August 16, 2013Presented by:

Pati Montgomery

READ Act for ACEE

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Together We Can

VisionAll students in Colorado will become educated and

productive citizens capable of succeeding in a globally competitive workforce.

MissionThe mission of CDE is to shape, support, and safeguard a statewide education system that prepares all students

for success in a globally competitive world.

Successful studentsPrepare students to thrive in their education and in a globally competitive workforce. Ensure every student is on track to graduate postsecondary and workforce ready. Increase achievement for all students and close achievement gaps. Ensure students graduate ready for success in postsecondary education and the workforce. Increase national and international competitiveness for all students.

Great teachers and leadersEnsure effective educators for every student and effective leaders for every school and district. Increase and support the effectiveness of all educators. Optimize the preparation, retention, and effectiveness of new educators. Eliminate the educator equity gap.

Outstanding schools and districtsBuild the capacity of schools and districts to meet the needs of Colorado students and their families. Increase school and district performance. Turnaround the state’s lowest performing districts and schools. Foster innovation and expand access to a rich array of high quality school choices for students.

Best education system in the nationBuild the best education system in the nation. Lead the nation in policy, innovation, and positive outcomes for students. Operate with excellence, efficiency, and effectiveness to become the best SEA in the nation. Attract and retain outstanding talent to CDE.

Goals

Students

Educators

Schools/ Districts

State

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Driving Questions

What do we want students, educators, schools, and districts to know and be able to do?

How will we know if expectations are met?

How will we respond when help is needed and to support continued growth?

Colorado Academic Standards Assessments

• RTI• PBIS• Targeted interventions• IEPs

Educator quality standards

Educator evaluations

• Induction• Mentoring• Professional development plans• Remediation plans

Performance indicators

School and district performance frameworks

• Unified planning• Priority• Turnaround

Students

Educators

Schools/Districts

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When we intentionally integrate… Coherent and rigorous academic standards

Innovative and engaging learning options

Supported and effective educators Aligned and meaningful assessments Statewide and district accountability

Expanding Student Learning

We can personalize learning and ignite the potential of every student.

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A look at reading achievement in Colorado

Why Replace the Colorado Basic Literacy

Act?

3rd Grade CSAP Reading Percent Proficient & Advanced and Average

Scores2003-2011

Grade 3 CSAP Reading Scores of Economically Disadvantaged

Students

Grade 3 CSAP Reading Scores of English Language Learners

2005 2006 2007 2008 2009 2010 2011

Grade 3 Reading Status Change for Students Scoring Unsatisfactory on the CSAP

2005-2007

Once children score in the unsatisfactory range, it is unlikely they will emerge.

If third grade reading is the gateway to academic success, Colorado is only adequately preparing 70% of its children for future success.

The literacy achievement of Colorado’s children signals the need for intensive and coordinated efforts in policy and practice.

The Bottom Line…

What are the similarities and differences between CBLA and READ?

What are the assessment and plan requirements for teachers?

From CBLA to READ

CBLA AssessmentsUse of interim assessment(s) for al lK-3 students from approved l ist . DRA2, PALS, DIBELS

Primari ly used as a reporting measure to CDE

.

READ Act AssessmentsUse of interim assessment(s) for al l K-3 students from approved l ist. DRA2, PALS, DIBELS

Wil l be used to progress monitor at least 3 times per year, with more frequent progress monitoring for those students below benchmark, and wi l l be used to report to CDE

Follow up with approved diagnostic assessment(s) for students who may have a Significant Reading Deficiency

How does the READ Act Compare with the Colorado Basic Literacy Act (CBLA)?

CBLA SupportSupport provided through the Read To Achieve grant

READ Act SupportSupport provided through a

competitive Early Literacy Grant, regional technical assistance, and formula funds for interventions.

Specific parental involvement components.

Recommended instructional programming and professional development.

How does the READ Act Compare with the Colorado Basic Literacy Act (CBLA)?

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Implementing the READ Act

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Determination of a Significant Reading Deficiency Approved lists for the Resource Bank of Diagnostic and

Summative Assessments Minimum Reading Skill Competencies Development of a READ Plan Convergence of School Readiness Plans and assessment Resources to the field

The Big Ideas of the READ Act

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Within 30 days, SCREEN all K-3 students with approv ed interim assessment; DIBEL S, PAL S, DRA2Is the score at or below the c ut off?

Yes

Within another 30 days, follow up with a progress monitoring probe from DIBELS, DRA@, or PALS.

Does the second test substantiate the first test score?

Yes – Follow up with an approved

diagnostic assessment

No – Student is actually at grade level

No – Student is below grade level but not

identified as SRD

Monitor through RTI

process

No

The student scored at grade level expectation. Continue with

effective core/universal instruction through the next

benchmark

The student scored below grade level expectation

but above the cut off for SRD

Monitor through the RTI process

Rules for the Administration of the Colorado READ Act

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A child scoring at least twice at or below the cut-off score category established by the interim assessment within a school year. All children shall be tested within 30 days of enrollment, and any child scoring at or below the cut-off shall be retested within 30 days on the same state board approved interim assessment.

Flowchart Handout Cut-Scores Handout

Determination of a Significant Reading Deficiency

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Approved list of diagnostic assessments http://www.cde.state.co.us/coloradoliteracy/ReadAct/resourcebank.asp

Progress monitoring

Collect a body of evidence

Upon Determination of a Significant Reading Deficiency

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From the Colorado Academic Standards

Significant correlation to reading on grade level

Students should develop mastery (A) Phonological Awareness. 5.01 (A) (1) Recognize and produce rhyming words; 5.01 (A) (2) Identify and produce groups of words that begin with

the same sound (alliteration); 5.01 (A) (3) Count, pronounce, blend, and segment syllables in

spoken words.

Minimum Reading Competency Skill Levels

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Guidelines for Instruction Provide for a multi-tiered system of support Addresses the five components of reading Guided by assessment data 90 minutes for universal instruction Utilizes a scope and sequence that is delivered explicitly with

judicious review Aligned with the Colorado Academic Standards

Attributes of Effective Universal Instruction

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Guidelines Addresses one or more of the five components based on

assessments Delivered with intensity, frequency and urgency Guided by assessments and driven by student need Directed by an effective teacher in the teaching of reading Utilizes a scope and sequence that is delivered explicitly with

judicious review Delivered in a small group format

Attributes of Effective Targeted and Intensive Instruction

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Developmental Reading Assessment – DRA2 / EDL

Phonological Awareness Literacy Screening – PALS/PALS Español

Dynamic Indicators of Basic Early Literacy – DIBELS / IDEL

Fall/Winter Review

Approved Interim Reading Assessments (2013-2014)

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Required for Early Literacy Grant Schools

Advisory Lists of Professional Development and Instructional

Programming

Development of a READ Plan

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CBLA Individual Literacy Plans

Individual ized Literacy Plan (ILP) for ALL students reading below grade level .

Provide interventions to accelerate progress.

The READ Act READ PlansREAD plan ONLY for students with a significant reading deficiency with specific required components

Parent involvement in the creation of the plan

The sc ientifical ly-based or evidence based instructional programming that wi l l be used for interventions

Provide interventions to accelerate progress and make advancement decis ion when students do not make determined progress.

The READ Act Requires a READ Plan

Specific diagnosed reading skill deficiencies. Goals and benchmarks for the student to attain reading

competency. Type of additional instructional services and interventions that

will be provided. Scientifically or evidence based programming to be used. The manner in which the student’s progress will be monitored. The strategies the student’s parent is encouraged to use in

assisting the student to achieve reading competency. Additional services the teacher deems available to accelerate

the student's reading skills

Required Components of a READ Plan

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Assessment Component to support Specific Skill Deficiency

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Specific Reading Skill Deficiency and Goals

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Benchmark Progress Monitoring

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Scientifically or Evidence Based Interventions and Universal

Programs

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Parent Involvement and Communication

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Other Supports

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CDE will reach out to stakeholders including ELL and bilingual educators, special education teachers and others to collaboratively continue development of the READ Plan template.

Please make sure to note your interest in this opportunity on the bottom of the feedback forms on your table

Outreach and Collaboration Opportunities

SB 08-212Colorado’s Achievement Plan for Kids (CAP4K)

Convergence of READ with School Readiness

Kindergarten AssessmentWhat READ Act Requires What School Readiness

RequiresHow the two work together

Interim Literacy Assessment School Readiness Assessment

Literacy assessment from READ Act informs the literacy data in the School Readiness Assessment

Refer to the guidance document

School Readiness Plan READ Plan How they work together

Required for all kindergarten students

Required for kindergarten students with a Significant Reading Deficiency (SRD)

Information required in the READ Plan will be embedded in the School Readiness Plan

Kindergarten Readiness Plan

Resources to the Field

Based on students identified as having an SRD

Full-day Kindergarten Summer School Tutoring Services Or other scientifically-based

interventions

Funding Sources

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To act as pilots for implementing all required elements of the READ Act and RtI

Awarded to 16 applicants representing 15 school districts and 30 schools in 7 regions of the state.

Formula Funding Early Literacy Grant

Early Literacy Assessment Tool Project Provides a licensing for the electronic administration of

DIBELS Professional development and ongoing support Approximately 122 schools/districts across the state

are participating

Funding Sources

Advisory Lists

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Instructional Programming

Core/Universal Instruction Targeted and intensive

interventions

Professional Development

Professional Development providers that offer job-embedded PD as well as topic specific

http://www.cde.state.co.us/coloradoliteracy/ReadAct/programming.asp

Created an Office of Literacy Newsletters Research Webinars On-line Education

Technical Assistance / Professional Development to the field Regional Technical Assistance positions Regional Professional Development Opportunities Early Literacy Assessment Tool Project

Website http://www.cde.state.co.us/coloradoliteracy/ReadAct/index.asp

Human Resources

Cycle of Instruction Identifying a Significant Reading Deficiency and Writing a READ

Plan Designing Effective Universal Instruction

Webinars

How should our thinking change?

CBLA Thinking The READ Act Thinking

Assessments were used to report out Assessments are used to progress monitor and guide instruction

Assessments could be lengthy Assessments should be brief and probe or check for progress

No diagnostic assessment used Diagnostic assessment requiredNo mention of RtI RtI is a foundation of the READ Act—attributes of

the three tiers are described

No advice for materials Advisory list of instructional programming No professional development Technical assistant(s) for professional

development plus advisory list of professional development

All students below grade level had an ILP Only students significantly below have a READ Plan

Interventions were the focus Universal instruction as well as interventions are the focus

How should our thinking change

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CBLA Thinking READ Act Thinking

No guidance for instruction Outlines minimum skill competency levels teachers should be addressing

Parent signature on an ILP Parent involvement in developing a READ Plan

Office of Literacy

Marisa HerreraProgram AssistantGeneral information, registration, receiving links or handoutsHerrera_M@cde.state.co.us(303) 866-6189

Donna BrightPrincipal ConsultantEarly Literacy Assessment Tool, Webinars, On-line resourcesBright_D@cde.state.co.us

Contact Information

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Dian Prestwich, PhDAssistant Director of Office of LiteracyEarly Literacy Grant, assessments, READ Act implementationPrestwich_D@cde.state.co.us(303) 866-6150

Pati MontgomeryExecutive Director of Office of LiteracyREAD Act implementation, programming, professional developmentMontgomery_P@cde.state.co.us(303) 866-6016

Contact Information

Dian Prestwich, PhDAssistant Director of Office of Literacy North Central RegionPrestwich_D@cde.state.co.us

Rachel Anderberg, PhDSenior Consultant, Office of LiteracyDenver/Metro AreaAnderberg_R@cde.state.co.us

Kathy MartinSenior Consultant, Office of LiteracyPikes Peak Region/ Southeast ColoradoMartin_K@cde.state.co.us

Contact InformationRegional Consultants

Jane BurkeSenior Consultant, Office of LiteracySouthwest RegionBurke_J@cde.state.co.us

Pam GjellumSenior Consultant, Office of LiteracySouthwest Region and Lake CountyGjellum_J@cde.state.co.us

Contact InformationRegional Consultants