early literacy implementation & support fall 2014

Iowa Department of Education

Early Literacy Implementation & SupportFall 2014


Outcomes for Today1- Understand the overall implications Iowa Code §279.68 2- Review the purpose and rationale for using a Universal Screening Assessment3- Understand how to use TIER to administer the FAST assessments4- Become familiar the FAST earlyReading assessments5- Become certified in the K-1 subtests that DMPS will use in 2014-2015


OUTCOME1- Understand the overall implications Iowa Code §279.68


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


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-1 this 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.


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

https://www.educateiowa.gov/early-literacy-implementation



OUTCOME2- Review the purpose and rationale for using a Universal Screening Assessment


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

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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


Purposes of AssessmentWho has needs? Screening

What are the needs? Diagnostic

Is our instruction working?

Monitoring Progress/Formative

How well did it work? Outcome/Summative

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Screening Universal Screening = ALL children Brief and economical Use measures valid for this purpose Provides overall indicator of performance Strong predictor of target outcome Used to predict students likely to be

successful vs. those who may not

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OUTCOME3- Understand how to use TIER to administer the FAST assessments


Data Systemo SPED data (progress monitoring/IEP information)

will be house in TIERo Similar function as Data Director- to house data

and create reportso Student information loaded from Infinite Campus

automatically Custom development for Iowa Iowa Code §279.68 requires the use of the

TIER software

Iowa TIER

• C o l l a b o r a ti n g f o r I o w a ’ s K i d s • E a r l y L i t e r a c y I m p l e m e n t a ti o n • F a l l 2 0 1 4 •


Each user must have their own A&A accounto https://www.educateiowa.gov/early-literacy-imple

mentationo 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

Logging into Iowa TIER in the Fall





A&A Account Set Up If you have not already done so, please use

the provided directions to set up you’re A&A account NOW.

Your access to the Iowa Tier site will be granted in 24 hours.

Take a break.

Iowa Department of Education• Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

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

Iowa TIER Training Site


Iowa TIER Training Site https://tiertraining.edspring.org Click on “Create New User”


https://tiertraining.edspring.org/


Iowa TIER Training Site

• Collaborating for Iowa’s Kids • Early Literacy Implementation • Fall 2014 •

Enter name and training codeo For summer, training code is always “melinda”o After the summer trainings, the DE will manage

and reset the training code on a regular basis


Log in to Iowa Tier & FAST

1. Go to: elementary.dmschools.org2. Kindergarten or 1st Grade Dropdown3. Assessments Page4. A&A/Tier Login Link:


Logging Into TIER


Logging into TIER Click “Iowa TIER”

Iowa Department of Education• C o l l a b o r a ti n g f o r I o w a ’ s K i d s • E a r l y L i t e r a c y I m p l e m e n t a ti o n • F a l l 2 0 1 4 •

Indicates which school you are accessing Provides the latest news from your school Provides a quick view of the weekly schedule

Iowa TIER Home Screen


OUTCOME 4 - Become familiar the FAST earlyReading assessments

Iowa Department of Education24


Why was FAST developed?

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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 FAST Team:• Automated scoring • Created instructionally useful reports • Adopted brief, robust assessments• Simplified the process• Made it affordable. • Made it do-able.

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FAST Development and

Technical Data

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Administration & Scoring Standardized: Means the

test is giveno The same way o Each time o To each student

This is critical because it

provides teachers with the most accurate reading results.


Administration & Scoring “Don’ts”Administering a standardized assessment: The “Don’ts”

Follow and read the directions exactly as they are listed.

Modify Directions

This is a test.Do not teach or correct student during test.

Teaching During

Test

Students should not practice or pre-read assessment

No Student Practice

Errors should not be corrected during assessment

Don’t Correct Errors


Browser-Based Scoring for earlyReading assessments:

Teacher gives standardized directions.

Teacher provides student with materials to view/read.

Student responds

Teacher scores “in real time” on computer, laptop or tablet.

or

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Untimed:Concepts of PrintOnset SoundsWord Segmenting

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Introduction to measures in Iowa for

TIMED (1-min)Letter NamesLetter SoundsNonsense WordsSight WordsSentence Reading


LETTER NAMESLetter Names (LN)

SAMPLE• Timed and assesses

students' ability and automaticity naming uppercase and lowercase letters in isolation

• We recommend using the Letter Names subtest with Kindergarten students

• First 6 rows contain all letters (26 upper case, 26 lower case). Errors are reported 33


Preview FAST Assessments:

Letter Sounds

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LETTER SOUNDS

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Letter Sounds (LS)

SAMPLE

Section 1: Unique Letter SoundsIf a student minimally finishes Section one (the first four rows) within 1 minute, FAST will generate a report with an inventory of known and unknown letter sounds.

Section 2: Extra (repeated) LettersTo ensure ample material for 1 minute, students may continue to Section 2, which contains repeated letter sounds, until the 1-minute administration is complete.

Coming Soon (for inventory only)Long Sounds: The 3rd section includes letters with long sounds. Complete this section to receive an inventory of all known and unknown long sounds.



Nonsense Words

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NONSENSE WORDS

ENGLISH

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Nonsense Words (NW)• The Nonsense Words subtest

is timed and assesses students' ability to read phonetically regular words (e.g., "vit").

• This subtest assesses whether students can decode strings of letters and read them fluently, but unlike the Decodable Word Reading subtest, it controls for words that students may just "know" without decoding.



Sight Words

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• The Sight Words subtest is timed and assesses a student's ability to recognize 50 (Kindergarten) or 150 (1st Grade) of the most "high-frequency" words.

• Many sight words are not decodable (e.g., "your") and students must recognize them with automaticity rather than using decoding strategies.

• The Sight Words subtest is used with Kindergarten students (test of 50 words) and First Grade students (test of 150 words).

SIGHT WORDS

Sight Words



Sentence Reading

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SENTENCE READING

Jan and her dog are happy.

(Sentences shown are similar to actual test items, but not identical.)

Jan and her dog woke up from a nap. Her dog began to run around the house. Jan ran fast after the dog. She could not keep up!

• A timed assessment measuring students' reading rate and accuracy. As a precursor to CBMReading, the Sentence Reading subtest is distinct in two important ways

• Students read from text that is simple in structure

• Paragraphs are short, separated by page, and accompanied by pictures

Sentence Reading


Administration & Scoring

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Letter Sounds


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As student reads , click any letter to mark an error.

Click “Start Timer”

Expand any section to obtain administration and scoring directions

When “timer is up,” click last word + “Mark Last Word”

* Submit Test: • Auto-scores and saves the data. • The next assessment appears , or you may return to

the main screen.

Administering Letter Sounds


View a Sample Letter Sounds Assessment: Sam (Grade K)

Click to view video sample.

http://youtu.be/zZnM9xftpcU

http://youtu.be/zZnM9xftpcU


Sam’s Results

39 Correct Letter Sounds. 3 errors.

92% accuracy.

How would you describe the qualitative features of his performance?

Sam often provided “schwa sounds” with his letters. FAST is not concerned about that at this time. The purpose is to see if the student has letter-sound association knowledge, a critical skill in the development of reading.


Brief ReviewIndependent Activity & Practice:1. Log in to TIER 2. Navigate to Certification and

choose one of the earlyReading modules

3. Navigate to the “Practice”section

4. Put on headphones5. Complete 3 practice items6. Reflect on your accuracy




Concepts of Print

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Concepts of PrintConcepts of Print (CP)

• Requires a general understanding of how print is used so other reading skills can emerge

• Students who have mastered them should be able to complete basic tasks such as proper page orientation, accurate print tracking, and locating the beginning and ending of sentences

• Although Concepts of Print skills continue to develop throughout kindergarten and first grade, these skills are most useful for incoming kindergarten students who have yet to receive formal instruction

B

The dog has brown ears.

SAMPLE

(Example shown is similar to actual test items, but not identical.) 48




Onset Sounds

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Onset Sounds

Onset Sounds (OS)• Assesses a student's phonemic

awareness

• Phonemic awareness is a critical component of blending (combining) and segmenting (breaking apart) word

• During the Onset Sound subtest, examiners ask the student to identify the first sound in a pictured word

SAMPLE

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Onset SoundsOnset Sounds (OS)

SAMPLEPart 2:“Let's try something different. This time, I'll say the word and then you give the first sound.” (Point to the bat).

"Bat.” The first sound in the word ‘bat’ is /b/.”

“Now you try. What is the first sound in the word ’water?’” (Point to the picture of "water")

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Word Segmenting

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Word Segmenting

Word Segmenting• Assesses students' ability to

separate a spoken word into individual sounds, or phonemes--the smallest units of sound in spoken language

• The examiner says a word and asks the student to say any sounds in the word

• Students receive credit for each correct sound. Each word represents multiple "items"

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Administration & Scoring

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Word Segmenting


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As student provides sounds for the words, click the number of points earned.

Click “Start Timer”

Expand any section to obtain administration and scoring directions

Complete all items

* Submit Test: • Auto-scores and saves the data. • The next assessment appears , or you may return to

the main screen.

Administering Word Segmenting

Click “Submit Test”


View a Sample Word Segmenting Assessment: Marcus (Grade 1)

Click to view video sample.

http://youtu.be/mJ47jNXwfIs

http://youtu.be/mJ47jNXwfIs


Marcus’ Results: Computer Scoring Option

How would you describe the qualitative features of his performance?

Marcus often provided “onset-rime” with his segments. Thus, his scores are lower than if he had fully segmented the words.

16 Correct Letter Sounds. 18 errors. 50 seconds.


OUTCOME 5 -Become certified in the K-1 subtests that DMPS will use in 2014-2015


Next Steps for Training and Certification

Determine which subtests from which you will need to obtain certificationo Use “Required FAST Certifications” checklist

Navigate to Training through TIERo Review Directions for subtesto Review Videoso Complete Practiceso Complete Certification practices and quiz

early literacy implementation & support fall 2014

Documents

iowa department of educationk

iowa department of educationto

iowa tier site

overall implications

use of diagnostic assessments

implementation training

diagnostic work

progress monitoring