READ Act Reporting and Budget Planning Alisa Dorman

READ Act Reporting and Budget Planning Alisa Dorman, Executive Director Whitney Westgaard, READ Collection Manager Office of Literacy Informational Webinar – February 1, 2017

Reading to Ensure Academic Development (READ) Act Overview • Passed by the Colorado Legislature in the 2012 session, repealing the Colorado Basic Literacy Act. • Focuses on K-3 literacy development and directs support to students with significant reading deficiency. • Includes specific guidance regarding literacy assessment and individual intervention plans for students identified with a significant reading deficiency. • Contains requirements for parent communication and involvement. • Holds districts and schools accountable for student progress through the Unified Improvement Plan process. • Includes provisions for retention decisions for students completing grades K-3 with a significant reading deficiency beginning in the 2013 school year. • Provides funding to support intervention. 2/6/2017 2

Annual READ Act Timeline Fall Districts assess all children for significant reading deficiency (SRD) Students identified with SRD administered diagnostic assessment and a READ plan Ongoing Districts assess children to monitor reading progress 2/6/2017 Spring Districts assess students and submit data on numbers of students identified with SRD for funding Summer State distributes READ intervention funds to districts 3

Early Literacy Fund • The Early Literacy Fund provides districts with per pupil intervention funds to help support programs to meet the needs of students with a significant reading deficiency status who received services. • Per pupil intervention funds may be used to provide the following services: • • • full-day kindergarten summer school literacy programs tutoring services evidence-based or scientifically-based interventions literacy professional development from a BOCES • For 2016 -17, the total appropriation was approximately $33 million. 2/6/2017 4

READ Act Collection • Purpose • The purpose of the READ collection is to collect the data needed to fulfill statutory requirements for the annual legislative report and to determine distribution of per pupil intervention funds for students identified with a significant reading deficiency • Collection Process • Each spring districts submit through Data Pipeline records for all K-3 rd grade students enrolled at the time of data submission and 4 -12 th grade students who are included in a READ cohort 2/6/2017 5

Reported Use of Per Pupil Intervention Funds 20142016 4% 10% Full Day Kindergarten Summer School Literacy Program Tutoring Services 71% Intervention Services Over the past three years, districts have reported intervention services as the most widely used strategy to support students identified with significant reading deficiencies. 2/6/2017 6

READ Act Reporting Requirements Reporting Requirement Status Prevalence of SRD in K – 3 students • SRD status • READ plan status • READ assessment and score Implemented in 2013 Advancement information for students identified with SRD Implemented in 2013, but required in 2014 READ fund usage • How funds were utilized • Number and grade level of students served Implemented in 2014, but required in 2015 Budget plan and summer school assurance On track to implement in 2017 Voluntary reporting of effective practices In the planning stages to implement in 2017 2/6/2017 Clarified for students with disabilities in 2016 7

Preparing the 2017 READ Collection • Districts will be required submit budget planning information to CDE • CDE is required per statute to review fund usage for the following services: • Summer school literacy programs • Targeted, scientifically- or evidenced-based intervention services • CDE has been planning for effective implementation of this provision • • 2/6/2017 Engagement of a representative focus group of districts Feedback from EDAC Communication to districts Informational webinar 8

22 -7 -1210 Early Literacy Fund Per-Pupil Intervention Moneys (b) A LOCAL EDUCATION PROVIDER MAY USE THE PERPUPIL INTERVENTION MONEYS ONLY AS FOLLOWS: (I) TO PROVIDE FULL-DAY KINDERGARTEN SERVICES TO STUDENTS ENROLLED IN ONE OR MORE OF THE PUBLIC SCHOOLS OPERATED BY THE LOCAL EDUCATION PROVIDER; (II) TO OPERATE A SUMMER SCHOOL LITERACY PROGRAM AS DESCRIBED IN SECTION 22 -7 -1212; (III) TO PURCHASE TUTORING SERVICES IN READING FOR STUDENTS WITH SIGNIFICANT READING DEFICIENCIES; OR (IV) TO PROVIDE OTHER TARGETED, SCIENTIFICALLY BASED OR EVIDENCE-BASED INTERVENTION SERVICES TO STUDENTS WITH SIGNIFICANT READING DEFICIENCIES, WHICH SERVICES ARE APPROVED BY THE DEPARTMENT. 2/6/2017 9

22 -7 -1210 Early Literacy Fund Budget and Planning (c) EACH BUDGET YEAR, PRIOR TO RECEIVING PER-PUPIL INTERVENTION MONEYS, EACH LOCAL EDUCATION PROVIDER SHALL SUBMIT TO THE DEPARTMENT, FOR INFORMATIONAL PURPOSES, AN EXPLANATION OF THE MANNER IN WHICH IT WILL USE THE MONEYS IN THE COMING BUDGET YEAR AND THE NUMBER OF STUDENTS FOR WHICH THE LOCAL EDUCATION PROVIDER MAY RECEIVE PER-PUPIL INTERVENTION MONEYS. IF THE LOCAL EDUCATION PROVIDER INTENDS TO PROVIDE A SERVICE DESCRIBED IN SUBPARAGRAPH (IV) OF PARAGRAPH (b) OF THIS SUBSECTION (5), THE DEPARTMENT SHALL REVIEW THE SERVICE AND PROVIDE THE PER-PUPIL INTERVENTION MONEYS FOR THE SERVICE ONLY IF THE SERVICE MEETS THE REQUIREMENTS SPECIFIED IN SAID SUBPARAGRAPH (IV). 2/6/2017 10

22 -7 -1210 Early Literacy Fund Requirement for Intervention Services (d) IN USING THE PER-PUPIL INTERVENTION MONEYS ALLOCATED PURSUANT TO THIS SUBSECTION (5), EACH LOCAL EDUCATION PROVIDER SHALL ENSURE THAT SOME TYPE OF INTERVENTION, AS DESCRIBED IN PARAGRAPH (b) OF THIS SUBSECTION (5), IS AVAILABLE TO EACH STUDENT WHO IS IDENTIFIED AS HAVING A SIGNIFICANT READING DEFICIENCY AND WHO IS ENROLLED IN KINDERGARTEN OR FIRST, SECOND, OR THIRD GRADE IN A SCHOOL OPERATED BY THE LOCAL EDUCATION PROVIDER. 2/6/2017 11

22 -7 -1203 Definitions (4) "EVIDENCE BASED" MEANS THE INSTRUCTION OR ITEM DESCRIBED IS BASED ON RELIABLE, TRUSTWORTHY, AND VALID EVIDENCE AND HAS DEMONSTRATED A RECORD OF SUCCESS IN ADEQUATELY INCREASING STUDENTS' READING COMPETENCY IN THE AREAS OF PHONEMIC AWARENESS, PHONICS, VOCABULARY DEVELOPMENT, READING FLUENCY, INCLUDING ORAL SKILLS, AND READING COMPREHENSION. (14) "SCIENTIFICALLY BASED" MEANS THAT THE INSTRUCTION OR ITEM DESCRIBED IS BASED ON RESEARCH THAT APPLIES RIGOROUS, SYSTEMATIC, AND OBJECTIVE PROCEDURES TO OBTAIN VALID KNOWLEDGE THAT IS RELEVANT TO READING DEVELOPMENT, READING INSTRUCTION, AND READING DIFFICULTIES. 2/6/2017 12

22 -7 -1212. Summer School Literacy Program. (2) A LOCAL EDUCATION PROVIDER THAT INTENDS TO USE PER-PUPIL INTERVENTION MONEYS TO OPERATE A SUMMER SCHOOL LITERACY PROGRAM SHALL ANNUALLY PROVIDE TO THE DEPARTMENT INFORMATION CONCERNING THE SUMMER SCHOOL LITERACY PROGRAM THE LOCAL EDUCATION PROVIDER INTENDS TO OPERATE. THE LOCAL EDUCATION PROVIDER SHALL ENSURE THAT THE PROGRAM: 2/6/2017 13

22 -7 -1212 Summer School Literacy Program (a) SERVES ONLY STUDENTS ENROLLED IN KINDERGARTEN OR FIRST, SECOND, OR THIRD GRADE WHO HAVE SIGNIFICANT READING DEFICIENCIES, EXCEPT AS SPECIFICALLY ALLOWED IN SUBSECTION (1) OF THIS SECTION FOR STUDENTS WHO ARE BELOW GRADE LEVEL EXPECTATIONS IN READING; AND (b) USES SCIENTIFICALLY BASED OR EVIDENCE-BASED INSTRUCTIONAL PROGRAMMING IN READING THAT: (I) HAS BEEN PROVEN TO ACCELERATE STUDENT PROGRESS IN ATTAINING READING COMPETENCY; (II) PROVIDES EXPLICIT AND SYSTEMATIC SKILL DEVELOPMENT IN THE AREAS OF PHONEMIC AWARENESS; PHONICS; VOCABULARY DEVELOPMENT; READING FLUENCY, INCLUDING ORAL SKILLS; AND READING COMPREHENSION; (III) INCLUDES SCIENTIFICALLY BASED AND RELIABLE ASSESSMENTS; AND (IV) PROVIDES INITIAL AND ON-GOING ANALYSIS OF THE STUDENT'S PROGRESS IN ATTAINING READING COMPETENCY. 2/6/2017 14

Guidance on READ Budget Planning Survey 2/6/2017 15

READ Budget Planning Survey • READ Budget Planning Template can be found here: http: //www. cde. state. co. us/coloradoliteracy/readdatapipeline • The Office of Literacy will be available to answer questions regarding the survey every Thursday in February from 1: 00 -3: 00 PM • Alisa Dorman, Executive Director, Office of Literacy, Dorman_A@cde. state. co. us or 303 -866 -6016 • Whitney Westgaard, Data Collection Manager, Office of Literacy, Westgaard_W@cde. state. co. us or 303 -866 -6421 2/6/2017 16

READ Collection Key Dates • April 3: READ collection opens • June 16: Districts complete submission of READ file & budget planning survey by close of business – all submissions are finalized and submissions will be locked • June 30: Districts re-submit data file with duplicates removed by close of business – READ collection closes • Week of August 7: Districts can anticipate distribution of READ funds 2/6/2017 17

Upcoming Trainings First Year Respondent Training • Tuesday, March 28 th at 2: 00 • • • Purpose of the READ data collection Review data elements and coding Submission process through Pipeline Common areas of concern Data privacy and security 2016 -17 Changes to READ Collection • Thursday, March 30 th at 2: 00 • Summary of changes to 2017 collection • Review of Budget Planning Survey • Opportunity to ask questions 2/6/2017 18

READ Collection Resources • READ Collection resources can be found at: http: //www. cde. state. co. us/coloradoliteracy/readdatapipeline • • • Upcoming webinars Data collection timeline Data elements & definitions File layout Business Rules Additional resources such as FAQ document, assessment cut scores, template for submitting budget planning survey, etc. • Questions? Contact Whitney Westgaard, READ Data Collection Manager • Email: Westgaard_W@cde. state. co. us • Phone: 303 -866 -6421 2/6/2017 19