Early Literacy Assessment Tool What to Expect for

Early Literacy Assessment Tool: What to Expect for New Leaders July 2019 1

Introduction First Last Name tbd@amplify. com Amplify Educational Consultant Previous Experience: TBD

Norms • Participate actively • Take care of yourself • Stay Engaged • What is learned here, leaves here 3

Checklist : Do I have. . . • • Participant NB : What to Expect for New Leaders PDF of the Powerpoint URL for m. CLASS Log-in: www. mclass. amplify. com Demo account information: • Username: dnext 1 • Password: 1234 4

Agenda ● ● ● ● 5 ELAT What is Acadience Reading Composite Score Foundational Literacy Skills and Acadience Sub Measures Administrator Reporting Teacher Reporting Successful Assessment Planning m. CLASS Tools and Resources Capture important messaging to share with teachers and parents

Early Literacy Assessment Tool Project - ELAT 6

Early Literacy Assessment Tool - ELAT The intent of the program was to support state purchase of software that would provide individualized assessments with immediate results, store and analyze those results, and recommend activities based on those results. You have selected Amplify Reading who supplies the license for all K-3 students for Acadience Reading: ● ● ● 7 The Dynamic Measurement Group (authors of DIBELS Next) have announced that the name of DIBELS Next has changed to Acadience. TM Reading. It’s important to note that the content of the assessment will remain the same. Additionally, the current materials, training, and software provided by Amplify will all remain current and usable; this is simply a change in the assessment name.

ELAT Supports: ● The assessment component of the READ Act by providing a universal screener ● Ability to progress monitor students on essential early literacy skills ● Identification of individual student gaps and supplies activities to support closing those gaps ● Analysis student level, teacher level and aggregate level reporting to support teacher and system level next steps ● Parent friendly communication and resources based on student assessment results ● The proactive lens of intervening early to support all students in becoming proficient readers by 3 rd grade 8

Importance of early reading proficiency Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Trajectories

Grade 3 reading and graduation correlation Source: Annie E. Casey Foundation

Words Per Minute Learning Trajectory Grade Source: Good, R. H. , Simmons, D. C. , & Smith, S. B. (1998). Effective academic interventions in the United States: Evaluating and enhancing the acquisition of early reading skills. School Psychology Review, 27, 740 -753. [Joint publication with Educational and Child Psychology. ] 11

Learning to read with the basic early literacy skills • • • National Reading Panel Report in early 2000 identified the components of reading Higher achievement in future years Universal Screeners like Acadience assess for critical early literacy skills

Write / Think Time: Page 1 Spend 5 minutes capturing messaging to share with parents and staff: Share out one key point

What is Acadience Reading ? * *The new name for DIBELS Next. The m. CLASS platform will continue to reflect the name DIBELS Next. 14

Acadience Reading Formative Assessment Universal Screener Reliable Easy Repeatable Sensitive to Growth and Change 15

What does the assessment look like? 16

Assessment Options Benchmark • • All students Multiple measures Three times a year Identifies need for instructional support and Progress Monitoring • Primarily below and well below Benchmark students • Assessed every 7 -10 (below) or 10 -12 (well below) instructional days • Evaluates instructional effectiveness

Benchmark Composite Score Ranges Status Above Benchmark Odds of Achieving Subsequent Benchmark Goals 90% – 99% Next Steps Student is likely to make adequate progress with effective core instruction. May also benefit from instruction in more advanced skills. At Benchmark 70% – 85% Student is likely to make adequate progress with effective core instruction. Below Benchmark 40% – 60% Student is likely to need strategic support to make adequate progress. Well Below Benchmark 10% – 20% Student is likely to need intensive support to make adequate progress. Acadience Reading data is only valuable if we use the information to change outcomes. 18

What does the Composite tell us? 1. Likelihood of success on future benchmark assessments. 2. Type of support needed for the student. 3. Which students should likely receive progress monitoring.

What does the Composite NOT tell us? 1. Specific areas of instructional focus or where the gaps are in early literacy skills 1. What skills to progress monitor Acadience measure level data accomplishes both of these! Leaders and teachers need to get to this level in order to truly be driving instruction based on data.

Write and Think Time Page 1 Spend 5 minutes writing down bulleted points of what you want to tell parents and staff about Acadience reading. Think about: ● How often students are benchmarked? ● What we learn from benchmarking? 21

Acadience Reading : Early Literacy Skills and Acadience Sub-Measures 22

What are the basic early literacy skills measured in Acadience? Reading Comprehension Fluency and Accuracy Advanced Phonics Basic Phonics Phonemic Awareness

Basic Early Literacy Skills Phonemic Awareness The ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words Alphabetic Principle and Basic Phonics Advanced Phonics and Accurate and Fluent Reading of Connected Text Reading Comprehension 24

Basic Early Literacy Skills Phonemic Awareness Alphabetic Principle and Basic Phonics The ability to map sounds onto letters and blend those sounds into words Advanced Phonics and Accurate and Fluent Reading of Connected Text Reading Comprehension 25

Basic Early Literacy Skills Phonemic Awareness Alphabetic Principle and Basic Phonics Advanced Phonics / Accurate and Fluent Reading of Connected Text The ability to decode multisyllabic words in text with automaticity and expression Reading Comprehension 26

Basic Early Literacy Skills Phonemic Awareness Alphabetic Principle and Basic Phonics Advanced Phonics and Accurate and Fluent Reading of Connected Text Reading Comprehension The ability to make meaning from text 27

Basic Early Literacy Skills Used with the permission of Dynamic Measurement Group. ELAT CO Early Literacy Assessment Tool

Acadience measures mapped to the Basic Early Literacy Skills

How does DIBELS Next measure early literacy skills? Skill What is it? How do we measure it? Phonemic Awareness The ability to hear, identify, and manipulate individual phonemes in spoken words. FSF - First Sound Fluency PSF - Phoneme Segmentation Fluency Alphabetic Principle & Basic Phonics The ability to map sounds onto letters and the blend those sounds into words NWF - Nonsense Word Fluency Advanced Phonics Strategies for decoding multisyllabic words that include morphology including parts of speech, prefixes, roots, and suffixes. DORF Words Correct DORF Accuracy Accurate and Fluent Reading The ability to read a text accurately and quickly with automaticity. DORF - Oral Reading Fluency and Accuracy Comprehension The process of an intentional interaction between reader and text to convey meaning. DORF - Oral Reading Fluency and Accuracy ELAT DAZE; Retell and Retell Quality CO Early Literacy Assessment Tool

Benchmark Assessment Calendar FSF *LNF PSF NWF DORF DAZE K (BOY) K (MOY) K (EOY) 1 (BOY) 1 (MOY) 1 (EOY) 2 (BOY) 2 (MOY) 2 (EOY) Grade 3 Grade 4 Grade 5 Grade 6 * While LNF measures an important skill in a student's development, it does not correlate with any of the five Basic Early Literacy Skills. 39

What contributes to the composite? Kindergarten Measure Beginning of the year (BOY) Middle of the year (MOY) End of the Year (EOY) Composite FSF LNF PSF NWF 32

Acadience Benchmark Goals Page 2 33

3 -2 -1 Activity Page 3 Take the next 5 minutes to write: 3 new learnings 2 ideas that came into sharper focus 1 lingering question When you are done writing we will share out. . 34

Acadience Reading : Progress Monitoring 35

Assessment Options Benchmark • • All students Multiple measures Three times a year Identifies need for instructional support and Progress Monitoring • Primarily below and well below Benchmark students • Assessed every 7 -10 (well below) or 1012 (below) instructional days • Evaluates instructional effectiveness

CO Progress Monitoring Frequency Composite Score Level Above Benchmark At Benchmark Support Level Likely to Need Core Support Frequency As necessary Likely to Need Core Support As necessary Below Benchmark Likely to Need Strategic Support Every 10 -12 days Well Below Benchmark Likely to Need Intensive Support Every 7 -10 Days 5

Best Practices Progress Monitor at, below, or above a student’s grade level. Check progress toward a specific goal. Verify previous results and effectiveness of support. Measure progress in one or more skills areas. Aligned to support 38

Progress Monitoring (PM) Use the same administration and scoring procedures as for Benchmark. It is likely that a student who is struggling will need to be progress monitored with a measure that is off-grade level. NWF FSF ORF PSF DAZE 39

Which measure should I select? Progress monitor in the measure that corresponds to the skill you are teaching aligned to the student data Basic Early Literacy Skill Definition DIBELS Measure Phonemic Awareness The ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words First Sound Fluency (FSF) Alphabetic Principle and Basic Phonics The ability to map sounds onto letters and blend those sounds into words Nonsense Word Fluency (NWF) Advanced Phonics and Accurate and Fluent Reading of Connected Text The ability to read a text accurately with automaticity and expression DIBELS® Oral Reading Fluency (DORF) Reading Comprehension The ability to make meaning from text DIBELS® Oral Reading Fluency (DORF) Phoneme Segmentation Fluency (PSF) DIBELS Maze (DAZE) 40

Write and Think Time Page 1 Spend 5 minutes writing additional information you will want to share parents and staff about progress monitoring. Think about: ● How often are student progress monitored? ● How do we know what to progress monitor? ● Why do schools collect this data? 41

Reports: Beginning of the Year ● Administrator Level (Reporting and Analysis Suite RAS) 42

Page 4 - 7

Reporting and Analysis Suite You will see five reports on this handout The three at the beginning of the year that you will focus on are: ● Benchmark Completion ● Comparing Populations ● Comparing Measures After you have progress monitoring data you will use : ● Progress Monitoring Fidelity After you have completed more than one benchmarking period you will use: ● Correlation Report 44

m. CLASS Walk-through • • Log into m. CLASS - URL - mclass. amplify. com Demo account information: • Username: dnext 1 • Password: 1234 I will walk us through a report and then you will pull the same report We will be referencing pages 5 -10 in your Participants Notebook (Suggested Uses Document and Instructional Leader Action Plan) Questions… 45

m. CLASS Landing Page 46

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Progress Monitoring Fidelity 48

Comparing Populations 49

Comparing Populations 50

Comparing Measures 51

Comparing Measures 52

Think / Explore Time (10 minutes) Pages 4 -7 ● Review the Suggested Uses document and the Action Planning Template and add notes ● Plan on a calendar when you will pull each report ○ Pull the completion report a couple times a week in the first week of benchmarking and then daily during the last week of benchmarking to ensure all students are assessed ○ Comparing Populations and Comparing Measures should be right after the window closes ● Plan on calendar when you want to share the results with your staff ● Bookmark and Explore the on-line support for administrator reports: Reporting and Analysis Suite: https: //d 19 u 5426 px 5 x 4 v. cloudfront. net/CDE_RAS_Tutorial_180612/story_html 53

Reports: Beginning of the Year ● Teacher Level 54

Navigating to the Teacher View

Pages 8 - 9

Class Summary Composite Score Level Incomplete assessments Grey = students not yet assessed

Time of Year View Composite Score for the time of year Measure level scores - color coded to match risk level

PM Class Report December 12, 2016 09/19/2016 11/15/2016 08/21/2016 09/05/2016 09/19/2016 09/19/2016 Scores are tracked on the Aim Line towards the next Benchmark goal

Think / Explore Time (10 minutes) Pages 8 -9 ● Review the Web Reports Action Plan and add any notes ● Plan on a calendar when you will meet with teachers to analyze their data ● Bookmark and Explore the on-line support for m. CLASS support: reports: Navigate to the Amplify Website : https: //www. amplify. com/colorado/ Go to teacher reports 60

Getting Ready for Benchmark Testing: 61

Implementation Plan Pages 10 -14

Before Assessment

During Assessment

After Assessment

66

Work Time Pages 10 -14 Using the implementation guide jot down some notes to address: ● Actions you want to take before assessing ● Actions you want to plan for during assessing ● Actions to address any potential challenges 67

Share out : Share one action step that is high priority for you. or Share a challenge and your solution. or Share a challenge that you would like some group input to help solve. 68

Tools within m. CLASS ● ● 69 Pathways of Progress Instructional Tab Boost Home Connect

Pathways of Progress: Resources: Amplify Colorado ELAT Site : https: //www. amplify. com/colorado/ 70

Pathways of Progress Growth Proficiency (Pathways) (Composite Score) Measure of student progress between two points in time Measure of student performance at one time

Setting Meaningful Goals Changing Outcomes for Students For a student to close the achievement gap, they need to make Well Above or Above Typical Progress. Well Above Typical Progress Struggling students that are making typical or less progress will not close the gap towards becoming a successful reader. 72 Typical Progress Below Typical Progress Well Below Typical Progress Take it a Step Further: In addition to the growth students should make, teachers should think back to the student’s measure level data. Which early literacy skills do they need the most support in to meet their growth goal? ● ● ● Phonemic Awareness Early Phonics Advanced Phonics Accurate and Fluent Reading Comprehension

Viewing Pathways of Progress Growth Class Summary at MOY and EOY Goal set by teacher (Above Typical) Pathway achieved by student (Typical) Note that the achieved pathway displays regardless of whether goals are set at BOY.

Using Pathways of Progress Data How is the data best used at different points throughout the year? Middle of Year ● ● Determine if student is on track for reaching end of year goal. Where are there causes for celebration? What change in instruction, support and/or resources will be implemented to support students that need a course correction? To support the course correction, what role will members of the team play (including teacher, principal and coach)? End of Year ● ● Which students met goals? Did students make progress that may not show up with composite scores? (What type of progress did Above Benchmark students make? Did struggling students make good progress, but not enough to change risk levels? ) Use this data to assist in planning for next year for students. Are there trends across grades or the building that can be addressed at a system level?

Instruction Tab: Resources: Amplify Colorado ELAT Site : https: //www. amplify. com/colorado/ 75

Boost: Resources: Amplify Colorado ELAT Site : https: //www. amplify. com/colorado/ 79

BOOST

BOOST 81

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BOOST 83

Home Connect: Resources: Amplify Colorado ELAT Site : https: //www. amplify. com/colorado/ 84

Home Connect 85 Pages 15 -16

mclasshome. com/homeconnect

We made it!! Questions / Comments / Concerns 89

Agenda ● ● ● ● 90 ELAT What is Acadience Reading Composite Score Foundational Literacy Skills and Acadience Sub Measures Administrator Reporting Teacher Reporting Successful Assessment Planning m. CLASS Tools and Resources Capture important messaging to share with teachers and parents

Feedback: Please take a moment and take the survey so that we can continue to refine and meet the needs of participants in our professional learning sessions. https: //www. surveymonkey. com/r/CO_What_to_Expect 91

Support ELAT Contact Tammy Yetter at Yetter_T@cde. state. co. us Visit https: //www. cde. state. co. us/coloradoliteracy/ readact/assessmenttool Email Contact help@amplify. com any time. Phone Call toll-free at (800) 823 -1969 Monday–Friday 7: 00 a. m. -7: 00 p. m. ET

Q&A