READ Act for ACEE

1. READ Act for ACEE August 16, 2013 Presented by: Pati Montgomery

2. Together We Can 2 Vision All students in Colorado will become educated and productive citizens capable of succeeding in a globally competitive workforce. Mission The mission of CDE is to shape, support, and safeguard a statewide education system that prepares all students for success in a globally competitive world.

3. Goals Successful students Prepare 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 leaders Ensure 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 districts Build 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 nation Build 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. Students Educators Schools/ Districts State 3

4. Students Educators Schools/ Districts 4

5. 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. 5

6. Why Replace the Colorado Basic Literacy Act? A look at reading achievement in Colorado

7. 3rd Grade CSAP Reading Percent Proficient & Advanced and Average Scores2003-2011

8. Grade 3 CSAP Reading Scores of Economically Disadvantaged Students

9. Grade 3 CSAP Reading Scores of English Language Learners 2005 2006 2007 2008 2009 2010 2011

10. Grade 3 Reading Status Change for Students Scoring Unsatisfactory on the CSAP2005-2007

11. The Bottom Line… 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.

12. From CBLA to READ What are the similarities and differences between CBLA and READ? What are the assessment and plan requirements for teachers?

13. How does the READ Act Compare with the Colorado Basic Literacy Act (CBLA)? CBLA Assessments READ Act Assessments Use of interim assessment(s) for all K-3 students from approved list. DRA2, PALS, DIBELS Will be used to progress monitor at least 3 times per year, with more frequent progress monitoring for those students below benchmark, and will be used to report to CDE Follow up with approved diagnostic assessment(s) for students who may have a Significant Reading Deficiency Use of interim assessment(s) for all K-3 students from approved list. DRA2, PALS, DIBELS Primarily used as a reporting measure to CDE .

14. How does the READ Act Compare with the Colorado Basic Literacy Act (CBLA)? CBLA Support READ Act Support Support 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. Support provided through the Read To Achieve grant 14

15. Implementing the READ Act 15

16. The Big Ideas of the READ Act 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 16

17. 17

18. Rules for the Administration of the Colorado READ Act 18

19. Determination of a Significant Reading Deficiency 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 19

20. Upon Determination of a Significant Reading Deficiency Approved list of diagnostic assessments http://www.cde.state.co.us/coloradoliteracy/ReadAct/resourcebank.asp Progress monitoring Collect a body of evidence 20

21. Minimum Reading Competency Skill Levels • 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. 21

22. Attributes of Effective Universal Instruction 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 22

23. Attributes of Effective Targeted and Intensive Instruction 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 23

24. Approved Interim Reading Assessments (2013-2014) Developmental Reading Assessment – DRA2 / EDL Phonological Awareness Literacy Screening – PALS/PALS Español Dynamic Indicators of Basic Early Literacy – DIBELS / IDEL Fall/Winter Review 24

25. Advisory Lists of Professional Development and Instructional Programming Required for Early Literacy Grant Schools 25

26. Development of a READ Plan 26

27. The READ Act Requires a READ Plan CBLA Individual Literacy Plans The READ Act READ Plans READ planONLYfor students with a significant reading deficiency with specific required components Parent involvement in the creation of the plan The scientifically-based or evidence based instructional programming that will be used for interventions Provide interventions to accelerate progress and make advancement decision when students do not make determined progress. Individualized Literacy Plan (ILP) for ALL students reading below grade level. Provide interventions to accelerate progress.

28. Required Components of 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

29. Assessment Component to support Specific Skill Deficiency 29

30. Specific Reading Skill Deficiency and Goals 30

31. Benchmark Progress Monitoring 31

32. Scientifically or Evidence Based Interventions and Universal Programs 32

33. Parent Involvement and Communication 33

34. Other Supports 34

35. Outreach and Collaboration Opportunities 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 35

36. Convergence of READ with School Readiness SB 08-212 Colorado’s Achievement Plan for Kids (CAP4K)

37. Kindergarten Assessment Refer to the guidance document

38. Kindergarten Readiness Plan

39. Resources to the Field

40. Funding Sources • Based on students identified as having an SRD • Full-day Kindergarten • Summer School • Tutoring Services • Or other scientifically-based interventions Formula Funding Early Literacy Grant 40 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.

41. Funding Sources 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

42. Advisory Lists Instructional Programming Professional Development • Core/Universal Instruction • Targeted and intensive interventions • Professional Development providers that offer job-embedded PD as well as topic specific • http://www.cde.state.co.us/coloradoliteracy/ReadAct/programming.asp 42

43. Human Resources • 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

44. Webinars • Cycle of Instruction • Identifying a Significant Reading Deficiency and Writing a READ Plan • Designing Effective Universal Instruction

45. How should our thinking change?

46. How should our thinking change 46

47. Contact Information Office of Literacy Marisa Herrera Program Assistant General information, registration, receiving links or handouts Herrera_M@cde.state.co.us (303) 866-6189 Donna Bright Principal Consultant Early Literacy Assessment Tool, Webinars, On-line resources Bright_D@cde.state.co.us 47

48. Contact Information Dian Prestwich, PhD Assistant Director of Office of Literacy Early Literacy Grant, assessments, READ Act implementation Prestwich_D@cde.state.co.us (303) 866-6150 Pati Montgomery Executive Director of Office of Literacy READ Act implementation, programming, professional development Montgomery_P@cde.state.co.us (303) 866-6016

49. Contact InformationRegional Consultants Dian Prestwich, PhD Assistant Director of Office of Literacy North Central Region Prestwich_D@cde.state.co.us Rachel Anderberg, PhD Senior Consultant, Office of Literacy Denver/Metro Area Anderberg_R@cde.state.co.us Kathy Martin Senior Consultant, Office of Literacy Pikes Peak Region/ Southeast Colorado Martin_K@cde.state.co.us

50. Contact InformationRegional Consultants Jane Burke Senior Consultant, Office of Literacy Southwest Region Burke_J@cde.state.co.us Pam Gjellum Senior Consultant, Office of Literacy Southwest Region and Lake County Gjellum_J@cde.state.co.us