Early Literacy Implementation & Support Fall 2014

1. Early Literacy Implementation & Support Fall 2014

2. Outcomes for Today 1- Understand the overall implications Iowa Code §279.68 2- Review the purpose and rationale for using a Universal Screening Assessment 3- Understand how to use TIER to administer the FAST assessments 4- Become familiar the FAST earlyReading assessments 5- Become certified in the K-1 subtests that DMPS will use in 2014-2015

3. 1- Understand the overall implications Iowa Code §279.68

4. K-3 Early Literacy LegislationIowa Code §279.68 Section 279.68 of Iowa Code was passed during the 2012 legislative session, but it was not until the spring of 2013 that $8 million was appropriated to enact this law, which focuses on the following: • State-Approved Universal Screening & Progress Monitoring Assessments • Documented Interventions provided to students identified as at-risk of or having a substantial reading deficiency • Summer School & Retention starting in the summer of 2017

5. What will this look like in DMPS • In order to begin our implementation of this legislation, we will implement the Fast earlyReading Assessment in Grades K-1this Fall. *This will replace our use of the Emerging Literacy Survey and the PA Profile. • DMPS will move forward with additional legislative implementation in grade 2 and grade 3 in 2015-2016. • We will also expand to using the required progress monitoring assessments at that time. • The district will provide more guidance on how to use the progress monitoring probes during our implementation training for 2015-2016. • Teachers in grades 2-3 will receive training in 2015-2016.

6. To Learn More: • DE Early Literacy Implementation link: https://www.educateiowa.gov/early-literacy-implementation

7. 2- Review the purpose and rationale for using a Universal Screening Assessment

8. Universal Screening = the focus in Code 279.68 (a.k.a “ELI”) • Focus is on universal screening, progress monitoring and summative assessment activities and decisions • Later work may focus on diagnostic activities and decisions

9. Decisions require questions • Decisions need to be based on key questions such as: • How many students are proficient in the area of reading? • Which students are on track to be proficient at the end of the year? • How many of our teachers are certified to administer FAST assessments? • Are students at each grade level mastering key content in all subject areas? Do any levels need special supports? • If you cannot articulate the questions, you cannot make good decisions.

10. Screening vs. Diagnostic Assessment • A universal screening assessment does not replace the use of DIAGNOSTIC assessments to better identify student needs and plan for instruction • Diagnostic assessment examples include letter ID, PA Profile, running records

11. Purposes of Assessment

12. Screening • Universal Screening = ALL children • Brief and economical • Use measures valid for this purpose • Typically used with all students • Provides overall indicator of performance • Strong predictor of target outcome • Used to predict students likely to be successful vs. those who may not

13. Questions for Universal Screening • General or systems questions • How effective is our Universal Instruction (Core)? • Are most students meeting the target score/benchmark? • Do we need to change Universal Instruction? • Individual or student-level questions • Which students do not appear to be on track to be successful?

14. 3- Understand how to use TIER to administer the FAST assessments

15. Iowa TIER • Data System • SPED data (progress monitoring/IEP information) will be house in TIER • Similar function as Data Director- to house data and create reports • Student information loaded from Infinite Campus automatically • Custom development for Iowa • Iowa Code §279.68 requires the use of the TIER software • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

16. Logging into Iowa TIER in the Fall • Each user must have their own A&A account • https://www.educateiowa.gov/early-literacy-implementation • We will assist you today in creating these accounts • A&A account information will be auto-matched with your information in Infinite Campus to provide appropriate access to Iowa TIER • Users will receive email notification when a match is made • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

17. A&A Account Set Up • Use the provided directions to set up you’re A&A account NOW. • Take a break. 

18. Iowa TIER Training Site • The following YELLOW slides can be used for training IF individuals are not able to log onto their own Iowa TIER Account

19. Iowa TIER Training Site All data simulates real data, but is scrambled, fake data Data is reset each night After the summer, the DE will facilitate a training code calendar to disseminate use of the training site • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

20. Iowa TIER Training Site https://tiertraining.edspring.org Click on “Create New User” • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

21. Iowa TIER Training Site • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 • • Enter name and training code • For summer, training code is always “melinda” • After the summer trainings, the DE will manage and reset the training code on a regular basis

22. Iowa TIER Home Screen • Indicates which school you are accessing • Provides the latest news from your school • Provides a quick view of the weekly schedule • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

23. Assessment Certification • Click on Certification to view which assessments you have been certified on • Click on the assessment to navigate to the relevant certification • Complete the certification in FAST – certification status will be sent back to Iowa TIER • You cannot administer an assessment in the Fall if you have not been certified on it • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

24. Assessment Certification • Status of each certification will display • Click the “check” icon to go to certification site • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

25. Universal Screening • Select Universal Screening from the task bar • Select the Grade and Season • Press Go • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

26. Universal Screening - Administration • Click on the pencil for the correct student and assessment • The FAST system will pop-up in a new window • Upon completion of the assessment, the FAST window will close and Iowa TIER will remain open • Iowa TIER will receive and display the score from FAST • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

27. Universal Screening - Administration earlyReading: Transfer to FAST once to administer all universal screening assessments that make up the composites • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

28. Universal Screening – Assessment Status • A status icon will appear below each student’s pencil icon on the Universal Screening page • Status associated with an incomplete assessment • Cancelled – The assessment was discontinued and no scores were returned from FAST (click the pencil again to complete the assessment) • Incomplete – The assessment was started but an incomplete set of scores was returned (click the pencil again to complete the assessment) • At Vendor – The pencil has been clicked and TIER is waiting for a score to be returned • Users can click the resend icon to try to send the scores back to Iowa TIER again • Each night all scores that are in this status will be resent from FAST to Iowa TIER • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

29. Universal Screening – Assessment Status • Status associated with a completed assessment • Complete - Student has taken the assessment and a complete set of scores was returned • Complete and Allow Retake – Complete set of scores was returned from FAST, but request has been granted for a retest (from internal coach) • Complete outside universal screening window – Complete set of scores returned but test was taken outside the established screening window • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

30. Universal Screening – Assessment Status • The icon allows scores to be resent • The icon allows you to indicate a reason a why an assessment may not be administered (internal coach can set) • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

31. School Specific Details • Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 • • What will our assessment schedule for K-1 look like? • Who do I go to if I have trouble while administering the assessment?

32. Become familiar the FAST earlyReading assessments

35. Suite of CBM-Style Assessments for Iowa Evidence-based assessment for universal screening (Grades K-2) and progress monitoring Curriculum Based Measurement for Reading is an evidence-basedassessment for universal screening (Grades 1-6) and progress monitoring

36. Suite of Computer Adaptive Tests (CAT) for Iowa • Computer adaptive measures of broad Reading (K-12), individualized for each student and aligned to Common Core National Standards. • 15-30 minutes to complete for typical student • iPad, Chromebook, Mac or PC compatible

37. FAST and the Early Literacy Rule • Universal Screening • For all students • Using an appropriate assessment tool: • Compare students to a criterion or benchmark aligned with relevant outcomes (e.g. Iowa Assessment performance) • In FAST: aReading, earlyReading, & CBMReading. • Progress monitoring • For select students • Measure growth over time (weekly) using standardized procedure • In FAST: earlyReadingand CBMReading

38. Suite of Assessments for Teachers General Features: • Research-basedformative assessments interface • Browser-baseduser interface • On-lineadministration • On-linescoring • On-linetraining

39. Why was FAST developed?

40. Because teachers said… • Assessments take too much time • Assessments take too much organization • Assessments waste too much money • Assessments do not help me improve instruction …FAST was born. • The FASTTeam: • Automated scoring • Created instructionally useful reports • Adopted brief, robust assessments • Simplified the process • Made it affordable. • Made it do-able.

41. Teachers need assessments that answer their questions about... Which students need more enrichment? Which students are at-risk? Which students need supplemental instruction? Which students are high functioning? When does core instruction need to change? Which students need intensive intervention? Which students are responding to instruction? Which students are likely to pass state tests?

42. FAST Development and Technical Data

43. What is ? • Purpose of CBM Research & Development was to establish tools that • Teachers could use efficiently & repeatedly • Psychometrically sound (Reliable and Valid) • Useful to plan better instructional programs • Useful to evaluate effectiveness of programs on overall student achievement (Fuchs & Deno, 1991; Deno, 1985)

44. Reliability & Validity • FAST Predicts CCSS-aligned State Test Performance. • FAST measures predicted state test performance with greater than 80% accuracy. • aReading independently predict student performance on the Minnesota Comprehensive Assessment-III with 80 to 85% accuracy. • Criterion validity coefficients were consistently above .80 and diagnostic accuracy ("AUC") was above .85.  The results exceed the requirements for top ratings from the National Center for Response to Intervention (NCRTI).

45. Indicators of Risk Blood Pressure 120/80: Normal 139/89: Prehypertension 159/99: Stage 1 Hypertension 160/100+ Stage 2 Hypertension Body Temperature(°F) 106° Danger 104° 102° Fever 100° 99.5 98.6° Normal 97.02° 97° Mild 95° Hypothermia93° Hypothermia 90° Severe Total Cholesterol(mg/dL) <200: Desirable 200-239: Borderline High 240+: High

46. Academic Thermometers • Thus, keep in mind throughout: • A thermometer is useful for some, but not all, purposes! • The same is true for screening measures • They serve as indicators of academic health or risk. • As you treat the problem, the thermometer can also serve as an indicator of the effectiveness of the treatment. Example: Ibuprofin will reduce fever in most cases. Measured by thermometer.

47. Administration & Scoring • Standardized: Means the test is given • The same way • Each time • To each student • This is critical because it provides teachers with the most accuratereading results.

48. Administration & Scoring “Don’ts” Administering a standardized assessment: The “Don’ts” This is a test.Do not teachor correct student during test. Follow and read the directions exactly as they are listed. Teaching During Test Modify Directions Errors should not be corrected during assessment Students should not practice or pre-read assessment Don’t Correct Errors No Student Practice

49. Next Steps • Next we’ll learn about specific EarlyReading FAST measures. • The information about how FAST was created, how it’s used, and standardized administration applies to each of these measures.