A district’s reported use, a program’s advisory-list status, independent research evidence and implementation quality are different facts. Programs can vary by school and grade. No curriculum-to-outcome causal claim is made.
Check a program on CDE’s current advisory list
This optional lookup searches the April 2026 list. It does not show which program your district uses. Match the exact edition, type, language and grade. Current listing does not establish approval in an earlier school year. Some online programs have teacher-directed-use conditions; check CDE’s source.
What the Data Tells Us
Supported positive findings
Where improvement is needed
Sources & definitions
See the evidence behind these indicators
Download this profile’s source records (JSON) ·
Suppressed: CDE withheld the source value for privacy. Not collected: a matched value has not been included in this component. Pending source access: the official data source could not be retrieved here. None of these means zero. READ plans support reading needs; they are not IEPs. SRD identification is not a dyslexia diagnosis. Not every student with an IEP has a reading disability.
Growth records are preserved in the evidence download and remain distinct median percentiles, not percentages proficient. Alternate assessments are not combined with CMAS; a local alternate-assessment result has not been verified for this component.