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August 23, 201311:00 am - 12:30 pmFeatured Presenters:
Pati Montgomery, Executi ve Director of the Offi ce of Literacy
Dian Prestwich,Assistant Director of the Offi ce of Literacy
Jenny Arzberger, Educator Preparati on Project Manager
READ Act for Higher Education Leaders
2
WELCOME from today’s featured presenters…
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?
3rd Grade CSAP Reading Percent Profi cient & Advanced and Average
Scores2003-2011
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
Grade 3 Reading Status Change for Students Scoring Unsatisfactory on the CSAP
2005-2007
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 Signifi cant Reading Defi ciency
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.
Specifi c parental involvement components.
Recommended instructional programming and professional development.
How does the READ Act Compare with the Colorado Basic Literacy Act (CBLA)?
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Implementing the READ Act
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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
Within 30 days, SCREEN all K-3 students with approved interim assessment; DIBELS, PALS, DRA2Is the score at or below the cut
off?
Yes
Within another 30 days, follow up with a progress monitoring probe
from DIBELS, DRA@, 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
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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
Approved list of diagnostic assessments http://www.cde.state.co.us/coloradoliteracy/ReadAct/resourcebank.asp
Progress monitoring
Collect a body of evidence
Upon Determination of a Significant Reading Deficiency
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
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
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
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 (2013-2014)
Development of a READ Plan
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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 signifi cant reading defi ciency with specifi c required components
Parent involvement in the creation of the plan
The scientifi cally-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
Specifi c Reading Skill Defi ciency and Goals
Benchmark Progress Monitoring
Scientifically or Evidence Based Interventions and Universal
Programs
Parent Involvement and Communication
Other Supports
SB 08-212Colorado’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 Plan
READ Plan How 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 identifi ed as having an SRD
Full-day Kindergarten Summer School Tutoring Services Or other scientifi cally-
based interventions
Funding Sources
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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 Funding Early 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
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Instructional Programming Core/Universal
Instruction Targeted and intensive
interventions
Professional Development Professional
Development providers that off er job-embedded PD as well as topic specifi c
http://www.cde.state.co.us/coloradoliteracy/ReadAct/programming.asp
Created an Off ice of Literacy Newsletters Research Webinars On-line Education
Technical Assistance / Professional Development to the fi eld Regional Technical Assistance positions Regional Professional Development Opportunities Early Literacy Assessment Tool Project
Website http://www.cde.state.co.us/coloradoliteracy/ReadAct/
index.asp
Human Resources
Cycle of Instruction Identifying a Signifi cant Reading Defi ciency and
Writing a READ Plan Designing Eff ective Universal Instruction
Webinars and Itunes U Professional Development Coming
Soon!
Shifts in our Thinking
CBLA Thinking The READ Act Thinking
Assessments were used to report out Assessments are used to progress monitor and guide instruction
Assessments could be lengthy Assessments should be brief and probe or check for progress
No diagnostic assessment used Diagnostic assessment required
No mention of RtI RtI is a foundation of the READ Act—attributes of the three tiers are described
No advice for materials Advisory list of instructional programming
Shifts in our Thinking
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CBLA Thinking READ Act Thinking
No professional development Technical assistant(s) for professional development plus advisory list of professional development
All students below grade level had an ILP Only students significantly below have a READ Plan
Interventions were the focus Universal instruction as well as interventions are the focus
No guidance for instruction Outlines minimum skill competency levels teachers should be addressing
Parent signature on an ILP Parent involvement in developing a READ Plan
CDE: Off ice of LiteracyMarisa HerreraProgram AssistantGeneral information, registrat ion, receiving l inks or [email protected](303) 866-6189
Donna BrightPrincipal ConsultantEarly Literacy Assessment Tool , Webinars, On- l ine [email protected]
Dian Prestwich, PhDAssistant Director of Off ice of Li teracyEarly Literacy Grant, assessments, READ Act implementat [email protected](303) 866-6150
Pati MontgomeryExecutive Director of Off ice of Li teracyREAD Act implementat ion, programming, professional [email protected](303) 866-6016
Contact Information
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Dian Prestwich, PhDAssistant Director of Off ice of Li teracy North Central [email protected]
Rachel Anderberg, PhDSenior Consultant , Off ice of Li teracyDenver/Metro [email protected]
Kathy Mart inSenior Consultant , Off ice of Li teracyPikes Peak Region/ Southeast [email protected]
Jane Burk
Senior Consultant , Off ice of Li teracySouthwest [email protected]
Pam Gjel lumSenior Consultant , Off ice of Li teracySouthwest Region and Lake CountyGjel [email protected]
Lynda IdleSenior Consultant , Off ice of Li teracyEngl ish Language Learners and the READ Act, Denver and [email protected]
Contact InformationRegional Consultants
COLORADO DEPARTMENT OF HIGHER EDUCATION COLORADO DEPARTMENT OF EDUCATION
STATE OF COLORADO
Webinar Topics Date/Time Featured Presenters
Counselor Info (Graduation Guidelines, endorsed diploma,
ICAP’s,)
August 9, 20131:00-2:30 pm
Emmy Glancy, Academic Policy OfficerMisti Ruthven,Manager of the Office of Postsecondary Readiness
Colorado READ Act August 23, 201311:00-12:30 pm
Pati Montgomery, Executive Director of the Office of LiteracyDian Prestwich,Assistant Director of the Office of LiteracyJenny Arzberger, Educator Preparation Project Manager
Colorado Academic Standards & Curriculum Samples
September 9, 201312:30-1:45 pm
Brian Sevier, Standards Project DirectorJenny Arzberger, Educator Preparation Project Manager
SB 10-191 Implementation: Professional Practice
DATE CHANGE:September 13, 2013
12:30-1:45 pm
Courtney Cabrera, Educator Effectiveness UnitDawn Pare, Educator Effectiveness UnitJenny Arzberger, Educator Preparation Project Manager
SB 10-191 Implementation: Student Growth
September 23, 201312:30-1:45 pm
Sed Keller, Educator Effectiveness UnitJenny 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.
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.
![WELCOME [] SACHDEVA DIRECTOR SHREYA SRIVASTAVA DIRECTOR HIMANSHU KAKKAR DIRECTOR AVNISH PATI TRIPATHI DIRECTOR NIKHILENDRA SINGH DIRECTOR PRANJAL RAJPUT DIRECTOR BDC DEEPAK Title](https://img.pdfslide.us/doc/110x75/5ae32a1f7f8b9a097a8dcc62/welcome-sachdeva-director-shreya-srivastava-director-himanshu-kakkar-director.jpg)
