early literacy implementation & support fall 2014

Iowa Department of Educati on

Early Literacy Implementation & SupportFall 2014


Outcomes for Today1- Understand the overall implications Iowa Code §279.68 2- Review the purpose and rationale for using a Universal Screening Assessment3- Understand how to use TIER to administer the FAST assessments4- Become familiar the FAST earlyReading assessments5- Become certified in the K-1 subtests that DMPS will use in 2014-2015


1- Understand the overall implications Iowa Code §279.68


K-3 Early Literacy LegislationIowa Code §279.68

Section 279.68 of Iowa Code was passed during the 2012 legislative session, but it was not until the spring of 2013 that $8 million was appropriated to enact this law, which focuses on the following: State-Approved Universal Screening & Progress Monitoring

Assessments Documented Interventions provided to students identified as

at-risk of or having a substantial reading deficiency Summer School & Retention starting in the summer of 2017


What will this look like in DMPS In order to begin our implementation of this legislation, we will

implement the Fast earlyReading Assessment in Grades K-1 this Fall.

*This will replace our use of the Emerging Literacy Survey and the PA Profile. DMPS will move forward with additional legislative

implementation in grade 2 and grade 3 in 2015-2016. We will also expand to using the required progress monitoring

assessments at that time. The district will provide more guidance on how to use the progress

monitoring probes during our implementation training for 2015-2016. Teachers in grades 2-3 will receive training in 2015-2016.


To Learn More: DE Early Literacy Implementation link:https://www.educateiowa.gov/early-literacy-implementation

https://www.educateiowa.gov/early-literacy-implementation



2- Review the purpose and rationale for using a Universal Screening Assessment


Universal Screening = the focus in Code 279.68 (a.k.a “ELI”)

Focus is on universal screening, progress monitoring and summative assessment activities and decisions

Later work may focus on diagnostic activities and decisions

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Iowa Department of Educati on9

Decisions require questions Decisions need to be based on key questions such as:

o How many students are proficient in the area of reading?o Which students are on track to be proficient at the end of

the year?o How many of our teachers are certified to administer FAST

assessments?o Are students at each grade level mastering key content in

all subject areas? Do any levels need special supports? If you cannot articulate the questions, you cannot

make good decisions.


Screening vs. Diagnostic Assessment

A universal screening assessment does not replace the use of DIAGNOSTIC assessments to better identify student needs and plan for instruction

Diagnostic assessment examples include letter ID, PA Profile, running records


Purposes of AssessmentWho has needs? Screening

What are the needs? Diagnostic

Is our instruction working?

Monitoring Progress/Formative

How well did it work? Outcome/Summative

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Screening Universal Screening = ALL children Brief and economical Use measures valid for this purpose Typically used with all students Provides overall indicator of performance Strong predictor of target outcome Used to predict students likely to be

successful vs. those who may not

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Questions for Universal Screening

General or systems questionso How effective is our Universal Instruction (Core)?o Are most students meeting the target

score/benchmark?o Do we need to change Universal Instruction?

Individual or student-level questionso Which students do not appear to be on track to

be successful?

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3- Understand how to use TIER to administer the FAST assessments


Data Systemo SPED data (progress monitoring/IEP information)

will be house in TIERo Similar function as Data Director- to house data

and create reportso Student information loaded from Infinite Campus

automatically Custom development for Iowa Iowa Code §279.68 requires the use of the

TIER software

Iowa TIER

• C o l l a b o r a ti n g f o r I o w a ’ s K i d s • E a r l y L i t e r a c y I m p l e m e n t a ti o n • F a l l 2 0 1 4 •


Each user must have their own A&A accounto https://www.educateiowa.gov/early-literacy-imple

mentationo We will assist you today in creating these accounts

A&A account information will be auto-matched with your information in Infinite Campus to provide appropriate access to Iowa TIER

• Users will receive email notification when a match is made

Logging into Iowa TIER in the Fall





A&A Account Set Up Use the provided directions to set up you’re

A&A account NOW. Take a break.


Iowa TIER Training Site The following YELLOW slides can be used for

training IF individuals are not able to log onto their own Iowa TIER Account

Iowa Department of Educati on• Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

All data simulates real data, but is scrambled, fake data

Data is reset each night After the summer, the DE will facilitate a

training code calendar to disseminate use of the training site

Iowa TIER Training Site


Iowa TIER Training Site https://tiertraining.edspring.org Click on “Create New User”


https://tiertraining.edspring.org/



• Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

Enter name and training codeo For summer, training code is always “melinda”o After the summer trainings, the DE will manage

and reset the training code on a regular basis

Iowa Department of Educati on• C o l l a b o r a ti n g f o r I o w a ’ s K i d s • E a r l y L i t e r a c y I m p l e m e n t a ti o n • F a l l 2 0 1 4 •

Indicates which school you are accessing Provides the latest news from your school Provides a quick view of the weekly schedule

Iowa TIER Home Screen


Click on Certification to view which assessments you have been certified on

Click on the assessment to navigate to the relevant certification

Complete the certification in FAST – certification status will be sent back to Iowa TIER

You cannot administer an assessment in the Fall if you have not been certified on it

Assessment Certification



Status of each certification will display Click the “check” icon to go to certification site

Assessment Certification


Iowa Department of Educati on• C o l l a b o r a ti n g f o r I o w a ’ s K i d s • E a r l y L i t e r a c y I m p l e m e n t a ti o n • F a l l 2 0 1 4 •

Select Universal Screening from the task bar Select the Grade and Season Press Go

Universal Screening


Universal Screening - Administration Click on the pencil for the correct student and

assessmento The FAST system will pop-up in a new window

Upon completion of the assessment, the FAST window will close and Iowa TIER will remain open

Iowa TIER will receive and display the score from FAST



Universal Screening - Administration

earlyReading: Transfer to FAST once to administer all universal screening assessments that make up the composites



A status icon will appear below each student’s pencil icon on the Universal Screening page

Status associated with an incomplete assessmento Cancelled – The assessment was discontinued and no scores were

returned from FAST (click the pencil again to complete the assessment)

o Incomplete – The assessment was started but an incomplete set of scores was returned (click the pencil again to complete the assessment)

o At Vendor – The pencil has been clicked and TIER is waiting for a score to be returned• Users can click the resend icon to try to send the scores back to Iowa TIER

again• Each night all scores that are in this status will be resent from FAST to

Iowa TIER

Universal Screening – Assessment Status




Status associated with a completed assessmento Complete - Student has taken the assessment and a

complete set of scores was returnedo Complete and Allow Retake – Complete set of

scores was returned from FAST, but request has been granted for a retest (from internal coach)

o Complete outside universal screening window – Complete set of scores returned but test was taken outside the established screening window



The icon allows scores to be resentThe icon allows you to indicate a reason a

why an assessment may not be administered (internal coach can set)



School Specific Details


o What will our assessment schedule for K-1 look like?

o Who do I go to if I have trouble while administering the assessment?


Become familiar the FAST earlyReading assessments


Curriculum Based Measurement for Reading is an evidence-based assessment for universal screening (Grades 1-6) and progress monitoring

Suite of CBM-Style Assessments for Iowa

Evidence-based assessment for universal screening (Grades K-2) and progress monitoring

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Suite of Computer Adaptive Tests (CAT) for Iowa

Computer adaptive measures of broad Reading (K-12), individualized for each student and aligned to Common Core National Standards.

• 15-30 minutes to complete for typical student

• iPad, Chromebook, Mac or PC compatible

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FAST and the Early Literacy Rule• Universal Screening

• For all students• Using an appropriate assessment tool: Compare students to a criterion or benchmark aligned with

relevant outcomes (e.g. Iowa Assessment performance)– In FAST: aReading, earlyReading, & CBMReading.

• Progress monitoring For select students Measure growth over time (weekly) using standardized

procedure In FAST: earlyReading and CBMReading


General Features:

o Research-based formative assessments interfaceo Browser-based user interfaceo On-line administrationo On-line scoringo On-line training

Suite of Assessments for Teachers

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Why was FAST developed?

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Because teachers said… Assessments take too much time Assessments take too much organization Assessments waste too much money Assessments do not help me improve instruction

…FAST was born.

The FAST Team:• Automated scoring • Created instructionally useful reports • Adopted brief, robust assessments• Simplified the process• Made it affordable. • Made it do-able.

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Which students are

high functioning?

Teachers need assessments that answer their questions about...

Which students need

supplemental instruction?

Which students are likely to pass state tests?

When does core instruction need

to change?

Which students need intensive intervention?

Which students need more

enrichment?

Which students are at-risk?

Which students are responding to instruction?


FAST Development and

Technical Data

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Purpose of CBM Research & Development was to establish tools thato Teachers could use

efficiently & repeatedly

o Psychometrically sound (Reliable and Valid)

o Useful to plan better instructional programs

o Useful to evaluate effectiveness of programs on overall student achievement

(Fuchs & Deno, 1991; Deno, 1985)

What is ?


Reliability & Validity FAST Predicts CCSS-aligned

State Test Performance. o FAST measures predicted state

test performance with greater than 80% accuracy.

o aReading independently predict student performance on the Minnesota Comprehensive Assessment-III with 80 to 85% accuracy.

o Criterion validity coefficients were consistently above .80 and diagnostic accuracy ("AUC") was above .85. The results exceed the requirements for top ratings from the National Center for Response to Intervention (NCRTI).


Indicators of RiskBlood Pressure

120/80: Normal139/89: Prehypertension159/99: Stage 1 Hypertension160/100+ Stage 2 Hypertension

Total Cholesterol(mg/dL)

<200: Desirable200-239: Borderline High240+: High

Body Temperature(°F)

106° Danger104° 102° Fever100°99.598.6° Normal97.02°97° Mild 95° Hypothermia93° Hypothermia90° Severe


Academic Thermometers

Thus, keep in mind throughout:o A thermometer is useful for some, but not all,

purposes!

o The same is true for screening measures

o They serve as indicators of academic health or risk.

o As you treat the problem, the thermometer can also serve as an indicator of the effectiveness of the treatment. Example: Ibuprofin will reduce fever in most cases. Measured by thermometer.


Administration & Scoring Standardized: Means the

test is giveno The same way o Each time o To each student

This is critical because it

provides teachers with the most accurate reading results.


Administration & Scoring “Don’ts”Administering a standardized assessment: The “Don’ts”

Follow and read the directions exactly as they are listed.

Modify Directions

This is a test.Do not teach or correct student during test.

Teaching During

Test

Students should not practice or pre-read assessment

No Student Practice

Errors should not be corrected during assessment

Don’t Correct Errors


Next Steps Next we’ll learn about specific EarlyReading

FAST measures. The information about how FAST was created,

how it’s used, and standardized administration applies to each of these measures.


During the following portion of training, we will… discuss an overview and the benefits of the

earlyReading assessment. do a quick review of each measure/subtest of

earlyReading. discuss standardization. get ready for practice and certification

What is ?


Browser-Based Scoring for earlyReading assessments:

Teacher gives standardized directions.

Teacher provides student with materials to view/read.

Student responds

Teacher scores “in real time” on computer, laptop or tablet.

or

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What is it? earlyReading is Curriculum Based

Measurement and skills-based assessments that help evaluate risk and measure growth of critical skills needed to become good readers.

o Screen/Benchmark 3 times a year (all students)

o Timed and un-timed measures

o Frequent progress monitoring for groups of students

o CCSS-alignmentSpring: 39 correct Letter Sounds.

3 errors. Status: Some Risk

http://youtu.be/zZnM9xftpcU


Purpose of CBM Research & Development was to establish tools thato Teachers could use

efficiently & repeatedly

o Psychometrically sound (Reliable and Valid)

o Useful to plan better instructional programs

o Useful to evaluate effectiveness of programs on overall student achievement

(Fuchs & Deno, 1991; Deno, 1985)

What is ?


FAQ

What is the rationale for earlyReading? Answer:

o Assess foundational skills for pre-reading and early reading.

o Priorities for development:• Efficiency

– 5 min for screening– 1-2 min for progress monitoring

• Instructional Utility• Technical Adequacy (reliability and validity)


Untimed:Concepts of PrintOnset SoundsWord Segmenting

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Introduction to measures in Iowa for

TIMED (1-min)Letter NamesLetter SoundsNonsense WordsSight WordsSentence Reading


REVIEW See the Universal Screening Tools document

(pg. x) your packet for which subtests will be administered during each testing window

Make note of which are TIMED and which are UNTIMED.



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Preview FAST Assessments:

Letter Names

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LETTER NAMES

Letter Names (LN)

SAMPLE

• Timed and assesses students' ability and automaticity naming uppercase and lowercase letters in isolation

• We recommend using the Letter Names subtest with Kindergarten students

• First 6 rows contain all letters (26 upper case, 26 lower case). Errors are reported 60



Letter Sounds

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LETTER SOUNDS

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Letter Sounds (LS)

SAMPLE

Section 1: Unique Letter SoundsIf a student minimally finishes Section one (the first four rows) within 1 minute, FAST will generate a report with an inventory of known and unknown letter sounds.

Section 2: Extra (repeated) LettersTo ensure ample material for 1 minute, students may continue to Section 2, which contains repeated letter sounds, until the 1-minute administration is complete.

Coming Soon (for inventory only)Long Sounds: The 3rd section includes letters with long sounds. Complete this section to receive an inventory of all known and unknown long sounds.



Nonsense Words

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NONSENSE WORDS

ENGLISH

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Nonsense Words (NW)• The Nonsense Words subtest

is timed and assesses students' ability to read phonetically regular words (e.g., "vit").

• This subtest assesses whether students can decode strings of letters and read them fluently, but unlike the Decodable Word Reading subtest, it controls for words that students may just "know" without decoding.



Sight Words

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• The Sight Words subtest is timed and assesses a student's ability to recognize 50 (Kindergarten) or 150 (1st Grade) of the most "high-frequency" words.

• Many sight words are not decodable (e.g., "your") and students must recognize them with automaticity rather than using decoding strategies.

• The Sight Words subtest is used with Kindergarten students (test of 50 words) and First Grade students (test of 150 words).

SIGHT WORDS

Sight Words



Sentence Reading

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SENTENCE READING

Jan and her dog are happy.

(Sentences shown are similar to actual test items, but not identical.)

Jan and her dog woke up from a nap. Her dog began to run around the house. Jan ran fast after the dog. She could not keep up!

• A timed assessment measuring students' reading rate and accuracy. As a precursor to CBMReading, the Sentence Reading subtest is distinct in two important ways

• Students read from text that is simple in structure

• Paragraphs are short, separated by page, and accompanied by pictures

Sentence Reading


Administration & Scoring

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Letter Sounds


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As student reads , click any letter to mark an error.

Click “Start Timer”

Expand any section to obtain administration and scoring directions

When “timer is up,” click last word + “Mark Last Word”

* Submit Test: • Auto-scores and saves the data. • The next assessment appears , or you may return to

the main screen.

Administering Letter Sounds


View a Sample Letter Sounds Assessment: Sam (Grade K)

Click to view video sample.




Sam’s Results

39 Correct Letter Sounds. 3 errors.

92% accuracy.

How would you describe the qualitative features of his performance?

Sam often provided “schwa sounds” with his letters. FAST is not concerned about that at this time. The purpose is to see if the student has letter-sound association knowledge, a critical skill in the development of reading.


Spring: 39 correct Letter Sounds. 3 errors.

Status: Risk

Comparing with Benchmark Scores K Fall Winter SpringConcepts of Print 8 c 11 Onset Sounds 12 c 15 c Letter Names 25 c 40 51Letter Sound 10 c 28 c 42 c



Letter Sounds: Training Through TIER

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24/7 On-demand Training• Standard basic training (online) included• Administer &

score assessments• Practice items• Basic data

interpretation• Certification

• Training is on-demand 24/7


Log in to FAST

1. Go to: elementary.dmschools.org2. Kindergarten or 1st Grade Dropdown3. Assessments Page4. A&A/Tier Login Link:


Logging Into TIER


Logging into TIER Click “Iowa TIER”


Iowa TIER Training Site The following YELLOW slides can be used for

training IF individuals are not able to log onto their own Iowa TIER Account


All data simulates real data, but is scrambled, fake data

Data is reset each night After the summer, the DE will facilitate a

training code calendar to disseminate use of the training site



Iowa TIER Training Site https://tiertraining.edspring.org Click on “Create New User”


https://tiertraining.edspring.org/




Enter name and training codeo For summer, training code is always “melinda”o After the summer trainings, the DE will manage

and reset the training code on a regular basis


Logging into Tier Click “Certification”


Navigate to the FAST Training

Click “Certification” under FAST Tools

Click “?” to access HELP

Select the appropriate check mark for your selection.

CLICK HERE

This reports your training status.


Navigate to the FAST TrainingClick “?” to access HELP

Select the appropriate check mark for your selection.

CLICK HERE

This reports your training status.

“Certification”CLICK HERE


24/7 On-demand Training



Training ModuleTest Name Here

“Show All”CLICK HERE


Videos ofo Demonstrationo Scoring

o Videos require access to You Tube, which is restricted in some schools.


On-demand Training


Administration & Scoring: Preparation

Click to review “Preparation”

Click to review “Student Practice” and provide the student with the Practice Form.



Read the directions to the student and complete the Practice Item together.


Administration & Scoring: Preparation Begin Test

Letter Sounds


Administration & Scoring: Test Items

Read directions verbatim. Be ready to start timer.

Start timer at moment student says first sound. (Wait up to 3 seconds.)

If the student starts with a different task: Prompt (only once during test) to “Just say the letter sound.”

End of 1-minute: Mark last word. Prep for next passage.



Stop when timer sounds. Mark last letter.

Administer Unique Sounds Inventory and Long Sounds (Click “Student Attempted All Items” checkbox before doing so.

Long


Administration & Scoring: Scoring Review “Scoring, Timing & Discontinue” rules:

3-second pauses or struggles: Read the word to the student and mark the word incorrect. (Only when pause is 3 seconds.)

When to discontinue early: If student gets first 10 LS incorrect

Incorrect Sound? Mark as incorrect.

Finished early? Stop timer and click “Mark Last Response.” FAST will pro-rate scores.


Administration & Scoring: Errors Review “Scoring Details” rules: Incorrect task

(E.g., says letter name)Incorrect letter sound(E.g., miscue or production of long-vowel sound instead of short vowel sound)Omission(Skipped rows: Each item is incorrect within row)

Skipped lines(each item incorrect)

3-second rule(3-second pause or struggle without correct response)


Administration & Scoring: Pronunciation

Reference: FAST On-line Training, Quick Reference Sheet for Letter Sounds


Administration & Scoring: Not Errors

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Review “Scoring Details” rules:

Dialect Differences / Speech Differences(Not errors)

Self-Corrections(When they are within 3 seconds, they are not errors)


Administration & Scoring:Summary of Errors

ERRORS

Incorrect task Incorrect letter sound Omission 3-second pauses or struggles Skipped lines (each letter is

incorrect)

Speech / Dialect differences Self-corrections

(within 3 seconds)

NOT ERRORS


Administration & Scoring: BeginUse “Real Time”(The default setting for any PC, Mac, iPad or Chromebook)

Administering Letter Sounds via browser

Use “1 minute”(The default setting for any PC, Mac, iPad or Chromebook)

Start TimerAfter you read directions verbatim and student says first sound.

Click to mark errors Click again to de-select


Administration & Scoring: Begin Administering Letter Sounds via browser Bulk Errors:

Highlight a row (or portion of a row) if student skipped a group of words. Then click the “Bulk Errors” button to mark them all incorrect.


Administration & Scoring: BeginMark last wordClick on the last letter the student sounded when the “tone” is played at the end of time limit. Click it again to mark it as an error.

Administering Letter Naming via browser

Submit test.


Brief ReviewIndependent Activity & Practice:1. Log in to TIER 2. Navigate to Certification and

choose one of the earlyReading modules

3. Navigate to the “Practice”section

4. Put on headphones5. Complete 3 practice items6. Reflect on your accuracy


Certification You will have time at the end of this training to

review the additional resources for each subtest and complete the certification.



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Concepts of Print

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Concepts of Print

Concepts of Print (CP)• Requires a general understanding

of how print is used so other reading skills can emerge

• Students who have mastered them should be able to complete basic tasks such as proper page orientation, accurate print tracking, and locating the beginning and ending of sentences

• Although Concepts of Print skills continue to develop throughout kindergarten and first grade, these skills are most useful for incoming kindergarten students who have yet to receive formal instruction

B

The dog has brown ears.

SAMPLE

(Example shown is similar to actual test items, but not identical.) 109




Onset Sounds

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Onset Sounds

Onset Sounds (OS)• Assesses a student's phonemic

awareness

• Phonemic awareness is a critical component of blending (combining) and segmenting (breaking apart) word

• During the Onset Sound subtest, examiners ask the student to identify the first sound in a pictured word

SAMPLE

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Onset Sounds

Onset Sounds (OS)

SAMPLEPart 2:“Let's try something different. This time, I'll say the word and then you give the first sound.” (Point to the bat).

"Bat.” The first sound in the word ‘bat’ is /b/.”

“Now you try. What is the first sound in the word ’water?’” (Point to the picture of "water")

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Word Segmenting

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Word Segmenting

Word Segmenting• Assesses students' ability to

separate a spoken word into individual sounds, or phonemes--the smallest units of sound in spoken language

• The examiner says a word and asks the student to say any sounds in the word

• Students receive credit for each correct sound. Each word represents multiple "items"

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115

Word Segmenting


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Browser-Based Scoring for CBMReading and earlyReading assessments:

Teacher gives standardized directions.

There are NO materials for student to view/read.

Student responds

Teacher scores “in real time” on computer, laptop or tablet.

or

Teacher scores on computer device.


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As student provides sounds for the words, click the number of points earned.

Click “Start Timer”

Expand any section to obtain administration and scoring directions

Complete all items

* Submit Test: • Auto-scores and saves the data. • The next assessment appears , or you may return to

the main screen.

Administering Word Segmenting

Click “Submit Test”


View a Sample Word Segmenting Assessment: Marcus (Grade 1)

Click to view video sample.

http://youtu.be/mJ47jNXwfIs



Marcus’ Results: Paper-Pencil Scoring OptionHow would you describe the qualitative features of his performance?

Marcus often provided “onset-rime” with his segments. Thus, his scores are lower than if he had fully segmented the words.

16 Correct Letter Sounds. 18 errors. 50 seconds.

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13

11

312

2

16 / 34


Marcus’ Results: Computer Scoring Option

How would you describe the qualitative features of his performance?

Marcus often provided “onset-rime” with his segments. Thus, his scores are lower than if he had fully segmented the words.

16 Correct Letter Sounds. 18 errors. 50 seconds.


Spring (Grade 1): 16 correct sounds. Status: High Risk

Comparing with Benchmark Scores Measure Grade 1 Fall Winter Spring

Word Segmenting 27(25)

30(29)

32(30)



Administration & Scoring ofWord Segmenting

122



Click to review “Preparation” for Word Segmenting

Click to review “Student Practice”



Administration & Scoring: Preparation Extra student practice




Begin Test Read directions verbatim. Be ready to start timer.

Start timer, Pause, then clearly say the first word on the page.If the student pauses for 5 SECONDS without responding to an item count the entire item incorrect (0 points) and continue through the remaining items until all 10 are administered. Discontinue Rule: Student gets first 4 consecutive items (words) incorrectStop Timer after Item 10: Mark last word. Prep for next passage.



Administration & Scoring: Scoring Review “Types of Errors” rules:

Correct Sound segments: 1 point

Incorrect Words or Sounds: 0 points

Omission: 0 points

5 second hesitation: 0 points



Saying word first:

Non-error

Self-correction within 5 seconds: Non-error

Repeated sound: Non-error



Administration & Scoring:Summary of Errors

ERRORS

Incorrect sound segment Incorrect vowel sound Omission No response / hesitation of

5 seconds

Saying the word before segmenting it

Self-correction within 5 seconds

Repeated words / sounds

NOT ERRORS


Administration & Scoring: Begin Administering Word Segmenting via browser

“Submit test”

Click to indicate point value of response per # of correct segments

Start TimerAfter you read directions verbatim, pause, then start timer and deliver 1st word.

Use “Open Ended”(The default setting for any PC, Mac, iPad or Chromebook)

Use “Real Time”(The default setting for any PC, Mac, iPad or Chromebook)


Become certified in the K-1 subtests that DMPS will use in 2014-2015


Next Steps for Training and Certification

Determine which subtests from which you will need to obtain certificationo Use “Required FAST Certifications” checklist

Navigate to Training through TIERo Review Directions for subtesto Review Videoso Complete Practiceso Complete Certification practices and quiz

early literacy implementation & support fall 2014

Documents