Early Literacy Implementation & Support Fall 2014

1. Early Literacy Implementation & Support Fall 2014

2. Outcomes for Today 1- Understand the overall implications Iowa Code §279.68 2- Review the purpose and rationale for using a Universal Screening Assessment 3- Understand how to use TIER to administer the FAST assessments 4- Become familiar the FAST earlyReading assessments 5- Become certified in the K-1 subtests that DMPS will use in 2014-2015

3. OUTCOME1- Understand the overall implications Iowa Code §279.68

4. 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

5. 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-1this 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.

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

7. OUTCOME2- Review the purpose and rationale for using a Universal Screening Assessment

8. 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

9. 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

10. Purposes of Assessment

11. Screening • Universal Screening = ALL children • Brief and economical • Use measures valid for this purpose • Provides overall indicator of performance • Strong predictor of target outcome • Used to predict students likely to be successful vs. those who may not

12. OUTCOME3- Understand how to use TIER to administer the FAST assessments

13. Iowa TIER • Data System • SPED data (progress monitoring/IEP information) will be house in TIER • Similar function as Data Director- to house data and create reports • Student information loaded from Infinite Campus automatically • Custom development for Iowa • Iowa Code §279.68 requires the use of the TIER software • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

14. Logging into Iowa TIER in the Fall • Each user must have their own A&A account • https://www.educateiowa.gov/early-literacy-implementation • 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 • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

15. A&A Account Set Up • Use the provided directions to set up you’re A&A account NOW. • Take a break. 

16. Iowa TIER Training Site 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 • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

17. Iowa TIER Training Site https://tiertraining.edspring.org Click on “Create New User” • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

18. Iowa TIER Training Site • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 • • Enter name and training code • For summer, training code is always “melinda” • After the summer trainings, the DE will manage and reset the training code on a regular basis

19. Log in to Iowa Tier & FAST Go to: elementary.dmschools.org Kindergarten or 1st Grade Dropdown Assessments Page A&A/Tier Login Link:

20. Logging Into TIER

21. Logging into TIER • Click “Iowa TIER”

22. Iowa TIER Home Screen • Indicates which school you are accessing • Provides the latest news from your school • Provides a quick view of the weekly schedule • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

23. OUTCOME 4 - Become familiar the FAST earlyReading assessments

26. Why was FAST developed?

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

28. FAST Development and Technical Data

29. Administration & Scoring • Standardized: Means the test is given • The same way • Each time • To each student • This is critical because it provides teachers with the most accuratereading results.

30. Administration & Scoring “Don’ts” Administering a standardized assessment: The “Don’ts” This is a test.Do not teachor correct student during test. Follow and read the directions exactly as they are listed. Teaching During Test Modify Directions Errors should not be corrected during assessment Students should not practice or pre-read assessment Don’t Correct Errors No Student Practice

31. Browser-Based Scoring for earlyReading assessments: • Teacher provides student with materials to view/read. Teacher gives standardized directions. Student responds Teacher scores “in real time” on computer, laptop or tablet. or

32. Introduction to measures in Iowa for • Untimed: • Concepts of Print • Onset Sounds • Word Segmenting • TIMED (1-min) • Letter Names • Letter Sounds • Nonsense Words • Sight Words • Sentence Reading

33. LETTER NAMES Letter Names (LN) • 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 SAMPLE

34. Preview FAST Assessments: Letter Sounds • Untimed: • Concepts of Print • Onset Sounds • Word Segmenting • TIMED (1-min) • Letter Names • Letter Sounds • Nonsense Words • Sight Words • Sentence Reading

35. LETTER SOUNDS Letter Sounds (LS) 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.  SAMPLE 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: The3rd section includes letters with long sounds. Complete this section to receive an inventory of all known and unknown long sounds. 

36. Preview FAST Assessments: Nonsense Words • Untimed: • Concepts of Print • Onset Sounds • Word Segmenting • TIMED (1-min) • Letter Names • Letter Sounds • Nonsense Words • Sight Words • Sentence Reading

37. NONSENSE WORDS ENGLISH 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.

38. Preview FAST Assessments: Sight Words • Untimed: • Concepts of Print • Onset Sounds • Word Segmenting • TIMED (1-min) • Letter Names • Letter Sounds • Nonsense Words • Sight Words • Sentence Reading

39. SIGHT WORDS Sight Words • 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).

40. Preview FAST Assessments: Sentence Reading • Untimed: • Concepts of Print • Onset Sounds • Word Segmenting • TIMED (1-min) • Letter Names • Letter Sounds • Nonsense Words • Sight Words • Sentence Reading

41. SENTENCE READING Sentence Reading • 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 Jan and her dog are happy. 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! (Sentences shown are similar to actual test items, but not identical.)

42. Administration & Scoring Letter Sounds

43. Administering Letter Sounds Expand any section to obtain administration and scoring directions Click “Start Timer” • As student reads , click any letter to mark an error. 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.

44. View a Sample Letter Sounds Assessment: Sam (Grade K) Click to view video sample.

45. Sam’s Results 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. 39 Correct Letter Sounds. 3 errors. 92% accuracy.

46. Brief Review Independent Activity & Practice: • Log in to TIER • Navigate to Certification and choose one of the earlyReading modules • Navigate to the “Practice”section • Put on headphones • Complete 3 practice items • Reflect on your accuracy

47. Preview FAST Assessments: Concepts of Print • Untimed: • Concepts of Print • Onset Sounds • Word Segmenting • TIMED (1-min) • Letter Names • Letter Sounds • Nonsense Words • Sight Words • Sentence Reading

48. 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 SAMPLE The dog has brown ears. B (Example shown is similar to actual test items, but not identical.)

49. Preview FAST Assessments: Onset Sounds • Untimed: • Concepts of Print • Onset Sounds • Word Segmenting • TIMED (1-min) • Letter Names • Letter Sounds • Nonsense Words • Sight Words • Sentence Reading

50. 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