Early Literacy Implementation & Support Fall 2014

Early Literacy Implementation & Support Fall 2014
Schools need to fill in red background slide before using Ppt for training\\ Early Literacy Implementation & Support Fall 2014

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

1- Understand the overall implications Iowa Code §279.68

K-3 Early Literacy Legislation Iowa Code §279.68
Section 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

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-1 this 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 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 Teachers in grades 2-3 will receive training in

To Learn More: DE Early Literacy Implementation link:

2- Review the purpose and rationale for using a Universal Screening Assessment

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 The emphasis here is that we are looking at assessments in certain ways right now. We can’t do it all at once, so diagnostic work will come later.

Decisions require questions
Decisions need to be based on key questions such as: How many students are proficient in the area of reading? Which students are on track to be proficient at the end of the year? How many of our teachers are certified to administer FAST assessments? Are students at each grade level mastering key content in all subject areas? Do any levels need special supports? If you cannot articulate the questions, you cannot make good decisions. Data based decision making is about the decisions. In order for this to work, we have to be clear about what questions are implicit in the decisions we need to make. One way that decision making can go astray is when people do not agree on the questions. The questions also shape how and what data are collected. The questions listed here can be answered by FAST universal screener

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

Purposes of Assessment
Who has needs? Screening What are the needs? Diagnostic Is our instruction working? Monitoring Progress/Formative How well did it work? Outcome/Summative The big idea is that the purposes are important. We do not have screening tests; we look at data in order to make screening decisions. The questions illustrate the kinds of decisions that are made at each level. A very common mistake is to call tests screening tests or diagnostic tests, etc. In reality, the same assessment might have some utility for more than one purpose. The key is that it is important to know what purpose you have when you look at the data – what decisions you are going to be making with the data.

Screening Universal Screening = ALL children Brief and economical
Use measures valid for this purpose Typically used with all students Provides overall indicator of performance Strong predictor of target outcome Used to predict students likely to be successful vs. those who may not One concept to highlight for screening is to clarify that Universal Screening is different from screening for a specific program. Since screening measures are usually done with all students, it is important to make them as efficient, yet effective as possible. The idea is to find a measure that gives the best predictive data possible, with the least time and effort (since time spent testing is time not spent teaching and learning).

Questions for Universal Screening
General or systems questions How effective is our Universal Instruction (Core)? Are most students meeting the target score/benchmark? Do we need to change Universal Instruction? Individual or student-level questions Which students do not appear to be on track to be successful? Since Universal Screening is a big part of what we are going to be doing in the next few weeks, we will spend a little more time on these ideas than some others. One idea to keep in mind is that the Universal Screening data can be used to answer questions about the overall system of reading instruction, as well as questions about the predicted status of each child.

3- Understand how to use TIER to administer the FAST assessments

Iowa TIER Data System Custom development for Iowa
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 § requires the use of the TIER software • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

Logging into Iowa TIER in the Fall
Each user must have their own A&A account 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 notification when a match is made Please see the next slides and the hand-out called “Setting Up an A&A Account for Staff in ” for more information on setting up accounts (Staff will not have access to Iowa TIER until our district’s data from Infinite Campus is pulled into Iowa TIER through SIF, which should happen in July, 2014) • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

A&A Account Set Up Use the provided directions to set up you’re A&A account NOW. Take a break.  STOP and allow participants time to set up their A&A account. Participants who could not get their A&A account set up do to technical difficulties will be able to use the TIER training site access the training materials but will NOT be able to get certified on the subtests since they must be in THEIR TIER account to gain certification.

Iowa TIER Training Site
The following YELLOW slides can be used for training IF individuals are not able to log onto their own Iowa TIER Account

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 Have teachers use the training site as we explore the set up of the site together. We will provide time at the end of this training for them to log into their own account and access the training materials and certification quizzes. • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

Click on “Create New User” Logins expire each day, but users can create a new one any day to go in and practice on the 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 Participants need to write down their Username and Password for use during the day Please contact Liz Griesel for the current training code if the one listed is not active • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

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 This is what you will see when you are logged in as a teacher. Other users see more tabs along the left hand side and have access to more students. • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

Assessment Certification
Click on Certification to view which assessments you have been certified on Click on the assessment to navigate to the relevant certification Complete the certification in FAST – certification status will be sent back to Iowa TIER You cannot administer an assessment in the Fall if you have not been certified on it Important so that those administering assessments can do it with fidelity Teachers can see all the certification materials (directions, videos, practices) on this training site. The first task staff will need to complete, once they are logged in to the THEIR OWN Iowa TIER site, is to get certified on all the assessments they need to administer Please note that the “training site” we are using for hands-on time today is for training ONLY. Users cannot certify on the training site • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

Assessment Certification
Status of each certification will display Click the “check” icon to go to certification site We will provide at the end of this training to explore these training resources and become certified on the required assessments. • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

Universal Screening Select Universal Screening from the task bar
Select the Grade and Season Press Go When you are ready to begin Universal Screening during the assessment windows- Select the grade level of the students you will be screening, and then “Fall”, and then “Go” • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

Universal Screening - Administration
Click on the pencil for the correct student and assessment The FAST system will pop-up in a new window Upon completion of the assessment, the FAST window will close and Iowa TIER will remain open Iowa TIER will receive and display the score from FAST • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

Universal Screening - Administration
earlyReading: Transfer to FAST once to administer all universal screening assessments that make up the composites The goal was to simplify the screening process by limiting the number of times you need to click to access FAST • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

Universal Screening – Assessment Status
A status icon will appear below each student’s pencil icon on the Universal Screening page Status associated with an incomplete assessment Cancelled – The assessment was discontinued and no scores were returned from FAST (click the pencil again to complete the assessment) Incomplete – The assessment was started but an incomplete set of scores was returned (click the pencil again to complete the assessment) At Vendor – The pencil has been clicked and TIER is waiting for a score to be returned Users can click the resend icon to try to send the scores back to Iowa TIER again Each night all scores that are in this status will be resent from FAST to Iowa TIER • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

Status associated with a completed assessment Complete - Student has taken the assessment and a complete set of scores was returned Complete and Allow Retake – Complete set of scores was returned from FAST, but request has been granted for a retest (from internal coach) Complete outside universal screening window – Complete set of scores returned but test was taken outside the established screening window Internal Coaches will have the ability to allow a test to be retaken. This should only be done if the original test was invalid, for some reason. “Johnny could do better if he just had another try” is not a valid reason for a retake. Internal Coaches can also allow a test to be completed outside of the testing window. This can be useful if the student comes to your school between windows, from a school that doesn’t use Iowa TIER. • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

The icon allows scores to be resent The icon allows you to indicate a reason a why an assessment may not be administered (internal coach can set) Must wait for 15 minutes after clicking the resend button to click it again Internal coaches can also indicate why a universal screening assessment is not appropriate for a specific child. Almost all students should be assessed at each window; it should be very infrequent where a student cannot be assessed Alternative assessment on IEP Disabled but not alternate assessment on IEP Extended absence • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

School Specific Details
What will our assessment schedule for K-1 look like? Who do I go to if I have trouble while administering the assessment? • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

Become familiar the FAST earlyReading assessments

TIER is the data warehouse. FAST is the suite (group) of assessments.
earlyReading is a measure within the Curriculum-Based Measurement (CBM) suite of assessments from FAST. We (Iowa) have access the earlyReading, CBMReading, and aReading right now. This will be a quick introduction to each assessment with some documentation showing that is it not only EASY to use, but technically adequate to guide educational decisions. These assessments make FAST is a data system supports instruction, data-based decision making and problem solving for student learning issues.

Suite of CBM-Style Assessments for Iowa
Evidence-based assessment for universal screening (Grades K-2) and progress monitoring Curriculum Based Measurement for Reading is an evidence-based assessment for universal screening (Grades 1-6) and progress monitoring What follows is a quick introduction to each assessment with some documentation showing that is it not only EASY to use, but technically adequate to guide educational decisions. These assessments make FAST is a data system supports instruction, data-based decision making and problem solving for student learning issues.

Suite of Computer Adaptive Tests (CAT) for Iowa
Computer adaptive measures of broad Reading (K-12), individualized for each student and aligned to Common Core National Standards. 15-30 minutes to complete for typical student iPad, Chromebook, Mac or PC compatible What follows is a quick introduction to each assessment with some documentation showing that is it not only EASY to use, but technically adequate to guide educational decisions. These assessments make FAST is a data system supports instruction, data-based decision making and problem solving for student learning issues.

FAST and the Early Literacy Rule
Universal Screening For all students Using an appropriate assessment tool: Compare students to a criterion or benchmark aligned with relevant outcomes (e.g. Iowa Assessment performance) In FAST: aReading, earlyReading, & CBMReading. Progress monitoring For select students Measure growth over time (weekly) using standardized procedure In FAST: earlyReading and CBMReading

Suite of Assessments for Teachers
General Features: Research-based formative assessments interface Browser-based user interface On-line administration On-line scoring On-line training Assessments for teachers to use throughout the school year to screen and progress monitor students General features include: Assessments = CBMReading, earlyReading, aReading & aMath Coming soon….

Why was FAST developed?

The FAST Team: Because teachers said… Automated scoring
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 FAST Team: Automated scoring Created instructionally useful reports Adopted brief, robust assessments Simplified the process Made it affordable. Made it do-able. Teachers often have to depend on types of information that may be technically problematic or difficult to interpret. Instead, FAST provides teachers with technically appropriate tools to use when making decisions about instruction and how to work with their students Not leaving decision-making to others – outside of their classrooms. A sense of teacher ownership with the data and a chance to work with it directly.

Teachers need assessments that answer their questions about...
Which students are at-risk? Which students need more enrichment? Which students are high functioning? When does core instruction need to change? Which students need intensive intervention? Which students are likely to pass state tests? Which students need supplemental instruction? Which students are responding to instruction? Thinking back to our conversation about assessment and that we need to have questions before analyzing data, these are questions that schools can answer with FAST. Teachers need assessments that answer their questions about: Which students are at risk? Which students are high functioning? Which students are likely to pass state tests? Which students are responding to my instruction? When does core instruction need to change? Which students need supplemental instruction? Which students need more intensive instruction? And more…

FAST Development and Technical Data

What is ? Purpose of CBM Research & Development was to establish tools that Teachers could use efficiently & repeatedly Psychometrically sound (Reliable and Valid) Useful to plan better instructional programs Useful to evaluate effectiveness of programs on overall student achievement (Fuchs & Deno, 1991; Deno, 1985) Doug Fuchs and Stan Deno were among the first to explore Curriculum Based Measurement – the goal was to establish something (on slides). The rationale was that assessments in schools were not informing instruction/intervention sufficiently.

Reliability & Validity
FAST Predicts CCSS-aligned State Test Performance. FAST measures predicted state test performance with greater than 80% accuracy. aReading independently predict student performance on the Minnesota Comprehensive Assessment-III with 80 to 85% accuracy. Criterion validity coefficients were consistently above .80 and diagnostic accuracy ("AUC") was above .85. The results exceed the requirements for top ratings from the National Center for Response to Intervention (NCRTI).

Total Cholesterol (mg/dL)
Indicators of Risk Blood Pressure 120/80: Normal 139/89: Prehypertension 159/99: Stage Hypertension 160/ Stage Hypertension Body Temperature (°F) 106° Danger 104° ° Fever 100° 99.5 98.6° Normal 97.02° 97° Mild 95° Hypothermia 93° Hypothermia 90° Severe Total Cholesterol (mg/dL) <200: Desirable : Borderline High 240+: High The medical world is full of short, simple, typically inexpensive assessments that tell us a lot about a person’s health. Each of the tests shown require only about 1-3 minutes of time, require a small sample of information (i.e., a small vial of blood, a one-minute blood pressure test, or a thermometer that takes a minute or less to register accurate temperature. These short and small samples can tell us a lot about a person. Taking a larger sample than the recommended amount doesn’t add to our knowledge base. For example, having a thermometer in your mouth for a minute is all that’s needed. Having it in your mouth for 20 minutes doesn’t tell us anything more. It just wastes time and delays the next steps. A vial of blood is all that’s needed to run a cholesterol test. We do not need all your blood to have this test run reliably! If someone’s cholesterol is normal, typically we do not dig deeper as the indicator suggests there is no problem in this area. too high, we conduct diagnostics to determine the causes and best course of treatment. Similarly, blood pressure can be taken in about a minute. Having the cuff on your arm for 10 minutes not only wastes time while not giving us any further information, it can be detrimental. If blood pressure is too low or too high, we know that there needs to be more diagnostics done to determine the cause of the problem and treat it with the right protocol. If someone’s body temperature is too low or too high, we know that additional diagnostics and the appropriate treatment are in order. The same is true for Reading, Math, Behavior, and more. CBM is one type of assessment that helps us identify risk and points us toward a direction for further investigation when scores fall outside normal, academically healthy ranges.

Academic Thermometers
Thus, keep in mind throughout: A thermometer is useful for some, but not all, purposes! The same is true for screening measures They serve as indicators of academic health or risk. As you treat the problem, the thermometer can also serve as an indicator of the effectiveness of the treatment. Example: Ibuprofin will reduce fever in most cases. Measured by thermometer. CBM functions as a vital sign of general reading achievement until students reach approximately 150 WRC/min. Once students are reading 150 WRC/min, alternative measures of reading achievement become more useful. Generic expectations: 40, 70, 100, 150 WRC/min by the end of 1st, 2nd, 3rd, & 4th grades There are specific FAST benchmarks/expectations which will be covered in the report interpretation module

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 accurate reading results. Standardized directions require careful adherence to the administration and scoring directions and rules. Changing them can actually create problems. In some cases, it may even result in students receiving inappropriate or insufficient programming. Schools should regularly emphasize the importance of fidelity of administration and scoring. Weaving quick-checks into staff meetings before each benchmark period is a great way to help ensure fidelity. ***OPTIONAL ACTIVITY*** Ask your groups to offer suggestions for the best ways to conduct fidelity checks in their schools. Share the responses so everyone may bring them to the future sites at which they train or work. For more seasoned users of CBM, ask for examples of if/when any fidelity concerns arose in their schools in the past—and the resulting outcomes.

Administration & Scoring “Don’ts”
Administering a standardized assessment: The “Don’ts” Follow and read the directions exactly as they are listed. Modify Directions This is a test. Do not teach or correct student during test. Teaching During Test Students should not practice or pre-read assessment No Student Practice Errors should not be corrected during assessment Don’t Correct Errors Standardized directions require careful adherence to the administration and scoring directions and rules. Changing them can actually create problems. In some cases, it may even result in students receiving inappropriate programming.

Next Steps Next we’ll learn about specific EarlyReading FAST measures.
The information about how FAST was created, how it’s used, and standardized administration applies to each of these measures.

earlyReading is a measure within the Curriculum-Based Measurement (CBM) suite of assessments from FAST.

What is ? During the following portion of training, we will…
discuss an overview and the benefits of the earlyReading assessment. do a quick review of each measure/subtest of earlyReading. discuss standardization. get ready for practice and certification

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

Spring: 39 correct Letter Sounds. 3 errors. Status: Some Risk
What is it? earlyReading is Curriculum Based Measurement and skills-based assessments that help evaluate risk and measure growth of critical skills needed to become good readers. Screen/Benchmark 3 times a year (all students) Timed and un-timed measures Frequent progress monitoring for groups of students CCSS-alignment Spring: 39 correct Letter Sounds. 3 errors. Status: Some Risk

What is ? Purpose of CBM Research & Development was to establish tools that Teachers could use efficiently & repeatedly Psychometrically sound (Reliable and Valid) Useful to plan better instructional programs Useful to evaluate effectiveness of programs on overall student achievement (Fuchs & Deno, 1991; Deno, 1985) Doug Fuchs and Stan Deno were among the first to explore Curriculum Based Measurement – the goal was to establish tools that… (on slide). The rationale was that assessments in schools were not informing instruction/intervention sufficiently.

FAQ What is the rationale for earlyReading? Answer:
Assess foundational skills for pre-reading and early reading. Priorities for development: Efficiency 5 min for screening 1-2 min for progress monitoring Instructional Utility Technical Adequacy (reliability and validity)

Introduction to measures in Iowa for
TIMED (1-min) Letter Names Letter Sounds Nonsense Words Sight Words Sentence Reading Untimed: Concepts of Print Onset Sounds Word Segmenting A select group of FAST’s earlyReading measures are used in Iowa. They fall into two categories: Measures that require a 1-minute administration Measures that are untimed

REVIEW See the Universal Screening Tools document (pg. x) your packet for which subtests will be administered during each testing window Make note of which are TIMED and which are UNTIMED.

TIMED (1-min) Letter Names Letter Sounds Nonsense Words Sight Words Sentence Reading Untimed: Concepts of Print Onset Sounds Word Segmenting

Preview FAST Assessments:
Letter Names TIMED (1-min) Letter Names Letter Sounds Nonsense Words Sight Words Sentence Reading Untimed: Concepts of Print Onset Sounds Word Segmenting We will look briefly at each of the subtests, starting with the TIMED ones

SAMPLE 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

Letter Sounds TIMED (1-min) Letter Names Letter Sounds Nonsense Words Sight Words Sentence Reading Untimed: Concepts of Print Onset Sounds Word Segmenting

SAMPLE LETTER SOUNDS Letter Sounds (LS)
Section 1: Unique Letter Sounds If 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. Section 2: Extra (repeated) Letters To ensure ample material for 1 minute, students may continue to Section 2, which contains repeated letter sounds, until the 1-minute administration is complete. Notice, these are all lowercase. Also, dual sounds are now included. If teachers want to know alternate or long sounds then they can administered the sounds at the bottom of the page. Coming Soon (for inventory only) Long Sounds: The 3rd section includes letters with long sounds. Complete this section to receive an inventory of all known and unknown long sounds.

Nonsense Words TIMED (1-min) Letter Names Letter Sounds Nonsense Words Sight Words Sentence Reading Untimed: Concepts of Print Onset Sounds Word Segmenting

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.

Sight Words TIMED (1-min) Letter Names Letter Sounds Nonsense Words Sight Words Sentence Reading Untimed: Concepts of Print Onset Sounds Word Segmenting

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).

Sentence Reading TIMED (1-min) Letter Names Letter Sounds Nonsense Words Sight Words Sentence Reading Untimed: Concepts of Print Onset Sounds Word Segmenting

Jan and her dog are happy.
SENTENCE READING Jan and her dog are happy. Sentence Reading 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! 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 Created Sentence Reading as a CBM-Reading task for fall of kindergarten. The pictures make students and teachers more comfortable with the administration. NOTICE: there are 7ish words on the first page and the number of words increase with each successive page. This ensures that students who do not read connected text have a more positive experience. And, students who do read connected text have plenty of words to read. (Sentences shown are similar to actual test items, but not identical.)

Letter Sounds Before we look at the UNTIMED subtests, let’s look more in depth at one of the timed assessments. Keep in mind timed assessments all have similar standardized directions.

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. Here is a closer view of the scoring platform for Letter Sounds. We will show this in greater depth later in this training. For now, note that the errors are marked and there is an optional method for coding error types. The assessment is automatically scored and a copy of the scored probe is stored digitally for later retrieval and review. 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.

View a Sample Letter Sounds Assessment: Sam (Grade K)
Sample assessment via video. About 90 seconds in length. URL is: Click to view video sample.

39 Correct Letter Sounds. 3 errors. 92% accuracy.
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 3 errors 92% accuracy 39 Correct Letter Sounds. 3 errors. 92% accuracy.

Comparing with Benchmark Scores
K Fall Winter Spring Concepts of Print 8 c 11 Onset Sounds 12 c 15 c Letter Names 25 c 40 51 Letter Sound 10 c 28 c 42 c This Grade K student, Sam, completed Letter Sounds in 1 minute. Based on this one assessment, we can start to learn that he may be at risk for passing high-stakes assessments and becoming a successful reader. His score of 39 letter sounds correct with 3 errors falls in the “Some Risk” range in spring. In one minute, we have improved our ability to understand just how at-risk Sam is in the spring of the year. Spring: 39 correct Letter Sounds. 3 errors. Status: Risk

Letter Sounds: Training Through TIER

24/7 On-demand Training Standard basic training (online) included
Administer & score assessments Practice items Basic data interpretation Certification Training is on-demand 24/7 Training and certification through TIER can happen anywhere at anytime.

Log in to FAST Go to: elementary.dmschools.org
Kindergarten or 1st Grade Dropdown Assessments Page A&A/Tier Login Link: Have all participants log onto TIER so that everyone can access the training and practice together. Presenter should use the following slides ( grey slides) to guide teachers in accessing the training. It is suggested that you go through the process outlined here LIVE on your computer in front of participants while they follow along on their computers, instead of presenting slide by slide.

Logging Into TIER

Logging into TIER Click “Iowa TIER”

The following YELLOW slides can be used for training IF individuals are not able to log onto their own Iowa TIER Account

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 Have teachers use the training site as we explore the set up of the site together. We will provide time at the end of this training for them to log into their own account and access the training materials and certification quizzes. • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

Click on “Create New User” Logins expire each day, but users can create a new one any day to go in and practice on the 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 Participants need to write down their Username and Password for use during the day Please contact Liz Griesel for the current training code if the one listed is not active • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

Logging into Tier Click “Certification”

Navigate to the FAST Training
Click “?” to access HELP Click “Certification” under FAST Tools This reports your training status. Select the appropriate check mark for your selection. CLICK HERE

Navigate to the FAST Training
“Certification” CLICK HERE Click “?” to access HELP This reports your training status. Select the appropriate check mark for your selection. CLICK HERE

24/7 On-demand Training This illustrates the series of screens teachers will see as they click on a subtest for training and TIER “punches them out” to Fast in order to access the training resources.

“Show All” CLICK HERE Training Module Test Name Here There other training resources under each subtest to review before you proceed to certification; however, for right now, we will start with the Standardized Administration and Scoring component of the On-Line Training.

Videos of Demonstration Scoring
Videos require access to You Tube, which is restricted in some schools. The Administration video show the viewer the dyad between teacher and student. The Administration and Scoring shows the viewer how to navigate and score the assessment.

On-demand Training (LEFT) All of the standardized procedures and directions are detailed. They appear here as they do on the administration page. (RIGHT) There are practice exercises for each administration. You listen to audio, score and get feedback. After practice, you complete a “Certification”, which requires scoring with 95% accuracy. Below those are downloadable and printable forms for Fidelity Checks: Observer Rating Administration Accuracy (ORAA) Below that is are downloadable and printable “Quick Sheet”—they include reminders and tips

Administration & Scoring: Preparation
Click to review “Preparation” Click to review “Student Practice” and provide the student with the Practice Form.

Read the directions to the student and complete the Practice Item together.

Begin Test Letter Sounds

Standardized: Means the test is given The same way Each time To each student This is critical because it provides teachers with the most accurate results. You may want to review this slide again: Standardized directions require careful adherence to the administration and scoring directions and rules. Changing them can actually create problems. In some cases, it may even result in students receiving inappropriate or insufficient programming.

Administration & Scoring “Don’ts”
Administering a standardized assessment: The “Don’ts” Follow and read the directions exactly as they are listed. Modify Directions This is a test. Do not teach or correct student during test. Teaching During Test Students should not practice or preview assessment No Student Practice Errors should not be corrected during assessment Don’t Correct Errors You may want to review this slide again: Standardized directions require careful adherence to the administration and scoring directions and rules. Changing them can actually create problems. In some cases, it may even result in students receiving inappropriate programming.

Administration & Scoring: Test Items
Read directions verbatim. Be ready to start timer. Start timer at moment student says first sound. (Wait up to 3 seconds.) If the student starts with a different task: Prompt (only once during test) to “Just say the letter sound.” End of 1-minute: Mark last word. Prep for next passage.

Stop when timer sounds. Mark last letter. Long Administer Unique Sounds Inventory and Long Sounds (Click “Student Attempted All Items” checkbox before doing so.

Administration & Scoring: Scoring
Review “Scoring, Timing & Discontinue” rules: 3-second pauses or struggles: Read the word to the student and mark the word incorrect. (Only when pause is 3 seconds.) Finished early? Stop timer and click “Mark Last Response.” FAST will pro-rate scores. When to discontinue early: If student gets first 10 LS incorrect Incorrect Sound? Mark as incorrect.

Administration & Scoring: Errors
Review “Scoring Details” rules: Incorrect task (E.g., says letter name) Incorrect letter sound (E.g., miscue or production of long-vowel sound instead of short vowel sound) Omission (Skipped rows: Each item is incorrect within row) 3-second rule (3-second pause or struggle without correct response) Skipped lines (each item incorrect)

Administration & Scoring: Pronunciation
Reference: FAST On-line Training, Quick Reference Sheet for Letter Sounds To administer Letter Sounds, you truly need to be well-trained in the sounds that letters represent. There is often little time to reflect, during testing, on whether the sound a student made was correct or incorrect. This measure should be administered by well-trained educators fluent in phonics. The information in this slide is also available on the Quick Sheet for the Letter Sounds subtest The Pronunciation Guide is located within the FAST On-line Training, Quick Reference Sheet for Letter Sounds.

Administration & Scoring: Not Errors
Review “Scoring Details” rules: Dialect Differences / Speech Differences (Not errors) Self-Corrections (When they are within 3 seconds, they are not errors)

Administration & Scoring: Summary of Errors
NOT ERRORS Incorrect task Incorrect letter sound Omission 3-second pauses or struggles Skipped lines (each letter is incorrect) Speech / Dialect differences Self-corrections (within 3 seconds)

Administration & Scoring: Begin
Administering Letter Sounds via browser Use “Real Time” (The default setting for any PC, Mac, iPad or Chromebook) Use “1 minute” (The default setting for any PC, Mac, iPad or Chromebook) Start Timer After you read directions verbatim and student says first sound. Click to mark errors Click again to de-select

Administering Letter Sounds via browser Bulk Errors: Highlight a row (or portion of a row) if student skipped a group of words. Then click the “Bulk Errors” button to mark them all incorrect.

Administering Letter Naming via browser Mark last word Click on the last letter the student sounded when the “tone” is played at the end of time limit. Click it again to mark it as an error. Submit test.

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

Certification You will have time at the end of this training to review the additional resources for each subtest and complete the certification.

TIMED (1-min) Letter Names Letter Sounds Nonsense Words Sight Words Sentence Reading Untimed: Concepts of Print Onset Sounds Word Segmenting Now we will review the Untimed subtests. Keep in mind all the untimed assessments all have similar standardized directions.

Concepts of Print TIMED (1-min) Letter Names Letter Sounds Nonsense Words Sight Words Sentence Reading Untimed: Concepts of Print Onset Sounds Word Segmenting Starting with Concepts of Print

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

Onset Sounds TIMED (1-min) Letter Names Letter Sounds Nonsense Words Sight Words Sentence Reading Untimed: Concepts of Print Onset Sounds Word Segmenting

SAMPLE 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

SAMPLE Onset Sounds Onset Sounds (OS)
Part 2: “Let's try something different. This time, I'll say the word and then you give the first sound.” (Point to the bat). "Bat.” The first sound in the word ‘bat’ is /b/.” “Now you try. What is the first sound in the word ’water?’” (Point to the picture of "water") SAMPLE

Word Segmenting TIMED (1-min) Letter Names Letter Sounds Nonsense Words Sight Words Sentence Reading Untimed: Concepts of Print Onset Sounds Word Segmenting

Word Segmenting Word Segmenting
Assesses students' ability to separate a spoken word into individual sounds, or phonemes--the smallest units of sound in spoken language The examiner says a word and asks the student to say any sounds in the word Students receive credit for each correct sound. Each word represents multiple "items"

Word Segmenting Let’s look more closely at Word Segmenting. Keep in mind the other untimed assessments all have similar standardized directions.

Teacher scores on computer device.
Browser-Based Scoring for CBMReading and earlyReading assessments: There are NO materials for student to view/read. Teacher gives standardized directions. Student responds The student is asked to break words into phonemes until the list of 10 words is completed. There are NO materials for the student to view/read. or Teacher scores “in real time” on computer, laptop or tablet. Teacher scores on computer device.

Administering Word Segmenting
Expand any section to obtain administration and scoring directions Click “Start Timer” As student provides sounds for the words, click the number of points earned. Complete all items Here is a closer view of the scoring platform for Word Segmentation. We will show this in greater depth later in this training. For now, note points per word are recorded and that all words on the list are presented to the student. This is an untimed measure. The assessment is automatically scored and a copy of the scored probe is stored digitally for later retrieval and review. (Paper-pencil scoring is available as an alternative.) Click “Submit Test” * Submit Test: Auto-scores and saves the data. The next assessment appears , or you may return to the main screen.

View a Sample Word Segmenting Assessment: Marcus (Grade 1)
Sample assessment via video. About 90 seconds in length. URL is: Click to view video sample.

Marcus’ Results: Paper-Pencil Scoring Option
How would you describe the qualitative features of his performance? Marcus often provided “onset-rime” with his segments. Thus, his scores are lower than if he had fully segmented the words. 1 3 2 16 / 34 1 This depicts the pencil-paper form of scoring. Correct Letter Sounds. 18 errors. 50 seconds.

Marcus’ Results: Computer Scoring Option
How would you describe the qualitative features of his performance? Marcus often provided “onset-rime” with his segments. Thus, his scores are lower than if he had fully segmented the words. This view is the computer scoring view. The radio buttons in this image have been enhanced with larger marks to make it easier for attendees to see across a training room. Correct Letter Sounds. 18 errors. 50 seconds.

Comparing with Benchmark Scores
Measure Grade 1 Fall Winter Spring Word Segmenting 27 (25) 30 (29) 32 (30) Spring (Grade 1): 16 correct sounds. Status: High Risk This Grade 1 student, Marcus, completed Word Segmenting in 50 seconds with 16 correct sounds. Based on this one assessment, we can start to learn that he is at high risk for passing high-stakes assessments and becoming a successful reader. His score of 16 correct sounds falls in the “HighRisk” range in spring of Grade 1. In one minute, we have improved our ability to understand just how at-risk Marcus is in the spring of the year.

Administration & Scoring of Word Segmenting

Click to review “Preparation” for Word Segmenting Click to review “Student Practice” Presenter should use the following slides ( grey slides) to guide teachers in accessing the training. It is suggested that you go through the process outlined here LIVE on your computer in front of participants while they follow along on their computers, instead of presenting slide by slide. Use the directions outlined previously in the slideshow if participants need help logging into TIER again.

Extra student practice

Begin Test Read directions verbatim. Be ready to start timer. Start timer, Pause, then clearly say the first word on the page. If the student pauses for 5 SECONDS without responding to an item count the entire item incorrect (0 points) and continue through the remaining items until all 10 are administered. Discontinue Rule: Student gets first 4 consecutive items (words) incorrect Stop Timer after Item 10: Mark last word. Prep for next passage.

Review “Types of Errors” rules: Correct Sound segments: 1 point Incorrect Words or Sounds: 0 points Omission: 0 points 5 second hesitation: 0 points

Review “Types of Errors” rules: Saying word first: Non-error Self-correction within 5 seconds: Non-error Repeated sound: Non-error

Review “Types of Errors” rules:

Administration & Scoring: Summary of Errors
NOT ERRORS Incorrect sound segment Incorrect vowel sound Omission No response / hesitation of 5 seconds Saying the word before segmenting it Self-correction within 5 seconds Repeated words / sounds

Administering Word Segmenting via browser Use “Real Time” (The default setting for any PC, Mac, iPad or Chromebook) Use “Open Ended” (The default setting for any PC, Mac, iPad or Chromebook) Start Timer After you read directions verbatim, pause, then start timer and deliver 1st word. Click to indicate point value of response per # of correct segments “Submit test”

Become certified in the K-1 subtests that DMPS will use in 2014-2015
*No slides detailing CBMreading were included in the this powerpoint. A training sequence for this assessment will be shared at a later T & L meeting.

Next Steps for Training and Certification
Determine which subtests from which you will need to obtain certification Use “Required FAST Certifications” checklist Navigate to Training through TIER Review Directions for subtest Review Videos Complete Practices Complete Certification practices and quiz

Early Literacy Implementation & Support Fall 2014

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