Getting started with read
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Getting Started with READ. 2013-14. ILP Students:. Cut Score. Benchmark. Initial Training to Support READ. Training within building should include: Review of DRA2 administration, calibration of scoring P rocess to identify Significant Reading Deficiency (probably during TENS week).

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Getting Started with READ

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Getting started with read

GettingStarted with READ

2013-14


Getting started with read

ILP Students:

Cut Score

Benchmark


Initial training to support read

Initial Training to Support READ

  • Training within building should include:

  • Review of DRA2 administration,

    • calibration of scoring

  • Process to identify Significant Reading Deficiency (probably during TENS week).

  • i-Ready - Diagnostic assessment training for Instructional Coaches and/or building personnel who will administer will be on 9/17/13 (am) & a follow up, utilizing results on10/3/13 (all day)


Read process

READ Process

DRA2 (Interim)

  • Fall: Testing dates 8/23 & 26

    DRA2 data, including Word Task Analysis data must be entered in Alpine by September 6.

  • Midyear: Testing window 1/13-31.

    Data entered into Alpine by January 31.

  • Spring: Testing dates 5/1 & 2.

    DRA2 data entered into Alpine by May 9.


For all within the first 30 days

For ALL:Within the First 30 days

  • Administer Word Tasks #3, 5 & 6 to ALL* Kindergartners

  • Administer full DRA2 to ALL 1st-3rd graders*

  • Administer full DRA2 to ALL 4th and 5th graders below benchmark in spring or new to school.

  • *Note students who are at or below cut scores, they are potentially students with a Significant Reading Deficiency.


Significant reading deficiency srd

Significant Reading Deficiency (SRD)

  • CDE has identified cut scores, which are considered indicators of significant concern.

  • These cut scores, when confirmed identify (or not) a student as SRD. Reassessment is required within 30 days BOY (by 10/7)and midyear 2/26-3/19.

  • Identification as SRD is not a “body of evidence.” Although identification as “proficient” to come off a READ plan will require this “body.”

  • Identification of SRD starts fresh each year.


Read process1

READ Process

Simplistically:

  • Students scoring below cut scores need to be reassessed within 30 days.

  • If still scoring as SRD, diagnostic assessment required.

  • Diagnostic (i-Ready)

  • Using data from both, a READ Plan is initiated with monitoring every 6-8 weeks.


Potential srd students from dra2

Potential SRD students from DRA2

Compare with Cut Scores:

  • All students should begin consistent core instruction, minimum of 90 minutes daily.

  • Students at or below cut scores begin core instruction, minimum of 90 minutes daily. Within this, targeted instruction should be provided for areas of concern.


Confirmation of srd

Confirmation of SRD

Prior to October 7th ,

All students who were at or below cut scores on initial testing must be reassessed.:

K: Reassess on any task that they didn’t achieve cut score on initially.

1-3 DRA2 Progress Monitor acceptable. If student fails, discontinuetest


Srd identification

SRD Identification

  • If a student scores above cut scores, continue consistent core instruction. They will be monitored midyear and spring for continued growth

  • If a student (again) falls at or below cut scores, begin READ plan process.


Read plan process

Read Plan Process

  • After identification as SRD, Diagnostic test of iReady must be administered.

  • All 1st and 2nd graders are already scheduled to take iReady.

  • Kindergarten and 3rd graders identified SRD, must take iReady reading. Prior to Parent Teacher Conferences is recommended.


Read process2

Read Process

Diagnostic Assessment – iReady

  • All 1st and 2nd grade students will take the iReady Diagnostic Reading Assessment between 9/23 and 10/11. iReady again at midyear, 2/3-21, and in the spring 4/28-5/9

  • All K and 3rd graders identified as SRD must take iReady Diagnostic Reading Assessment

  • It has been recommended that you may want to give the test in two sessions to avoid test fatigue.


Read plan

READ Plan

  • READ plans may be initiated at the first Parent Teacher Conference

  • READ requires that we document how and when we attempted to contact parents. This information is entered directly into Alpine into the READ plan.


Read plan1

READ Plan

  • READ plans must prioritize instructional needs identified on the diagnostic assessment. PD support for early literacy is being provided.

  • Only 1-2 priorities should be identified.

  • Details of frequency, duration, and type of support must be identified


Read plan2

READ PLAN

  • Future training will be provided for creating the actual READ plans. Support from our PLCs will aid us in providing a multi-tiered support system.

  • READ plans will exist within Alpine. Data from these plans will be regularly uploaded into Alpine’s APAS system and will be available for any future PST, 504, etc. meetings.


Progress monitoring

Progress Monitoring

  • Every 6-8 weeks, SRD students should be progress monitored.

  • The PM tool should match the identified targeted growth areas.

  • Embedded progress monitoring programs within programs are acceptable.


Retention conversation

Retention Conversation

  • Within the final 45 days of school (after 3/10/14), for all students identified SRD, a conversation between teacher and parents about possible retention is required. Within Alpine, teachers will document the outcome of the conversation.


Read process3

Read Process

  • End of Year Assessments: Will again compare students against state defined cut scores.

  • Students below cut score on those dates will be reported to the state as SRD.

  • Regardless of results, No NEW READ plans initiated in the spring.


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