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All for Literacy: Literacy for All

All for Literacy: Literacy for All

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All for Literacy: Literacy for All

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  1. All for Literacy: Literacy for All

  2. Key Literacy Work • CDE Literacy Plan / CDE Literacy Leadership Team • CDE Office of Literacy • School Readiness Assessment • READ Act • Literacy Achievement RFP • ESSU Sponsored Literacy Trainings

  3. CDE Comprehensive Literacy Plan • Draft on CDE website – January 2012 • Drafted with external and internal stakeholders Main components of the Colorado Literacy Plan include: • Literacy goals for CO’schildren, birth through 12th grade • Anchor principles to guide all literacy efforts emanating from the department • Recommendations for meeting Colorado’s literacy goals for all children • Action steps for implementation

  4. State Literacy Plan: 6 System-Wide Essentials • Standard-Based Curriculum • Instruction and Intervention • Comprehensive Assessment • Leadership • Family and Community Partnerships • Educator Preparation and Professional Development

  5. Peg Brown-Clark Tanni Anthony Wendy Leader Jacquelin Medina Cindy Millikin ESSU Reps - Literacy Leadership Team • Jane Miyahara • Candy Myers • Gina Quintana • Judy Stirman

  6. Role of the CDE Literacy Leadership Team • Implement the CDE Comprehensive Literacy Plan • Collaborate with the Literacy Unit (specific to SWDs) • Implement the READ Act • Ensure cross-unit representation and a unified state voice

  7. CDE Professional Development Opportunities in Planning Stages Colorado literacy project similar to Odyssey (not yet named) • Multiple funding sources – including IDEA funds • Facilitator training Nov. 29, 2012 • 3 local sessions 2nd semester • Culminating conference April 27th, 2013 • Topic: “reading like a detective;” close reading; text complexity; applicable across all grade levels

  8. CDE Professional Development Opportunities in Planning Stages Spring Literacy Leadership Conference • For district/school leaders to become better informed about effective literacy instruction • Include keynote speaker(s) • It may highlight schools with high level of success in literacy

  9. CDE Literacy Office and Staff CDE Literacy Office Teaching and Learning Unit Office of Literacy - Pati Montgomery – Executive Director - Dian Prestwich – Assistant Director (more staff to be hired) - Dana Hall is the Literacy Specialist (Standards)

  10. Requirements and Attributes of School Readiness Assessment Statutory Authority and Recommendations from the School Readiness Subcommittee

  11. Senate Bill 08-212CO’sAchievement Plan for Kids (CAP4K) Timeline • 2008: CAP4K passes; school readiness and postsecondary workforce readiness defined by SBE • 2009: Standards revision process conducted • 2010: Assessment attributes defined, including those for school readiness • 2011-2013: Transition process to new standards and assessments • 2013-14: School readiness plans and assessment to be initiated

  12. Overview of School Readiness within CAP4K • Requirements of State Board • Define school readiness and Adopt one or more assessments aligned with definition of school readiness • Requirements of local education providers • Beginning in the fall of 2013, ensure all children in publicly funded preschool (Results Matter) or kindergarten (in process of approving an assessment) receive an Individual School Readiness Plan • Administer the school readiness assessment to each student in kindergarten

  13. What is Meant by “School Readiness”? State Board Adopted Definition: • School Readiness describes both the preparedness of a child to engage in and benefit from learning experiences, and the ability of a school to meet the needs of all students enrolled in publicly funded preschool or kindergarten. • School Readiness is enhanced when schools, families, and community service providers work collaboratively to ensure that every child is ready for higher levels of learning in academic content.

  14. How Can School Readiness Information Be Used? School readiness assessment information WILL be used to: • inform development of an individualized school readiness plan for each child • help direct teachers’ practice within the classroom with each student and thereby maximize each student’s progress toward demonstrating school readiness • report to the Education Committee, at a population aggregate level, an annual summary of the levels of school readiness demonstrated by students enrolled in kindergarten • drive instruction

  15. How Will School Readiness Information NOT Be Used? School readiness assessment information WILL NOT be used to: • deny a student admission or progression to kindergarten or first grade

  16. Timeline for School Readiness Assessment Decision

  17. Colorado READ Act HB12-1238 Check your handouts on your disk.

  18. The Bottom Line… • With the exception of grades six and seven, little progress has been made in reading achievement in Colorado. • If third grade is the gateway to reading success, Colorado is only adequately preparing 70% of its children for future academic success. • Once children score in the unsatisfactory range, it is unlikely they will emerge. • The literacy achievement of Colorado’s children signals the need for intensive and coordinated efforts in policy and practice.

  19. READ Act Compared with CBLA CBLA READ Act Use of interim assessment(s) for all K-3 students from approved list. Follow up with approved diagnostic assessment(s). READ plan for students with a significant reading deficiency (being defined through rule making process) Provide interventions to accelerate progress and make advancement decision when students do not make determined progress. Support provided through a competitive Early Literacy Grant, regional technical assistance, and formula funds for interventions. Plus: Specific parental involvement components. Recommended instructional programming and professional development. Use of interim assessment(s) for all K-3 students from approved list. Individualized Literacy Plan (ILP) for students reading below grade level. Provide interventions to accelerate progress. Support provided through the Read To Achieve grant.

  20. Grade Level and Above • Universal Instruction • Instruction given at this level is a whole-school, data-driven, prevention-based framework for improving learning outcomes for every student through a layered continuum of evidence-based practices and systems. DRAFT VISUAL Previous ILPs – No longer required as of July 1, 2013 • Below Grade Level • Needs met through schools' RTI process • Instruction at this level is based on the use of reading performance data acquired through interim assessments in the regular classroom with a targeted focus on the reading needs of the student through a multi-tiered instructional system. • Significant Reading Deficiency • READ Plan • Instruction based on data gathered through frequent progress monitoring should reflect increased time, duration and intensity -- and be specifically designed for a student's identified reading deficiency. May include SWDs

  21. What Supports are Included in the READ Act? • Regional technical assistance and professional development • Per pupil intervention funds for students identified with significant reading deficiencies to be used for: • Intervention services • Full day kindergarten • Summer literacy programs • Tutoring services • Early literacy grant program

  22. What are the Assessment Requirements within the READ Act? • Interim assessment(s)from approved list to screen and determine students with significant reading deficiencies • Diagnostic assessmentfrom approved list to determine specific skill deficits for students with significant reading deficiencies • Progress monitoringto determine progress • End of year (Summative) testingto determine if READ goals were met.

  23. Recommended Reading Assessments(Interim, Diagnostic, Summative) • Valid, reliable and proven to effectively and accurately measure skills in the areas of <all 5 components> • Each diagnostic assessment is proven to accurately identify student’s specific reading skill deficiencies • At least one reading assessment for K, 1st, 2nd & 3rd is normed for students who speak Spanish as their native language; and is available in both Spanish and English

  24. What needs to be included in a READ Plan? • Body of Evidenceto identify significant reading deficiencies, including specific diagnosed reading skill deficiencies • Goals and benchmarks for the student to attain reading competency. • Type of additional instructional services and interventions that will be provided. • Scientifically or evidence based programmingto be used, which at a minimum must address… • Phonemic awareness • Phonics • Vocabulary development • Reading fluency, including oral skills • Reading Comprehension

  25. What Needs to be Included in a READ Plan? • The manner in which the student’s progress will be monitored. • The strategies the student’s parent is encouraged to usein assisting the student to achieve reading competency. • Any additional services, if applicable.

  26. What Needs to be Included in a READ Plan? • If a student has a significant reading deficiency, the student’s READ Plan shall include the intervention instruction that the local education provider provides through the Response to Intervention Framework or a comparable intervention system…

  27. READ Plan & Students with IEPs Integrate, as appropriate, intervention strategies to address the student’s reading deficiency into a student’s Individual Education Plan (IEP) in lieu of a READ Plan if a student is identified as having a disability that impacts progress in developing reading skills.

  28. What are the requirements for implementing a READ Plan? • The teacher and any other school personnel shall create the READ plan in collaboration with the parent, if possible. • The teacher shall continue to revise, at least annually, and implement a student’s READ plan until the student attains reading competency, regardless of grade level and regardless of where the READ plan was originally created.

  29. More requirements for implementing a READ Plan: • If a student has a READ plan for 2 years or more: • The teacher shall revise the plan to include additional, more rigorous instructional strategies and interventions. • The principal shall ensure the student receives reading instruction in conjunction with and supported through other subjects throughout the day. • If possible, the student shall receive reading instruction from a teacher who is identified as effective or highly effective in his/her most recent performance evaluation and has expertise in teaching reading. • The teacher shall include all versions of the READ plan and any supporting documents for the plan and body of evidence in the student’s permanent academic record.

  30. What are the requirements for parent communication within the READ Act? • Meet with the parent to communicate orally and in writing information related to the importance of attaining reading competency. • Meet with the parent to jointly create the READ plan and provide a written copy of the READ plan. • Provide ongoing regular updates concerning the results of the intervention instruction described in the READ plan and the student’s progress in attaining reading competency.

  31. What are the considerations for advancement of students with significant reading deficiencies? • In 2013-2014, for students in grades K-3 completing the school year with a significant reading deficiency, the parent and school personnel shall decide whether the student will advance to the next grade level. The parent makes the final decision if there is a disagreement. • In 2016-2017, for a student completing third grade with a significant reading deficiency, the parent and school personnel shall decide whether the student will advance to fourth grade. The. Superintendent/ designee makes the final decision regarding advancement

  32. Exceptions to “Advancement Decision” Requirements • Student with a disability who is eligible to take the statewide alternative assessment OR student is identified as having a disability that substantially impacts the student’s progress in developing reading skills • Student with limited English proficiency & significant reading deficiency is due primarily to English language skills • Student is completing 2nd year at same grade level

  33. What about a student whose reading skills are below grade level but not “significantly deficient?” The local education provider shall ensure that the student receives appropriate interventions through the Response to Intervention framework or comparable intervention systemimplemented by the local education provider.

  34. State Board Action Calendar

  35. READ Act Rule Outline Available on READ Act webpage:

  36. Increasing Achievement and Growth Grant Now Available • The goal of this grant is to improve educational outcomes and academic results, and close academic achievement gaps for Colorado students with disabilities.A total of $4.5 million is available to administrative units over the three and-a-half year grant period. Proposals are due Friday, Nov. 16. For more information and to access the RFP, please visit

  37. ESSU Professional Development Opportunities Related to Literacy • 5 regional sessions “SLD Reading: A Deeper Dive into Phonology and Advanced Decoding” with Melody Ilk (September 25 through November 8) • Ongoing SLP Training – concepts based standards • Creating and Instructing Tactile Graphics – October 5-6, 2012 • Literacy Instruction for Students with Significant Support Needs with the Center on Literacy and Disability Studies – Summer Institutes 2011, 2012, and 2013