WHEN ALL MEANS EVERY: Ensuring the Promise of Reading InstrucNon For Every Child

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1 1 1 What Are Third Grade Reading Laws? 11/20/15 WHEN ALL MEANS EVERY: Ensuring the Promise of Reading InstrucNon For Every Child Ge#ng In Touch With Literacy Conference Albuquerque, New Mexico Tanni L. Anthony, PhD 2 Over 30 states have laws that set standards for how well third grade students must be performing in reading. Some are linked to retennon. Most laws are linked to frequent monitoring and intensive reading intervennons for learners idennfied as having a reading challenge. The intent is to ensure that students have the needed reading skills to be successful in fourth grade and beyond. 3 Why Target Third Grade? In PreK-3, students are learning to read. By fourth grade, students are reading to learn. NaNonal data show that a large majority of4th grade SWD have reading struggles. (69% compared to 27% of SWOD) 4 KIDS Count Special Report Casey FoundaNon The readiness gap connnues between birth and kindergarten due to differences in children s resources and opportunines for physical, linguisnc, cogninve, social, emononal, and behavioral development. Reading struggles are linked to many other types of challenges. The Mafhew Effect =, the academically rich get richer and the poor get poorer, as small differences in learning ability grow into large ones. DispariNes in developmental outcomes emerge in infancy and widen in toddlerhood. The readiness gap becomes an achievement gap when children enter school and this gap persists over the student s school experience. 4 11/19/15 The Colorado READ ACT The Colorado READ Act House Bill : The Colorado Reading to Ensure Academic Development Act was signed into law and became effecnve on July 1, LegislaNve declaranon. (1) THE GENERAL ASSEMBLY FINDS THAT: (a) ALL STUDENTS CAN SUCCEED IN SCHOOL IF THEY HAVE THEFOUNDATIONAL SKILLS NECESSARY FOR ACADEMIC SUCCESS. WHILE FOUNDATIONAL SKILLS GO BEYOND ACADEMIC SKILLS TO INCLUDE SUCH SKILLS AS SOCIAL COMPETENCE AND SELF-DISCIPLINE, THEY MUST ALSO INCLUDE THE ABILITY TO READ, UNDERSTAND, INTERPRET, AND APPLY INFORMATION. Contains requirements for parent communicagon and involvement. Holds districts and schools accountable for student progress through the Unified Improvement Plan process. Includes provisions for retengon decisions for students complegng grades K-3 with a significant reading deficiency beginning in the 2013 school year. Provides funding to support intervengon. Tanni Anthony, PhD 1

2 Colorado READ Act: The Basics The Colorado READ Act (HB ) requires teachers to assess the literacy development of all students in kindergarten through 3rd grade in the areas of phonemic awareness, phonics, vocabulary development, including oral skills, reading fluency, and reading comprehension. K-3 rd Grade personnel must use CDE SBE-approved interim assessments to measure each child s reading competency. If the child is found to have a significant reading deficiency (), diagnosnc tools are used for further analysis of the child s reading needs. Determining a Significant Reading Deficiency () Within 30 days, SCREEN all K-3 students with approved interim assessment. Is the score at or below the cut off? If YES, may confirm with a progress monitoring probe(s) from the same interim assessment. If addinonal probe(s) was administered, ask: Does the second score substan4ate the first score? If NO, there may not be confirmanon of. That means either: Student is at low risk and on-track for meenng reading outcomes, OR Student is not idennfied as, but is at some level of risk n For this student, monitor progress through RtI process Annual READ Act Timeline Approved English Interim Assessments Fall Districts assess all children for significant reading deficiency () Students idennfied with administered diagnosnc assessment and a READ plan created Spring Districts assess students and submit data on numbers of students idennfied with for funding 1. Aimsweb 2. Dynamic Indicators of Basic Early Literacy Skills Next (DIBELS Next) 3. FormaNve Assessment System for Teachers (FAST) 4. iready Ongoing Districts assess children to monitor reading progress Summer State distributes READ intervennon funds to districts 5. ISIP ER, IstaNon 6. Phonological Awareness Literacy Screening (PALS) 7. STAR Early Learning hfp:// CO READ Act: The Basics The READ Act requires the creanon and implementanon of an individual intervennon plan (called a READ Plan) for students idennfied with a Significant Reading Deficiency (). The Act requires specific components for the READ plan, guidelines on parental involvement, and Nming of plan creanon. As appropriate, a local educanon provider may integrate into a student s Individualized EducaNon Plan or Individualized Readiness Plan intervennon instrucnon and strategies to address the student s reading deficiencies in lieu of a READ plan. See handout on Guidance for SWD. First DraWed Read Act Formula All children K-3 rd grades + Approved interim assessments Learners do not have a or Learners with an idennfied READ Plan For the most part, this formula works for students with disabilines. Most students can parncipate in the exisnng screening tool framework. Tanni Anthony, PhD 2

3 Eligibility Category NA COALT ELL PA ALL EXEMPT NO YES TOTAL POP (20,765) MISSING DEC COUNT AuNsm , Deaf-Blind DD , HI, ID ID MD OI OHI Physical , SED SLD , , SLI , , TBI VI, IB TOTAL ,792 11,073 9,692 20,765 1, SWD All Categories Stats ELIGIBILITY CATEGORY NA CO ALT ELL PA ALL EXEMPT NO YES TOTAL (20,765) MISSING DEC COUNT All SWD ,792 11,073 9,692 22,577 1,387 Key Findings: 425 (2%) learners exempted due to disability status 778 (3%) learners anncipated /are alternate assessment status 1,792 / 22,577 or 8% exempted 11,073 / 20,765 or 53% screened and found NOT to have a 9,692 / 20,765 or 47% screened and found to have a 1,387 learners all together missing from the READ Act Count ELIGIBILITY CATEGORY Deaf-Blind Stats NA COALT ELL PA ALL EXEMPT NO YES TOTAL (4) MISSING DEC COUNT DB Key Findings: 2 learners exempted due to disability status 0 learners anncipated /are alternate assessment status 2 / 6 or 33% exempted 1 / 4 or 25% screened and found NOT to have a 3 / 4 or 75% screened and found to have a 03 learners all together missing from the READ Act Count Visual Impairment, Including Blindness Stats ELIGIBILITY CATEGORY NA COALT ELL PA ALL EXEMPT NO YES TOTAL (82) MISSING DEC COUNT VI, IB Key Findings: 04 learners exempted due to disability status 03 learners anncipated /are alternate assessment status 09 / 91 or 10% exempted 58 / 82 or 71% screened and found NOT to have a 24 / 82 or 28% screened and found to have a 13 learners all together missing from the READ Act Count 2015 SWD All Categories Stats ELIGIBILITY CATEGORY NA CO ALT All SWD Key Findings: 6 ELL PA ALL EXEMPT NO YES TOTAL 21,120 MISSING DEC COUNT ,529 9, (6%) learners exempted due to disability/afendance status 558 (2+%) learners anncipated/are alternate assessment 2100/23,220 or 9% exempted 11,529/21,120 or 54% screened and found NOT to have a 9,591/21,120 or 45% screened and found to have a 1,267 learners all together missing from the READ Act Count Challenges for Some SWD To determine a, each child must be screened using a CDE-approved interim instrument. The challenge is that not every child CAN BE screened for a with the exisnng tools as a result of accessibility issues. The approved tools are not normed for all learners with disabilines. Some learners may require an alternate or differennated pathway to be screened for the presence of a when the approved interim assessments cannot be used with allowable accommodanons. Tanni Anthony, PhD 3

4 Which SWD Are We talking About? Some, but not all students with- Visual Impairment, Including Blindness Hearing Impairment, Including Deafness Speech or Language Impairment TraumaNc Brain Injury AuNsm Spectrum Disorder Intellectual Disability / MulNple DisabiliNes Deaf-Blindness Serious EmoNonal Disability What are the Screening Challenges? Many of these access or response challenges may be present in more than one eligibility category. AfenNon / Behavioral RegulaNon Auditory Access CogniNon Access CommunicaNon FaNgue / Stamina Memory / Retrieval Motoric Accuracy Processing Accuracy / Pace Sensory Access All Means Every Learner The Colorado Aforney General has confirmed that the READ Act is for EVERY child in kindergarten through 3 rd grade. The READ Act legislanon is for all general educanon students. Students receiving special educanon services are general educanon learners first. Special educanon is a supplement to general educanon. The presence or suspicion of a disability does not warrant a child to be exempted from the READ Act. This would be a violanon of a child s 504 rights. Why Find an AlternaGve Pathway? To shine a spotlight on the reading abilines (and needs) of all children K-3 rd grade. For those determined to have a, it provides a specific reading intervennon focus. Without such intervennons, reading potennal is minimized or even lost. Students with an receive per pupil funds that can be used in four ways: 1. Approved Evidence based / Research based intervennons 2. Full day Kindergarten 3. Tutoring 4. Summer School New and Improved Read Act Formula Journey to Inclusion All children K-3 rd grades + Approved interim assessments (with or without allowable accommodanons) or SWD who cannot take the approved interim assessments with allowable accommodanons use a differnnated pathway Learners do not have a Or Learners with an idennfied READ Plan IdenNficaNon of the barriers CollaboraNve discussion with the CDE Office of Literacy Taking the challenge to the field MeeNng with researchers and external experts Talking with other states ESSU Internal Task Force Discussions with State Director s Leadership Team ExempNon Codes Removed / Training Tanni Anthony, PhD 4

5 3 Paths to Screening for a I. Taking the district / school selected interim assessment with needed allowable accommodanons. * II. III. Taking another approved Interim Assessment that may be different than the AU/ School Selected Interim Assessment due to the specific accessibility or response need of the student. Using one of three DifferenNated Pathway opnons *Please see AdministraNon manual or other technical informanon for a specific test to determine what accommodanons can be used within a valid administranon of that test. CAUTION: Allowable accommodanons on a student s IEP do not supersede what is allowed by each of the specific tests. and Students with DisabiliGes: Assessment Decisions (No One is Exempt) Always try first to use an approved interim assessment Pathway #1 A student with a disability can access the district wide approved interim assessment (either with or without the approved assessment accommodagons ) Use the approved interim assessment that is used district wide and follow the process for determining a significant reading deficiency or not Pathway #2 A student with a disability cannot access the approved district-wide interim assessment but instead can access another state approved interim assessment Use the approved interim assessment (different than the district-wide assessment) and follow the process for determining a significant reading deficiency or not 26 Approved Interim Assessments In March 2013, the State Board of EducaNon approved interim assessments for children in K-3. Interim Assessments & AccommodaGons English Literacy Assessments Spanish Literacy Assessments DescripGon Aimsweb Dynamic Indicators of Basic Early Literacy Skills Next (DIBELS Next) FormaGve Assessment System for Teachers (FAST) iready Indicadores Dinámicos del Éxito en la Lectura (IDEL) Individually Administered CBM type of measures Individually Administered CBM type of measures Computer Adapted Computer Adapted ISIP ER, IstaGon ISIP ER Spanish, IstaGon Computer Adapted Phonological Awareness Literacy Screening (PALS) STAR Early Learning Phonological Awareness Literacy Screening Español Individually administered Computer Adapted NOTE: DRA2 and DIBELS 6 th EdiNon may be used unnl July 1, All interim assessments must be given with the assessment approved accommodanons If a district selected assessment is a one minute Nmed measure, and extended Nme is not outlined as an accommodanon through the assessment then you cannot give extended Nme on this assessment or you invalidate the results IEPs may outline accommodanons that are not permissible on one parncular assessment but are permissible with another tool. DIBELS Next The use of a marker or ruler to focus student afennon on the materials for students who are not able to demonstrate their skills adequately without one. The use of colored overlays, filters, or lighnng adjustment for students with visual impairments The use of assisnve technology, such as hearing aids and assisnve listening devices (ALDs). For students with hearing impairments/ The use of student materials that have been enlarged or with larger print for students with visual impairments Examples of Unapproved AccommodaGons A student whose IEP requires assessments to be given unnmed may be administered the DIBELS measures without the Nming component. This would not be allowed A student with limited English proficiency may be given the direcnons in his/her primary language 29 STAR Early Learning The ability to provide extended Nme limits for students who may need more Nme to process the quesnons and enter a response. To do this, go to Student Selngs > Edit Student Selngs, and check the Extended QuesGon Time Limit box for students requiring this accommodanon. STAR assessments are companble with Mac OS 10 s Zoom In accessibility feature, which allows users to magnify nearly all STAR screens. Examples of Unapproved AccommodaGons The text of STAR Reading should not be signed to the students because it is an assessment of their ability to comprehend printed text. If students are braille readers, however, the STAR assessments are not appropriate. The student must be able to read the on-screen prompt in order to assess his or her ability to read and comprehend. Tanni Anthony, PhD 5

6 iready Learning Aims Web Examples of Unapproved AccommodaGons Examples of Unapproved AccommodaGons The ability to provide extended Nme limits for students who may need more Nme to process the quesnons and enter a response. The text of iready should not be signed or read in a nanve language to the students because it is an assessment of their ability to comprehend printed text. Enlarging the test form (probe) RepeaNng the spoken direcnons when introducing R CBM, and Extending the administranon Nme, students pre-reading the passages. Providing feedback during administranon beyond what is specified Modifying the environment (e.g., special lighnng). Providing pracnce administranons and Students with DisabiliGes : Assessment Decisions Pathway #3 Student is unable to access any of the approved interim assessments. If this is the decision then there are three opgons to choose from to replace an approved assessment. Colorado Emergent Literacy Scale (CELS) For students who are eligible for a state alternate assessment (or who fall in the category of having a significant cogninve disability) Braille OpGons For students who are braille readers. Assessment Baoery for Deaf and Hard of Hearing For students with hearing impairment, including deafness and use sign language. DifferenGated Pathway OpGons 3 Basic OpNons are available when neither Path #1 or Path #2 are appropriate for a specific student s needs 1. Braille OpGon 2. New DHH Research-Based Procedure Assessment of Emerging Literacy Skills 33 Visual Access Visual Access Challenges Reduced Visual Acuity Reduced Visual Field Visual Complexity Challenges Visual PercepNon Challenges Visual FaNgue Visual access challenges may be experienced by children with low vision or who have a history of brain injury. ü ü ü Braille will be needed for some learners who cannot, even with magnificanon or other opncal enhancement strategies. When a child is a braille reader, the following factors may affect access to the READ Act screening tools. Tool availability in braille Child s knowledge of braille (lefers and 180 contracnons) HapNc percepnon Nme needs Tanni Anthony, PhD 6

7 Ge#ng in Touch with Literacy Nov /19/15 Example: Braille Readiness DIBELS Grade 1 A Jump Rope Contest It was the day of the jump rope contest. Kim and Anna were going to compete. Kim was going to do a new trick. Anna was going to help. The two girls watched as younger children took a turn in the contest. The young children jumped and skipped rope in a circle. They were just beginning to learn fancy tricks. Five boys went next. They used two ropes to do tricks. All the boys jumped over the ropes at the same time. Their feet moved quickly and in a steady beat. The boys did tricks with kicks and spins. The ropes never stopped turning. We re next, said Anna. OpGon #1: Braille Students requiring a braille format assessment will be screened using DIBELS in their new Unified English Braille (UEB) format (or another print test that can be brailled) A teacher of students with visual impairments (TVI) should be present for test administranon and the analysis of the results. Braille format DIBELS will be provided to schools at no cost from the Colorado InstrucNonal Materials Center (CIMC) as ordered by the TVI working with the student. OpGon #2: New Tools for Signing Students There will be a group of students with hearing impairment who cannot access the approved interim assessments. Based on research findings from University of Colorado s grant to explore literacy for students with hearing loss, it is recommended that a limited number of subtests from the Woodcock Johnson IV: Tests of Achievement be used to determine the presence of a for this group of students. webinar. RaNonal for this recommendanon and idennficanon of specific subtests will be shared with the field via a CDE OpGon #3: Alternate Assessment The Colorado Emergent Literacy Scales are based on the Dynamic Learning Maps Assessment For students whose instrucnon is based on the alternate achievement standards Developmentally appropriate, naturalisnc approach to interim assessment Structured Porwolio Approach evidence/data gathered by the teacher through daily instrucnonal acnvines/opportunines The DLM Aligned K-3 Literacy Alternate Assessment - Colorado Colorado Emergent Literacy Scales (CELS) Created for the State of Iowa first Adapted for Colorado Dr. Karen Erickson Director, Center for Literacy & Disability Studies, UNC Chapel Hill Associate Director of the DLM Professional Development Training Materials designed by CO teachers Structure of the Assessment The DLM Aligned K-3 Literacy Alternate Assessment is comprised of six scales that reflect the knowledge, skills, and understandings required by the assessment blueprint. The EssenNal Elements are drawn from five of the six strands of English Language Arts in the Colorado Academic Standards. They are: Reading Literature Reading InformaNon Text Reading FoundaNons WriNng Language Each scale captures development from early foundational skills through target skills at the kindergarten, first, second, and third grade level. Tanni Anthony, PhD 7

8 Colorado Emergent Literacy Scales Scale 1: Reading Literature & InformaGon Text: Key Ideas and Details Scale 2: Reading Literature: Key Ideas and Details Scale 3: Reading InformaGon Text: IntegraGon of Knowledge and Ideas Scale 4: Reading FoundaGons: Leoer IdenGficaGon Scale 5: WriGng: Text Types and Purposes Understanding the Scales Each of the six scales on the DLM Aligned K-3 Literacy Alternate has 10 points. Scale 6: Language: Vocabulary AcquisiGon and Use Page 9 of the Introductory Manual Scale 5: Writing: Text Types and Purposes K-3 Outcome: The student can select a topic and use drawing, dictating, or writing to compose a message Chooses between two objects when selecting a topic for writing. Draws or Draws or selects photo, selects picture or meaningful tactual images or representations tactual of familiar representations people, places, as topics for things or writing. events to write about. Communicates information using drawing, pictures, or tactual representations. With guidance and support, selects a familiar topic and communicates information about it using drawing, pictures, tactual representations, or writing. Kindergarten Target >>>>>>>>>> Selects a familiar topic and communicates information about it using drawing, pictures, tactual representations or writing. With guidance and support, selects varied topics, uses speech or other communication system to tell about the topic and then writes one fact about the topic using drawing, dictating or letters. Selects varied topics, uses speech or other communication system to tell about the topic and then writes one fact about the topic using drawing, dictating or letters. With guidance and support, selects varied topics, uses speech or other communication system to tell about the topic, and uses letters to write words about the topic including one fact or detail. Selects varied topics, uses speech or other communication system to tell about the topic, and uses letters to write words about the topic including one fact or detail. First Grade Target >>>>>>>>>> Second Grade Target >>>>>>>>>> Third Grade Target >>>>>>>>>> Retrieved 10/1/15 from hfp://dynamiclearningmaps.org/sites/drupal.dynamiclearningmaps.org/files/documents/presentanons/2012_06_thomas_mark_crawford_ncsa.pdf Structured Porqolio What is it? A strengths-based approach to assessment that focuses on what students CAN do rather than what they cannot do. A collection of materials and information that are systematically created: over a period of time organized in a way that reflects a student s knowledge, skills, and understandings, and rated by team members 47 Retrieved 10/1/15 from hfp://dynamiclearningmaps.org/sites/drupal.dynamiclearningmaps.org/files/documents/presentanons/2012_06_thomas_mark_crawford_ncsa.pdf Tanni Anthony, PhD 8

9 Structured Porqolio Why is it important? It is a way to meaningfully capture real-life competencies in everyday se#ngs and document even small improvements (Bagnato, 2005, p. 18). Provides a more accurate picture of student s abilines (NAEYC, 2003). Allows teachers to focus on teaching while engaged with the students. Communicates the scope of skills and understandings that our students possess. Structured Porqolio How is it different from other assessments? It is not an assessment event. It does not occur before or azer instrucnon. It does not assess skills in isolanon. It is an ongoing process. It occurs everyday during instrucnon. It assesses a variety of skills and abilines in a meaningful context, acnvity or lesson. Structured Porqolio Photographs: Any picture capturing a student s abilines and/or progress from daily instrucnon that could serve as a data source. Structured Porqolio Anecdotal Notes: A wrifen account of a student s behaviors during instrucnon and/or ELA acnvines that could serve as a data source. Anecdotal Notes Frequency Counts Tanni Anthony, PhD 9

10 Independent WriGng Samples Here is an independent wrinng work sample with an anecdotal note at the bofom. The note reads: Student pointed to a picture of super-man when asked what he wanted to write about. Using a print flip chart with access to a full alphabet and partner assisted scanning, he wrote the above. He also illustrated a picture. More importantly, Student used the lefer S in his wrinng to demonstrate his understanding that wrinng can say what he wants to say. (S for superman) His picture also supports this understanding Student Name: School Year: Teacher Name (F): Date: Teacher Name (S): Teacher Name (W): Date: Grade: Date: Scale 1: Reading Literature & Information Text: Key Ideas and Details Understands words Understands the Identifies familiar Names objects or Identifies details Identifies details Answers who, With guidance and Answers who, Orders events in associated with names of objects people, objects, pictures of objects in familiar texts in familiar texts. what, where and support, answers where, and what new text as objects used during used in a shared plaes and events used in shared given guidance what questions who, where, and questions about "first" and "next." familiar book sharing reading of familiar that appear in reading of familiar and support. about details in what questions details in new routines. texts. familiar texts. texts. familiar texts. about details in texts. new texts. Kindergarten Target >>>>>>>>>>>>>>>>>>>>>>>>>>> First Grade Target >>>>>>>>>>>>>>>>>>>>>>>>>>>> Second Grade Target >>>>>>>>>>>>>>>>>>>>>>> Third Grade Target >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Probes/Data Points: Date: Date: Date: Date: Date: Date: Date: Date: Date: Date: Score: Score: Score: Score: Score: Score: Score: Score: Score: Score: FALL: Date: WINTER: Date: SPRING: Date: Score: Score: Score: Additional Comments (please begin with the date & your initials): Tanni Anthony, PhD 10

11 Resources Dynamic Learning Map ELA Modules hfp://dlmpd.com/ Tarheel Reader hfp://tarheelreader.org/ Books that are high interest and low reading level. B Topic By DLM grades By Subject You can write your own. Register, you will need an InvitaNon Code Tanni Anthony, PhD 11