CDE READ Act and School Readiness Regional Meeting
Introductions • Presenters • Participants
Agenda • Welcome • School readiness information • Feedback • READ Act information • Feedback
Requirements and Attributes of School Readiness Assessment Statutory Authority and Recommendations from the School Readiness Subcommittee
Senate Bill 08-212 Colorado’s Achievement 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
Overview of School Readiness within CAP4K • Requirements of State Board – Define school readiness – 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 or kindergarten receive an Individual School Readiness Plan – Administer the school readiness assessment to each student in kindergarten
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.
What Are The Requirements For School Readiness Assessment? • The assessment must be research based and must be suitable for use in informing instruction • …the board shall give consideration to the use of authentic assessment methods, such as portfolios, projects, and performances so long as they are reliable and valid
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
How Can School Readiness Information Be Used? School readiness assessment information WILL NOT be used to: • deny a student admission or progression to kindergarten or first grade
Recommendations from the School Readiness Subcommittee The assessment system must: • meet requirements of universal design to insure inclusion of any special populations • be ongoing and observation based • reliable and valid • build on what is already established in the Results Matter program • have online functionality • allow convergence of evidence from teachers, interventionists, care providers and family members
Preschool Assessment Update CDE’s Results Matter Program • 40,000 preschoolers participate • Mandated participation: – Colorado Preschool Program +100% Head Start – Preschool Special Education voluntary participation – Title I Funded Preschoolers • Teaching Strategies GOLD – 98% • HighScope Child Observation Record – 2% • Results Matter assessments meet the requirements of CAP4K and the recommendations of the School Readiness Subcommittee
State Board of Education Adopted Assessment Attributes Agreement: SBE agrees that school readiness assessments will include primarily a mix of state-approved formative and interim assessment tools 1. CDE recommends that the Colorado Basic Literacy Act (CBLA) be updated to align with the PWR Colorado Academic Standards and that numeracy be added to reflect the same instructional values of progress monitoring and early intervention where needed. 2. The state will offer districts a menu of approved school readiness assessment tools. 3. In preschool through second grade school readiness assessments will rely on formative assessment practices and interim assessments. 4. In grades 1-2 mastery of the PWR Colorado Academic Standards will be measured. 5. Districts are encouraged to introduce developmentally appropriate end- of-year assessments.
School Readiness Assessment Recommendation Process School Readiness Assessment School Readiness Advisory Subcommittee Committee • Purpose: Make recommendations • Purpose: Advise the department to the State Board regarding school on implementation of SB 08-212 readiness assessment menu school readiness provisions to • Composition: Members of the ensure alignment across early childhood systems and the K-12 2010 Assessment Subcommittee for system School Readiness • Composition: Representatives from • Districts • Preschool programs • Early Childhood Leadership Commission • Colorado Department of Human Services
Connection to the READ Act
Timeline for School Readiness Assessment Decision Month Activity Hold first SR Advisory Committee meeting July – Meet with SR Assessment Subcommittee August – Conduct outreach to districts – Hold regional meetings – SR Assessment Subcommittee reviews SR assessments September – Conduct outreach to districts – Hold regional meetings – Conduct outreach to districts October – Hold regional meetings Presentation of SR assessment recommendations to SBE November SBE votes to adopt SR assessment(s) December Disseminate information to support district implementation January - May
Discussion Resources Opportunities Barriers Already In Place
Feedback • What should CDE consider related to implementation of school readiness plans and assessment?
Colorado READ Act HB 12-1238
Why are we here? A look at reading achievement in Colorado
3 rd Grade CSAP Reading Percent Proficient & Advanced and Average Scores 2003-2011
Grade 3 CSAP Reading Scores of Economically Disadvantaged Students
Grade 3 CSAP Reading Scores of English Language Learners 2005 2006 2007 2008 2009 2010 2011
NAEP 4 th Grade Reading Results National, Colorado, Florida and Massachusetts 2003-2011
NAEP 8 th Grade Reading Results National, Colorado, Florida and Massachusetts 2003- 2011 285 281 281 281 281 281 280 275 275 274 274 273 273 271 270 266 268 266 265 264 265 264 261 261 260 260 262 262 260 255 257 256 250 2003 2005 2007 2009 2011 Colorado Florida Massachusetts National NAEP Proficiency
Grade 3 Reading Status Change for Students Scoring Unsatisfactory on the CSAP 2005-2007
The Bottom Line… • With the exception of grades six and seven, little reading 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.
Supporting Literacy Achievement for Colorado’s Children Past and Present
How does the READ Act Compare with the Colorado Basic Literacy Act (CBLA)? CBLA READ Act Use of interim assessment(s) for all K-3 Use of interim assessment(s) for all K-3 students students from approved list. from approved list. Follow up with approved diagnostic assessment(s). READ plan for students with a significant Individualized Literacy Plan (ILP) for reading deficiency. students reading below grade level. Provide interventions to accelerate progress and Provide interventions to accelerate make advancement decision when students progress. do not make determined progress. Support provided through a competitive Early Support provided through the Read To Literacy Grant, regional technical assistance, Achieve grant. and formula funds for interventions. Specific parental involvement components. Recommended instructional programming and professional development.
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 for use: – Intervention services – Full day kindergarten – Summer literacy programs – Tutoring services • Early literacy grant program
What are the assessment requirements within the READ Act? • Use of interim assessment(s) from approved list to screen and determine students with significant reading deficiencies, progress monitoring to determine progress, and end of year testing to determine if READ goals were met. • Follow up testing with approved list of diagnostic assessment(s) to determine skill deficits for students with significant reading deficiencies.
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