Implementation School Readiness Assessment System and the READ Act Webinar January 23, :00-6:00 pm

 Colorado Education Association  Linda Barker, CEA Director of Teaching and Learning  Karen Wick, CEA Lobbyist  Colorado Department of Education  Melissa Colsman, Ph.D., Executive Director, Teaching and Learning Unit  Dian Prestwich, Ph.D., Assistant Director, Office of Literacy  Suzanne Rougier, Kindergarten Readiness Program Manager, Office of Early Learning and School Readiness Welcome and Introductions

 Information about the READ Act  Questions and Answers about the READ Act  Overview of School Readiness Initiative within CAP4K  Questions and Answers about School Readiness  READ Act and School Readiness Connections  Teacher Perspective  Action Steps  Upcoming Support and Training from CDE Webinar Overview

The Colorado Reading to Ensure Academic Development Act HB The Colorado READ Act

 Passed by the legislature in 2012  Keeps many of the elements of CBLA including a focus on K-3 literacy assessment and individual plans for students  New focus on a particular group of students with a Significant Reading Deficiency, more specific plan and parental involvement components, and funding for interventions HB : The Colorado READ Act

CBLA AssessmentsREAD Act Assessments Use of interim assessment(s) for all K-3 students from approved list. DRA2, PALS, DIBELS Use of interim assessment(s) for all K-3 students from approved list. New list of assessments to be adopted Feb DRA2, PALS, DIBELS Primarily used as a reporting measure to CDE Used to progress monitor at least 3 times per year, with more frequent progress monitoring for those students below benchmark and reported to CDE each Spring Follow up with approved diagnostic assessment(s) for students who may have a Significant Reading Deficiency READ Act Assessments

 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.  The law requires that a READ plan is developed upon determination of a Significant Reading Deficiency. Determination of a Significant Reading Deficiency (SRD)

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

CBLA SupportREAD Act Support Support provided through the Read To Achieve grant 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 READ Act Support Frequently Asked Questions

Questions about the READ Act?

What is “School Readiness”? State Board Adopted Definition:  School Readiness describes both the preparedness of a child to engage in and benefit from learning experiences, and the ability of a school to meet the needs of all students enrolled in publicly funded preschool or kindergarten.  School Readiness is enhanced when schools, families, and community service providers work collaboratively to ensure that every child is ready for higher levels of learning in academic content.

System of Support for Young Children Quality Early Learning and Care Qualified ECE Workforce Aligned Local Systems Articulated Continuum of Learning and Development Coherent Governance Supportive Policies

 2008: CAP4K passed; school readiness defined by SBE  2010: Attributes for new state assessment system defined including those for school readiness  2012: Assessment review conducted. SBE voted to:  Offer districts a menu of school readiness assessments  Approve Teaching Strategies GOLD as the first school readiness assessment tool for the menu  2013: Additional assessment review conducted. SBE approved the department’s recommendation to extend the implementation to the school year to allow for more assessment options to be available to districts. Timeline for School Readiness Initiative within CAP4K

School readiness assessments…  should provide high quality, useful information to teachers and families that informs instruction and intervention.  are intended to guide the development of Individual School Readiness Plans for each student. School readiness assessment information WILL NOT be used to:  deny a student admission or progression to kindergarten or first grade Intent of School Readiness Assessment

 Support with assessment subscription cost through Race to the Top Early Learning Challenge Fund  Explore a customized version of TS GOLD  Technical assistance for implementation of school readiness in tandem with the READ Act  Plan templates  School readiness plan template  READ plan template  School readiness plan template with READ plan embedded  School readiness guidance document Support for Implementation

Questions about School Readiness?

Convergence of READ with School Readiness

What READ Act RequiresWhat School Readiness Requires How the two work together Interim Literacy AssessmentSchool Readiness Assessment Literacy assessment from READ Act informs the literacy data in the School Readiness Assessment Kindergarten 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 School Readiness Plans

20 Teacher Perspective A View from the Field Emily Kielmeyer Garfield RE2 School District

A View From the Field Teacher Perspective 21

A View from the Field Teacher Perspective

A View from the Field

Teacher Perspective A View from the Field

Teacher Perspective A View from the Field

 Questions for teachers to consider  What assessments are required by the READ Act? How do assessments for the READ Act work with your school and district literacy assessment requirements? What information is provided by the different assessments? What can be eliminated?  What are your district’s plans for implementing the school readiness initiative? How does (or will) a school readiness assessment work with your school and district kindergarten assessment practices? What information is provided by the different assessments? What can be eliminated?  How is information from assessments used to adjust instruction for students? To provide information to families?  To what degree can school readiness plans be maximized to serve multiple purposes (i.e., READ plans, RtI plans, report cards)?  Become familiar with READ Act supports from CDE  Become familiar with school readiness supports from CDE Action Steps 26

 READ Act  Regional assistance provided upon request  Webinars available on the READ PD website; may also be accessed through iTunes U soon:  Cycle of Instruction  Identifying a Significant Reading Deficiency  Completing a READ Plan oliteracy/professionaldevelopmento pportunities  School Readiness  TS GOLD Open Labs  1/27/14 Greeley  Regional informational meetings: February – March, 2014  TS GOLD trainings for new and experienced users: May – July, 2014  School Readiness Guidance Document  Request assistance /index.htm Upcoming Support from CDE 27

What additional support can the department provide? 28

 Dian Prestwich, Assistant Director – Office of Literacy,  Suzanne Rougier, School Readiness Kindergarten Assessment Coordinator,   Contacts 29