CDE READ Act and School Readiness Regional Meeting Introductions - - PowerPoint PPT Presentation

CDE READ Act and School Readiness Regional Meeting

Introductions

• Presenters
• Participants

Agenda

• Welcome
• School readiness information
• Feedback
• READ Act information
• Feedback

Requirements and Attributes of School Readiness Assessment

Statutory Authority and Recommendations from the School Readiness Subcommittee

Senate Bill 08-212 Colorado’s Achievement Plan for Kids (CAP4K) Timeline

• 2008: CAP4K passes; school readiness and

postsecondary workforce readiness defined by SBE

• 2009: Standards revision process conducted
• 2010: Assessment attributes defined, including those

for school readiness

• 2011-2013: Transition process to new standards and

assessments

• 2013-14: School readiness plans and assessment to

be initiated

Overview of School Readiness within CAP4K

• Requirements of State Board

– Define school readiness – Adopt one or more assessments aligned with definition of school readiness

• Requirements of local education providers

– Beginning in the fall of 2013, ensure all children in publicly funded preschool or kindergarten receive an Individual School Readiness Plan – Administer the school readiness assessment to each student in kindergarten

What is meant by “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.

What Are The Requirements For School Readiness Assessment?

• The assessment must be research based and

must be suitable for use in informing instruction

• …the board shall give consideration to the use
• f authentic assessment methods, such as

portfolios, projects, and performances so long as they are reliable and valid

How Can School Readiness Information Be Used?

School readiness assessment information WILL be used to:

• inform development of an individualized school

readiness plan for each child

• help direct teachers’ practice within the classroom with

each student and thereby maximize each student’s progress toward demonstrating school readiness

• report to the Education Committee, at a population

aggregate level, an annual summary of the levels of school readiness demonstrated by students enrolled in kindergarten

• drive instruction

How Can School Readiness Information Be Used?

School readiness assessment information WILL NOT be used to:

• deny a student admission or progression to

kindergarten or first grade

Recommendations from the School Readiness Subcommittee

The assessment system must:

• meet requirements of universal design to insure

inclusion of any special populations

• be ongoing and observation based
• reliable and valid
• build on what is already established in the Results

Matter program

• have online functionality
• allow convergence of evidence from teachers,

interventionists, care providers and family members

Preschool Assessment Update CDE’s Results Matter Program

• 40,000 preschoolers participate
• Mandated participation:

– Colorado Preschool Program – Preschool Special Education – Title I Funded Preschoolers

• Teaching Strategies GOLD – 98%
• HighScope Child Observation Record – 2%
• Results Matter assessments meet the requirements of

CAP4K and the recommendations of the School Readiness Subcommittee

+100% Head Start voluntary participation

State Board of Education Adopted Assessment Attributes

Agreement: SBE agrees that school readiness assessments will include primarily a mix of state-approved formative and interim assessment tools

• 1. CDE recommends that the Colorado Basic Literacy Act (CBLA) be

updated to align with the PWR Colorado Academic Standards and that numeracy be added to reflect the same instructional values of progress monitoring and early intervention where needed.

• 2. The state will offer districts a menu of approved school readiness

assessment tools.

• 3. In preschool through second grade school readiness assessments will

rely on formative assessment practices and interim assessments.

• 4. In grades 1-2 mastery of the PWR Colorado Academic Standards will

be measured.

• 5. Districts are encouraged to introduce developmentally appropriate end-
• f-year assessments.

School Readiness Assessment Recommendation Process

School Readiness Assessment Subcommittee

• Purpose: Make recommendations

to the State Board regarding school readiness assessment menu

• Composition: Members of the

2010 Assessment Subcommittee for School Readiness School Readiness Advisory Committee

• Purpose: Advise the department
• n implementation of SB 08-212

school readiness provisions to ensure alignment across early childhood systems and the K-12 system

• Composition: Representatives

from

• Districts
• Preschool programs
• Early Childhood Leadership

Commission

• Colorado Department of Human

Services

Connection to the READ Act

Timeline for School Readiness Assessment Decision

Month Activity

July

Hold first SR Advisory Committee meeting

August

–Meet with SR Assessment Subcommittee –Conduct outreach to districts –Hold regional meetings

September

–SR Assessment Subcommittee reviews SR assessments –Conduct outreach to districts –Hold regional meetings

October

–Conduct outreach to districts –Hold regional meetings

November

Presentation of SR assessment recommendations to SBE

December

SBE votes to adopt SR assessment(s)

January - May

Disseminate information to support district implementation

Discussion

Opportunities Barriers Resources Already In Place

Feedback

• What should CDE consider

related to implementation of school readiness plans and assessment?

Colorado READ Act

HB 12-1238

Why are we here?

A look at reading achievement in Colorado

3rd Grade CSAP Reading Percent Proficient & Advanced and Average Scores 2003-2011

Grade 3 CSAP Reading Scores of Economically Disadvantaged Students

Grade 3 CSAP Reading Scores of English Language Learners

2005 2006 2007 2008 2009 2010 2011

NAEP 4th Grade Reading Results National, Colorado, Florida and Massachusetts 2003-2011

NAEP 8th Grade Reading Results National, Colorado, Florida and Massachusetts 2003- 2011

268 265 266 266 271 257 256 260 264 262 273 274 273 274 275 261 260 261 262 264 281 281 281 281 281 250 255 260 265 270 275 280 285

2003 2005 2007 2009 2011

Colorado Florida Massachusetts National NAEP Proficiency

Grade 3 Reading Status Change for Students Scoring Unsatisfactory on the CSAP 2005-2007

The Bottom Line…

• With the exception of grades six and seven, little

reading progress has been made in reading achievement in Colorado.

• If third grade is the gateway to reading success,

Colorado is only adequately preparing 70% of its children for future academic success.

• Once children score in the unsatisfactory range,

it is unlikely they will emerge.

• The literacy achievement of Colorado’s children

signals the need for intensive and coordinated efforts in policy and practice.

Supporting Literacy Achievement for Colorado’s Children

Past and Present

How does the READ Act Compare with the Colorado Basic Literacy Act (CBLA)?

CBLA

Use of interim assessment(s) for all K-3 students from approved list. Individualized Literacy Plan (ILP) for students reading below grade level. Provide interventions to accelerate progress. Support provided through the Read To Achieve grant.

READ Act

Use of interim assessment(s) for all K-3 students from approved list. Follow up with approved diagnostic assessment(s). READ plan for students with a significant reading deficiency. Provide interventions to accelerate progress and make advancement decision when students do not make determined progress. 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.

What supports are included in the READ Act?

• Regional technical assistance and

professional development

• Per pupil intervention funds for students

identified with significant reading deficiencies for use:

– Intervention services – Full day kindergarten – Summer literacy programs – Tutoring services

• Early literacy grant program

What are the assessment requirements within the READ Act?

• Use of interim assessment(s) from approved list

to screen and determine students with significant reading deficiencies, progress monitoring to determine progress, and end of year testing to determine if READ goals were met.

• Follow up testing with approved list of diagnostic

assessment(s) to determine skill deficits for students with significant reading deficiencies.

What needs to be included in 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.

• Any additional services, if applicable.

What are the requirements for implementing a READ Plan?

• The teacher and any other school personnel shall create the READ plan in

collaboration with the parent, if possible.

• The teacher shall continue to revise, at least annually, and implement a student’s

READ plan until the student attains reading competency, regardless of grade level and regardless of where the READ plan was originally created.

• If a student has a READ plan for 2 years or more:

– The teacher shall revise the plan to include additional, more rigorous instructional strategies and interventions. – The principal shall ensure the student receives reading instruction in conjunction with and supported through other subjects throughout the day. – If possible, the student shall receive reading instruction from a teacher who is identified as effective or highly effective in his/her most recent performance evaluation and has expertise in teaching reading.

• The teacher shall include all versions of the READ plan and any supporting

documents for the plan and body of evidence in the student’s permanent academic record.

What are the requirements for parent communication within the READ Act?

• Meet with the parent to communicate orally and

in writing information related to the importance

• f attaining reading competency.
• Meet with the parent to jointly create the READ

plan and provide a written copy of the READ plan.

• Provide ongoing regular updates concerning the

results of the intervention instruction described in the READ plan and the student’s progress in attaining reading competency.

What are the considerations for advancement of students with significant reading deficiencies?

• In 2013-2014, for students in grades K-3 completing the

school year with a significant reading deficiency, the parent and school personnel shall decide whether the student will advance to the next grade level. The parent makes the final decision.

• In 2016-2017, for a student completing third grade with a

significant reading deficiency, the parent and school personnel shall decide whether the student will advance to fourth grade. The superintendent makes the final decision.

What are the implications for accreditation and improvement planning?

• The CO Growth Model Technical Advisory Panel shall

consult with CDE to determine the amount of additional credit toward accreditation that local education providers will receive for students who were at one time identified with significant reading deficiencies that later score partially proficient, proficient, or advanced on the state summative assessment.

• District performance plans will need to include, at a

minimum, the strategies to be used to address the needs of students with significant reading deficiencies and ambitious but attainable targets to reduce the number of students with significant reading deficiencies and to ensure all students reach grade level proficiency in reading

READ Act Rules

• Early literacy grant program rules

– Status and process

• READ Act rules

– Status and process

State Board Action Calendar

Rules Related to the Early Literacy Grant Rules Related to the READ Act Resource Bank and Data Collection August 8, 2012 Notice of rulemaking hearing November 7 or 8, 2012 Notice of rulemaking hearing October 3 or 4, 2012 Rulemaking hearing January 2013 First rulemaking hearing November 7 or 8, 2012 Adoption of rules February 2013 Second rulemaking hearing March 2013 Adoption of rules

READ Act Rule Outline

READ Act Rule Input

In your table groups, please review the draft rule outline using these guiding questions:

• What is needed within the rules

that will support success?

Discussion

Opportunities Barriers Resources Already In Place

Feedback

• What should CDE consider

related to implementation of the READ Act?

Fall Regional Information Meeting Schedule

City Date Alamosa August 14, 2012 Durango August 15, 2012 Pueblo August 29, 2012 Greeley September 6, 2012 La Junta September 18, 2012 Denver September 27, 2012 Steamboat Springs October 4, 2012 Limon October 11, 2012 Grand Junction October 22, 2012

Thank you!