August 23, :00 am - 12:30 pm Featured Presenters: Pati Montgomery, Executive Director of the Office of Literacy Dian Prestwich, Assistant Director of the Office of Literacy Jenny Arzberger, Educator Preparation Project Manager READ Act for Higher Education Leaders

WELCOME from today’s featured presenters… 2 Pati Montgomery, Executive Director of the Office of Literacy Jenny Arzberger, Educator Preparation Project Manager Dian Prestwich, Assistant Director of the Office of Literacy

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

3 rd Grade CSAP Reading Percent Proficient & Advanced and Average Scores

Grade 3 CSAP Reading Scores of Economically Disadvantaged Students

Grade 3 CSAP Reading Scores of English Language Learners

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

 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. Literacy: A Critical Issue

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

CBLA Assessments Use of interim assessment(s) for all K-3 students from approved list. DRA2, PALS, DIBELS Primarily used as a reporting measure to CDE 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 How does the READ Act Compare with the Colorado Basic Literacy Act (CBLA)?

CBLA Support Support provided through the Read To Achieve grant 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. How does the READ Act Compare with the Colorado Basic Literacy Act (CBLA)? 11

Implementing the READ Act 12

The Big Ideas of the READ Act 13  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

14 Within 30 days, SCREEN all K-3 students with approved interim assessment; DIBELS, PALS, DRA2 Is the score at or below the cut off? Yes Within another 30 days, follow up with a progress monitoring probe from DIBELS, 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 15

 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 16

 Approved list of diagnostic assessments  Progress monitoring  Collect a body of evidence Upon Determination of a Significant Reading Deficiency 17

 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 18

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 19

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 20

 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 ( ) 21

 Required for Early Literacy Grant Schools Advisory Lists of Professional Development and Instructional Programming 22

Development of a READ Plan 23

CBLA Individual Literacy Plans Individualized Literacy Plan (ILP) for ALL students reading below grade level. Provide interventions to accelerate progress. The READ Act READ Plans READ plan ONLY for 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. 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

Assessment Component to support Specific Skill Deficiency 26

Specific Reading Skill Deficiency and Goals 27

Benchmark Progress Monitoring 28

Scientifically or Evidence Based Interventions and Universal Programs 29

Parent Involvement and Communication 30

Other Supports 31

 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 32

SB Colorado’s Achievement Plan for Kids (CAP4K) Convergence of READ with School Readiness

Kindergarten Assessment What READ Act Requires What School Readiness Requires How 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 PlanREAD PlanHow 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

 Based on students identified as having an SRD  Full-day Kindergarten  Summer School  Tutoring Services  Or other scientifically- based interventions Funding Sources 36  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 FundingEarly 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 38 Instructional Programming  Core/Universal Instruction  Targeted and intensive interventions Professional Development  Professional Development providers that offer job- embedded PD as well as topic specific  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  Human Resources

 Cycle of Instruction  Identifying a Significant Reading Deficiency and Writing a READ Plan  Designing Effective Universal Instruction Webinars and Itunes U Professional Development Coming Soon!

Shifts in our Thinking CBLA ThinkingThe READ Act Thinking Assessments were used to report outAssessments are used to progress monitor and guide instruction Assessments could be lengthyAssessments should be brief and probe or check for progress No diagnostic assessment usedDiagnostic assessment required No mention of RtIRtI is a foundation of the READ Act—attributes of the three tiers are described No advice for materialsAdvisory list of instructional programming

Shifts in our Thinking 42 CBLA ThinkingREAD Act Thinking No professional developmentTechnical assistant(s) for professional development plus advisory list of professional development All students below grade level had an ILPOnly students significantly below have a READ Plan Interventions were the focusUniversal instruction as well as interventions are the focus No guidance for instructionOutlines minimum skill competency levels teachers should be addressing Parent signature on an ILPParent involvement in developing a READ Plan

CDE: Office of Literacy Marisa Herrera Program Assistant General information, registration, receiving links or handouts (303) Donna Bright Principal Consultant Early Literacy Assessment Tool, Webinars, On-line resources Dian Prestwich, PhD Assistant Director of Office of Literacy Early Literacy Grant, assessments, READ Act implementation (303) Pati Montgomery Executive Director of Office of Literacy READ Act implementation, programming, professional development (303) Contact Information 43

Dian Prestwich, PhD Assistant Director of Office of Literacy North Central Region Rachel Anderberg, PhD Senior Consultant, Office of Literacy Denver/Metro Area Kathy Martin Senior Consultant, Office of Literacy Pikes Peak Region/ Southeast Colorado Jane Burk Senior Consultant, Office of Literacy Southwest Region Pam Gjellum Senior Consultant, Office of Literacy Southwest Region and Lake County Lynda Idle Senior Consultant, Office of Literacy English Language Learners and the READ Act, Denver and Aurora Contact Information Regional Consultants

C OLORADO D EPARTMENT OF H IGHER E DUCATION C OLORADO D EPARTMENT OF E DUCATION STATE OF COLORADO Webinar TopicsDate/TimeFeatured Presenters Counselor Info (Graduation Guidelines, endorsed diploma, ICAP’s,) August 9, :00-2:30 pm Emmy Glancy, Academic Policy Officer Misti Ruthven, Manager of the Office of Postsecondary Readiness Colorado READ ActAugust 23, :00-12:30 pm Pati Montgomery, Executive Director of the Office of Literacy Dian Prestwich, Assistant Director of the Office of Literacy Jenny Arzberger, Educator Preparation Project Manager Colorado Academic Standards & Curriculum Samples September 9, :30-1:45 pm Brian Sevier, Standards Project Director Jenny Arzberger, Educator Preparation Project Manager SB Implementation: Professional Practice DATE CHANGE: September 13, :30-1:45 pm Courtney Cabrera, Educator Effectiveness Unit Dawn Pare, Educator Effectiveness Unit Jenny Arzberger, Educator Preparation Project Manager SB Implementation: Student Growth September 23, :30-1:45 pm Sed Keller, Educator Effectiveness Unit Jenny Arzberger, Educator Preparation Project Manager CDE / DHE Collaborative Webinar Series For up to date information including agendas, login information, and recorded webinars, locate our website, like us on Facebook and follow us on Twitter. websiteFacebookTwitter

Preliminary Agenda is being developed based on the CDE DHE Needs Assessment Survey data. This will be announced on our Educator Preparation Project website, which will go live early September 2013.