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2015-16 SAL Administration Training

DRA2/EDL2STAR

HOUSEKEEPING, INTRODUCTIONS AND WELCOME

• Rochanda Jackson - Manager of Assessment Administration

Rochanda_jackson@dpsk12.org 720-423-3758

• Karen Lutz - Senior Assessment Specialist (SRI)

Karen_lutz@dpsk12.org 720-423-3020

• Peter Tardif - READ Act Coordinator (DRA2/EDL2, Istation, STAR)

Peter_tardif@dpsk12.org 720-423-3766

AGENDA

• Let’s review!

GENERAL SAL RESPONSIBILITIES

Let’s review! (http://dpsare.com/site-assessment-leaders/)

1. Be familiar with all aspects of federal, state, and district tests

2. Coordinate the administration of federal, state, and required district assessments.

3. Assume an assessment leadership role at the school.4. Communicate assessment information with school and

district staff5. Use all available sources of information in role as SAL.

ROLES AND GENERAL RESPONSIBILITIES

Administrators will: check in with READ Act SAL to ensure all necessary staff

are trained by Sept. 25th provide time in professional development calendar for

READ Act SAL to administer necessary training check audit reports in School Folders to ensure 100% of

compliance and follow up when necessary

ROLES AND GENERAL RESPONSIBILITIES (CONT.)

The SAL will: train teachers (literacy and special education), literacy

interventionists, administrators, and ELA support staff on the READ Act and assessment administration prior to administering the test

Submit sign-in sheets to ARE by Sept. 25th Identify teachers administering assessment for first time

ensure school has all required assessment materials distribute necessary testing materials to teachers maintain test security ensure that all testing procedures are followed ensure that all READ Act deadlines are met check audit reports to ensure 100% of compliance and follow up when

necessary Set up testing schedule with admin Show teachers how to access OASIS Data Entry to review READ Plans

at the beginning of the year Walk teachers through available resources on ARE website Meet with STR to ensure device readiness

ROLES AND GENERAL RESPONSIBILITIES (CONT.)

The teacher will… be responsible for directly administering the assessment

and entering data in Assessment Applications, be trained prior to any assessment administration, be trained in any specific accommodation they are

providing, manage each assessment administration and ensure all

required students complete testing, contact the READ Act SAL or building administration if a

testing irregularity occurs, actively proctor test sections, create all required READ plans with student’s parents, progress monitor and update READ Plan as a living

document until the student is reading on grade level. and create a testing environment allowing students to perform to the best of their ability.

ROLES AND GENERAL RESPONSIBILITIES (CONT.)

The STR will… work with administration and SAL to ensure technology

readiness updates software according to specifications provided by

DoTS conduct System Check on all devices work with SAL to ensure training for test administrators

includes familiarity with technology aspects of testing be available to provide onsite support to troubleshoot

technology issues that arise during testing.

SCHEDULING GUIDELINES: READ ACT ASSESSMENTS

•Each SAL in collaboration with your principal and STR will create a testing schedule within the testing windows that includes regular sessions, make-ups, and accommodations.•Your testing schedule will be determined by 5 factors:

1. Type of assessment (paper/pencil or online)2. Number of students requiring assessments3. One-on-one administrations vs. whole class

• Number of available testing devices (online)4. Time per assessment5. Your school schedule

Assessment Grade level # Students tested at one time

DRA2/EDL2 K-8 1

Istationor

STAR

Kindergarten IndividuallyNo more than 5 per small group

1st Small group (1-5)Half class (1-12/15)Whole class in Spring only(20-30)

2-8 Whole class (20-30)

SRI 6-12 Whole class (20-35)

SCHEDULING GUIDELINES: ADMINISTRATION TIME

When creating your testing schedule, add approximately 30 minutes for activities prior to and at the end each unit for other activities (see chart below). 

10

TaskRecommended minutes

allotted for an Administration

Preparing for testing (includes reading instructions to students and answering questions)

10 minutes (recommended)

Distributing test materials (Student login cards) 5 minutes (recommended)

Testing Times AssessmentDRA2/EDL2IstationSRI

Minutes20-5030-4030-50

Logging off computers, collecting test materials, and setting up testing environment for next session/student. 5–15 minutes (recommended)

QUESTIONS?

UPDATES FOR 2015-2016

• New READ Plan format to support DDI• Flexibility for Assessments for K-3• Extended Kindergarten Fall Window• Shortened READ Plans for Students with IEPs• Continued 3rd Grade Advancement/Retention Policy

• New website (www.dpsare.com) • Updated READ Act Guidebook

WHAT IS THE COLORADO READ ACT?

• The Colorado Reading to Ensure Academic Development Act (READ Act) was passed by the Colorado legislature and went into effect on July 1, 2013.

• The READ Act…– focuses on literacy development through

interventionsAND

– includes:• requirements for assessment,• the creation of individualized READ Plans for students

performing Significantly Below Grade Level, and • specifics around parent involvement and

communication.

READ ACT ASSESSMENT FLEXIBILITY OPTIONS

• Schools that do not opt-in to DPS assessment paths must notify ARE of assessment(s) to be used.

• Reference the Requirement & Timelines Document for your assessment path on the ARE READ Act website for detailed information.

DPS sponsored assessments

Alternate Assessments

K-5o DRA2/EDL2 and STARo Istation (ISIP ER, ISIP

AR, ISIP Español)

K-5o Use of CDE approved assessments only

Grades 6-12o SRI College & Career

Grades 6-12o Choice of reading assessment as part

of a body of evidence.o Must meet minimum requirements in

READ Act Guidebook

WHAT DOES SIGNIFICANTLY BELOW GRADE LEVEL (SBGL) MEAN?

• For K-3 SBGL is defined by state provide cut scores on reading assessments.

• For grades 4-12 SBGL is defined as a student who is reading more than one year below grade level based upon a body of evidence that includes one recent reading assessment score.

• Cut Score and Proficiency Level documents can be found on the ARE READ Act website and in the READ Act Guidebook.

HOW ARE STUDENTS IDENTIFIED AS SIGNIFICANTLY BELOW GRADE LEVEL?

Kindergarten – 3rd Grade Process

Initial Screener (Fall)

If student scores at or below state cut scores, move to the next box. If not, no further

testing.

30 Day Verification (Fall)

If at or below SBGL cuts on second assessment, create

READ Plan and move to next box. If above cut, teacher makes SBGL decision in

OASIS Data Entry.

Progress Monitoring

Continuous progress monitoring must occur

throughout the year with updates to READ plan.

Spring Testing

Student reassessed in Spring window. READ plan

continues until a body of evidence shows grade-level

reading.

CONFLICTING ASSESSMENT DATA:K-3 TEACHER DECISIONS

Due to conflicting assessment data, there will be times when teachers need to make a determination to create a READ Plan or not.

To make this determination, ARE recommends:• teachers use all available data points, anecdotal

notes/observations of student, and professional judgment• being conservative by creating plans for students where data is

not conclusive so they do not fall further behind.

This determination must be entered in OASIS Data Entry.

HOW ARE STUDENTS IDENTIFIED AS SIGNIFICANTLY BELOW GRADE LEVEL?

4th – 12th Grade Process

Fall Assessment

Student takes reading assessment. Teacher uses

body of evidence to determine if student is

reading at grade level. If no, READ Plan continues.

READ Plan Update

Teacher updates READ Plan and continues reading

interventions until student reaches grade-level reading.

Progress Monitoring

Continuous progress monitoring must occur

throughout the year with updates to READ plan.

Spring Testing

Student reassessed in Spring window. READ plan

continues until a body of evidence shows grade-level

reading.

Example #1 of Identifying SBGL

Fall (Initial Screener) – 1st grader John scores instructional 1 on the DRA2. Does John need to take a 30 Day Verification Assessment?

Yes and he scores a 575 on STAR Early Lit.

Is John SBGL?Yes! John’s teacher will contact his parents/guardians to create a READ Plan with them.

Example #2 of Identifying SBGL

Fall (Initial Screener) – 3rd grader Nayeli scores instructional 16 on the DRA2. Does Nayeli need to take a 30 Day Verification Assessment?

Yes and she scores a 263 on STAR Reading.

Is Nayeli SBGL?• Conflicting Data! Nayeli’s teacher must decide SBGL status

due and enter decision into OASIS Data Entry.• Teacher must use all available evidence to make this

determination.

Example #3 of Identifying SBGL

Midyear – 2nd grader Roscoe transferred into DPS in December and scores instructional 20 on the EDL2. Does Roscoe need to take a 30 Day Verification Assessment?

No.

Is Roscoe SBGL?• No.• Roscoe is considered grade level at midyear. He is not

significantly below. Creation of a READ Plan is optional, but Roscoe’s teacher will have to continue to progress monitor to make sure Roscoe is making adequate progress throughout the year..

PARENT COMMUNICATION AND INVOLVEMENT

• The READ Act requires a high level of parent participation and communication.

Parents of students who are performing Significantly Below Grade Level must be notified in writing within 30 days of verification. By law, specific information must be mentioned in this

notification, so teachers MUST use the form letter on the ARE website for this purpose. This letter will require both the teacher’s and principal’s signatures.

Before the form letter goes home, teachers should attempt to contact the parent over the phone to discuss the student’s status, as this may be a difficult topic for parents.

The READ Act requires that teachers contact the parents and partner with them to jointly create the READ Plan. Only after THREE attempts documented on the READ Plan

in OASIS can teachers create the READ Plan without the parent and share that information with him/her upon completion.

PARENT COMMUNICATION AND INVOLVEMENT

When teachers meet with parents to create the READ Plan and discuss the student’s status, several points must, by law, be discussed. Teachers MUST use the Parent Talking Point Document

to guide them in this discussion and provide parents with the Parent READ Act Information brochure. (Both docs on ARE website)

In this session, the law requires that the teacher mention retention among other intervention options. It should be noted that though retention could be considered, it is recognized as a drastic measure that is not appropriate for most children.

SUPPORT DOCUMENTS FOR COMMUNICATING WITH PARENTS

• DPS has created documents that will help teachers meet the state requirements for communicating with Parents. (http://dpsare.com/read-act/)

QUESTIONS?

o Questions on the READ Act, Parent involvement, or how to determine SBGL?

THE READ PLAN

1. Online Wizard 2. Paper/Pencil in Assessment Apps (must input info online)

A READ Plan is…• …a general education intervention plan that is available to all

students reading significantly below grade level. • …an individual student reading intervention plan focused on a

student’s most necessary areas of reading development. • …a living document and remains open until the student is

reading on grade level as evidenced through a body of evidence and one reading assessment score indicating grade level reading.

Who creates the READ Plan?• The general education teacher, special education teacher, and

other appropriate school personnel will collaboratively work to create the READ Plan with the parent/guardian.

WHAT IS A READ PLAN AND WHO CREATES THEM?

WHO IMPLEMENTS THE READ PLAN?

The most qualified teacher (general education or special education) or reading interventionist (who regardless of licensure has the specific expertise in research–based reading instruction) provides the reading instruction and interventions in order to meet each student’s learning needs. • For students with disabilities: Schools should take into account

both professional expertise in literacy instruction and knowledge of the impact of disability on learning to read when deciding the best method for implementing the READ Plan.

READ PLAN COMPONENTS

• Student Information• Language Development• Body of Evidence

– Presents all of the assessment information that is collected at the district and State level.

Teachers enter additional assessment information, classroom observations, and other information/considerations.

• Analysis of Body of Evidence Teachers choose ONE OR TWO areas of focus that will

most impact the student’s reading achievement. Teacher completes narrative boxes identifying skills to

improve upon in area of focus and explanation of how this focus/skill will bring the student to grade-level reading.

READ PLAN COMPONENTS

• Intervention Plan(s) The teacher will write a separate intervention plan for each

area of focus selected. Each intervention plan includes:

A goal based on area of focus Description of the instructional techniques, strategies,

and/or approaches the teacher will use (Example: “make and break” sight words)

The reading program to be used in conjunction with techniques, strategies, and/or approaches (Example: Guided Reading Plus)

How teacher will progress monitor the student Parent strategies being done at home to assist in the

student achieving grade-level reading.

READ PLAN COMPONENTS

• Results of Intervention Plan(s) Explanation if the intervention plan helped or did not help

the student meet/move towards their goal? Explanation whether the intervention plan should or should

not continue as part of the READ Plan If it does not, new intervention plan will be created.

READ PLAN COMPONENTS

Signatures: Teacher and parent/guardian will sign the plan electronically. A copy must be provided to the parent/guardian.

READ Plans can be downloaded and printed in English or Spanish directly from Assessment Apps.

*Note: Info entered into a plan will print exactly as it was typed. No translation occurs. If you want the plan in another language, then enter the info in that language.

After three documented attempts to have the parent help in creating the READ Plan, the teacher can complete the plan and present it to a parent/guardian for a signature.

Document each attempt in the separate boxes on the signature page.

READ PLAN COMPONENTS

Discontinue READ Plan: Does a body of evidence that includes one recent reading

assessment score indicate the student is reading at grade-level? If yes, teacher enters score to discontinue this READ Plan.

ARE will audit these scores and confirm whether plan can be discontinued.

READ PLAN CREATION

Since READ Plans focus on data driven instruction for a specific school year, a new READ Plan must be created each year for each student.• Interventions/strategies within plans are specific to teacher,

grade-level, and school. When these change, the plans must change.– Example: Teacher use of scripted lesson plans.

• Nothing should be automatically copied over, but modified by the teacher

• Previously created READ Plans for each student are available in OASIS.

UPDATES THROUGHOUT THE YEAR

Since a student’s READ Plan is a living document… …teachers update and modify the READ plan as necessary

throughout the year or whenever changes need to be made based on progress monitoring. – For example, if a student reaches their goal or succeeds in

their area of focus as demonstrated through a body of evidence, then a new goal or area of focus should be created.

– Similarly, if a particular strategy is not helping a student make progress another strategy should be implemented and then documented in the Review and Recommendations page of the READ Plan.

• …updates occur through OASIS Data Entry on the Assessment Applications website.

REMOVAL FROM A READ PLAN

Two necessary requirements…1. student achieves a grade level score on a READ Act

assessment 2. a body of evidence also indicates grade-level reading.

*Please refer to each assessment’s grade–level expectations and DPS Body of Evidence Guidance document on ARE’s READ Act webpage.

To Remove: Open READ Plan Navigate to final screen Click “yes” to

question Enter recent grade level assessment score Notify the parent/guardian that a READ plan is no longer

necessary as the student is now reading on grade-level. Teachers may use the DPS Removal from a READ Plan on

the ARE’s READ Act webpage for this purpose.

NEW PLANS IN THE SPRING

The intent of the READ Act is to provide our most struggling and vulnerable readers with the supports needed to reach grade level proficiency, including a READ Plan that provides appropriate targets and strategies, as soon as possible after a teacher becomes aware that a student is reading SGBL.

Sometimes this is not possible due to timing at the end of the school year.

Schools should assess students they suspect are reading SBGL early enough in the window to be able to implement a READ plan if needed.

NEW PLANS IN THE SPRING CONT.

Is there a reasonable amount of time before the end of the school year to meet with parents, create, administer, and monitor a READ plan?

If yes then the teacher… creates READ Plan with parents, implements, and monitors the

READ plan through the remainder of the school year.

If no then the teacher… creates the Bridge Plan in Assessment applications notifies the parent of: SBGL status, a confirming assessment will

be given next fall, and their child may be put on a READ plan at that point.

discusses home reading strategies that the parent can do to help their child improve their reading skills over the summer. (Use “DPS Spring Bridge Letter to a READ Plan”)

QUESTIONS?

o Questions on READ Plans.

THE READ ACT & RTI

Response to Intervention (RtI) should be used hand-in-hand with…• the READ Act to help students get the interventions that are

most appropriate for them. • students who are below grade level, but are not SBGL.

• RtI Resources :

– Getting Started: http://rti.dpsk12.org/get-started/– Provides information and guidance for teachers on

the RtI process

– RtI Appendix: http://rti.dpsk12.org/appendix/– Provides DPS RESOURCES to guide you, DPS

FORMS to empower you, and TOOLS to implement for each step in the RtI DATA INQUIRY PROCESS after selecting GRADE, FOCUS, and SUBJECT.

READ PLANS & SPECIAL EDUCATION

While the law allows for READ Plans and IEPs to be combined, DPS has decided it is in the best interest of the district to create separate READ plans for students who have IEPs.

Review the Special Education and READ Act document to check to ensure IEP can be used as the READ plan.

READ PLANS & SPECIAL EDUCATION

New Shortened READ Plan for Students with IEPs• If IEP addresses literacy, much of the required READ Plan

documentation is already incorporated into the IEP. • Prior to a parent meeting, review student’s IEP to ensure it

addresses literacy. • Follow steps on next page.

Steps for students with an IEP that address literacy Log into Assessment Applications Click on OASIS Data Entry On the Student Summary tab, under column Create READ

Plan, select the Create Plan button. In the Student Information section of the READ Plan,

teachers will select the “IEP with Literacy focus” button. Teacher confirms necessary READ Plan info is in IEP Teacher completes the rest of the READ Plan

READ ACT & ENGLISH LANGUAGE LEARNERS

• Teachers will assess English Learners based on their primary language of instruction. – If instructed in both languages, choose language in which

majority (more than 50%) of the student’s literacy instruction occurs on a daily basis.

• Use the Language of Assessment document to help make this determination.

• Students are not required to be tested in both languages.• If students are reading SBGL in their primary language of

instruction, a READ Plan will be required.

Primary language of instruction is…

Initial Assessment 30 day verification to confirm SBGL status

EnglishDRA2 STAR Early Literacy

ISIP ER ISIP ER

SpanishEDL2 EDL2 Progress Monitoring

ISIP Español ISIP Español

EXEMPTIONS

Exemptions from Testing Exemptions from READ Plans

1st year Enrolled Exemption Language Exemption

Special Accommodations Exemption Grade-level Exemption

Entering Exemptions:All exemptions will be entered individually in the Assessment Applications.

Follow these steps:1. Log in to Assessment Apps 2. Click OASIS Data Entry 3. Under Exemption column, Click “Create

Exemption” 4. Select the correct exemption.

STUDENT EXEMPTIONS FROM TESTING: 1ST YEAR ENROLLED

1st Year Enrolled – to qualify students must meet all 3 requirements:

1. English Learners 2. scored Non-English Proficient (NEP) on W-APT assessment3. in first year of enrollment in a US school.

Please note: Infinite Campus data should be used for this decision. Please check that an EL’s data in IC is updated on the summary page at the bottom.

STUDENT EXEMPTIONS FROM TESTING: SPECIAL ACCOMMODATIONS

Special Accommodations Exemption–Due to limited allowable accommodations on CDE approved assessments, some students with disabilities cannot access the assessment. This unintended exclusion of some students reading SBGL is currently being addressed by a state-wide task force.

• All students should be assessed using approved accommodations to receive a valid and reliable score as outlined by the author of the assessment.

• If this is not the case, students may be exempt from testing. – Schools can use non-approved accommodations to obtain

instructional information even though the score will not be reported to the ARE department.

• This decision should be made on a student-by-student basis. • DPS recommends testing students when appropriate.

STUDENT EXEMPTIONS FROM READ PLAN: LANGUAGE ISSUE VS. READING ISSUE

Language Exemption (Only applies to ELA-E students)If an ELA-E’s assessment score is SBGL and the teacher determines it is related to the student’s language development, then the student can be exempt from a READ Plan. • ARE recommends a READ Plan focused on Language

Development to help these students.• Teachers should use the following student info to help make

this determination:• ELL designation• English Proficiency based on W-APT• ACCESS scores and ACCESS Trajectory Status• Classroom observations• Other standardized assessments (CMAS, DRA2, SRI,

etc.)*Please note: there are some cases where a teacher will have to make the decision with limited data.

*More detailed information is available in the READ Act Guidebook.

STUDENT EXEMPTIONS FROM READ PLAN

Grade-Level Exemption • After fall testing, a student who previously was on a READ Plan

has an assessment score that indicates grade-level reading and a body of evidence supports this score, the student does not need a READ Plan.

• Enter the grade-level exemption in Assessment Applications.

3RD GRADE ADVANCEMENT/RETENTION POLICY

DPS will not retain any student solely based on Significantly Below Grade Level (SBGL) identification in reading, but continue to use current Policies IKE and IKE-R. DPS highly recommends retention only be used in extreme cases when all other interventions/strategies have been exhausted because of the decades of research that shows retention as ineffective and harmful.• Policy IKE: (Click here) provides grade retention depends on several factors

including all of the following: – Academic skills, – maturity, – satisfactory completion of assigned work, and – likely success in completing the academic work at the next grade level.

• Policy IKE-R: (Click here) provides specific timeframe beginning 4 months before end of year and if parents and principal do not agree, the student will not be retained.

Exemptions from the retention/advancement conversation by law:• students with disabilities eligible to take alternative statewide tests or the

student’s disability impacts progress in developing reading skills,• students with limited English proficiency,• students previously retained in 3rd grade.

3RD GRADE ADVANCEMENT/RETENTION POLICY (CONT.)TIMELINE

Month Action Steps

January (early) ARE provides list of required students in School Folders.

January –by end of month 1. Schools send Meeting Notification letters to parents2. Schools call parents to set up meetings.

February through end of year

1. Meetings occur 2. READ Plans updated by teacher

March 1st If retention is seriously considered, academic interventions to address the student's needs will be developed and implemented by the first school day of the month.

March through end of school year

If retention is seriously considered, continue to thoroughly follow Policy IKE-R

Anytime after meeting Complete and send Post-Meeting letter to parent informing of decision and rationale. For retained students, a copy of letter must be put in student’s permanent record.*More information on ARE’s website

SUMMER ACADEMY 2015

All K-3 students on READ Plans will be required to attend the DPS READ Summer Academy in June.

• For more information visit the Summer Academy website: http://ela.dpsk12.org/instruction/dps-summer-academy/

• Contact: – Alejandra Estrada – Alejandra_Estrada@dpsk12.org or

DPSSummerAcademy@dpsk12.org – 720-423-3523

ASSESSMENT APPLICATIONS & OASIS DATA ENTRY

• All READ Plans are created and data is entered through https://are.dpsk12.org/assessapps/ or https://aresecure.dpsk12.org/assessapps/

Let’s watch how I access OASIS Data Entry in Assessment Apps.

ASSESSMENT APPLICATIONS & OASIS DATA ENTRY

ASSESSMENT APPLICATIONS & OASIS DATA ENTRY

QUESTIONS?

READ ACT ASSESSMENT WINDOWS, REQUIRED STUDENTS, AND ASSESSMENTS TO USE

READ Act Windows

Let’s take a look at the Timeline and Requirements Document. (Under General Resources http://dpsare.com/read-act/)

Fall(Initial

Screener)

Fall (30 Day Verification)

Midyear Spring

Kindergarten

8/24 – 10/23 10/26 – 12/14 12/14 – 2/3 4/6 – 5/17

Grades 1-3 8/24 – 10/5 10/6 – 11/19 12/14 – 2/3 4/6 – 5/17

Grades 4-12 8/24 – 10/5 N/A 12/14 – 2/3 4/6 – 5/17

QUESTIONS?

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DRA2/EDL2

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Created with the help and guidance of Curriculum & Instruction and the English Language Acquisition departments in Denver Public Schools.

DRA2/EDL2 MATERIALS

All materials can be found on Curriculum and Learning website under Elementary Literacy Program Curriculum, Instruction, & Assessment Reading Assessment

Missing/Lost/Additional kitsIf your school needs new DRA2/EDL2 kits, you will have to order them out of your own budget through Pearson. Call 1-800-321-3106 or visit their ordering website: http://www.pearsonschool.com/index.cfm?

New grades/New SchoolsVisit this website and click the DRA2/EDL2 tab.

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PURPOSE OF DRA2/EDL2

Why administer the DRA2/EDL2?

• identify students reading significantly below grade level for READ Plans

• the School Performance Framework (SPF)• gather data as part of a body of evidence for

students• gain knowledge on the student’s current

literacy skills to accelerate growth• make a teacher’s job easier for guiding

instructionRemember: Nothing can replace or show more about a student than sitting down and observing them read.

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WHO ADMINISTERS?

• It is imperative that teachers administer the DRA2/EDL2 to their students.

Observing the child as s/he processes text, solves problems, and responds to prompts is part of what the teacher needs to understand. Good teaching relies on good assessment. Nothing can replace a teacher observing their students while reading to guide instruction.

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OPTIONS TO MAXIMIZE INSTRUCTIONAL/TESTING TIME

Better training - The more trained teachers are in administering the DRA2/EDL2, the quicker they can give the assessment. Use Moodle training and hold a collaborative scoring session with all teachers.

Admin offer a testing day with a substitute – if schools provide a substitute, a teacher should be able to test almost all of their students in one day.

Volunteers from Central Office – Have the principal or Instructional Superintendent reach out to central office to acquire volunteers for the classroom. Teachers can then pull students while staying within the room to assess.

Reading Engagement: Utilize classroom volunteers – They can administer the reading engagement portion of the assessment to students.

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CONCERNS WITH ADMINISTERING THE DRA2/EDL2

• Inflation of scores:– Whole School: ARE recommends a calibration session with

the entire staff to collaboratively score. (Use videos within the Moodle Training course in Schoolnet)

– Individual teacher: provide teacher with direct professional development in administering DRA2/EDL2.

• A summative/End-of-Year assessment and using a well-trained other to administer the assessment: – Spring scores do not signal the end of instruction, but

inform the last several weeks of instruction.– A good teacher, armed with information gleaned from this

assessment, could move a student another level or more in the last 3-6 weeks of school.

– Never separate a teacher from the information they need to teach!

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DRA2/EDL2: TEACHER TRAINING OPTIONS

SALs will submit names to ARE to verify training. Teachers use the click-path on the ARE website to

find and complete the training.

Training Type Who is required? Who trains? Training method

DRA2/EDL2 Schoolnet Moodle Training

• New teachers to DRA2/EDL2

• Anyone in need of refresher

Self-paced online • Individual online• Data teams• Grade-level• Whole staff PD

ARE’s Training PPT with Calibration Session

• Anyone in need of refresher

SAL or admin • Data teams• Grade-level• Whole staff PD

DRA2/EDL2 Progress Monitoring Video

Anyone in need of refresher

Self-paced online • Individual online• Data teams• Grade-level• Whole staff PD

DRA2/EDL2 RESOURCES

• Elementary & K8 DRA2/EDL2 Guidebook provides:– Overview– DPS Target Level Expectations– Administration Clarifications– SLO and DRA2/EDL2 Guidance– ELL Guidance– Special Education Accommodations

WHAT IS STAR?

STAR is a computer adaptive assessment from Renaissance Learning that assesses students’ progress in literacy and informs instruction by:

• Sampling student performance on early literacy and reading and providing periodic estimates of growth

• Informing programmatic decisions (e.g., intervention or acceleration groups) for READ Plans

• Identifying focus for instruction

• determining if student is responding to intervention through progress monitoring

WHAT DOES STAR MEASURE?

STAR Early Literacy STAR Reading

Overall Reading Ability

Estimated Oral Reading Fluency (ORF)

Comprehension in Core Learning Progressions:• Alphabetic Principal• Concept of Word• Visual Discrimination• Phonemic Awareness• Phonics • Structural Analysis• Vocabulary• Sentence-Level Comprehension• Paragraph–Level Comprehension• Early Numeracy

Comprehension in Core Learning Progressions:• Read: Foundational Skills Phonics and Word Recognition• Reading Literature: Key Ideas and Details Craft and Structure Range of Reading and Level of Text Complexity• Reading Informational Text Key Ideas and Details Craft and Structure Range of Reading and Level of Text Complexity• Language Vocabulary Acquisition and Use

STAR ACCOMMODATIONS

Remember, accommodations are changes:– made to assessment procedures that provide students with

an equal opportunity to demonstrate knowledge and skills– that do NOT affect the reliability or validity of the

assessment or alter the instructional level, content, or the performance criteria

STAR REQUIREMENTS (K-3 ONLY)

SALs use resources to train teachers in administering assessment.

• How to access website:– Go to: https://hosted252.renlearn.com/245193/– SAL Login:

• Username: school number + admin = xxxadmin• Password: denver1

*You will be prompted to change your password upon entering the website. Share with necessary admin staff.

• Use the Student Experience documents for screen shots that walk a student through logging into and completing the assessment.

*ELA-S students will use EDL2 Progress Monitoring for the confirming assessment. Refer to the Timelines & Requirements document.

Assessment Who’s required? When? Purpose

STAR Early Literacy Enterprise (SELE) and STAR Reading Enterprise (SRE)

All 1-3 students receiving instruction in English scoring at or below state DRA2 cut scores

Within 30 days of DRA2

Used to confirm or negate SBGL status.

BEFORE STAR TESTING TASKS

1. Verify Access to Renaissance Place Using SchoolNet one click teacher log in or use link below.

2. Determine location for students to test3. Check the testing environment (STR check-in)

Reboot computers night before assessment Bookmark Renaissance Place student login

page https://hosted252.renlearn.com/245193 Teacher takes a test on the demo site

4. Print student login information using How to View Student Usernames & Passwords

5. Enroll students with correct product using this document.

STAR RESOURCES

• Use these resources from ARE's STAR website to administer:– TIPS for Getting Started

– Pretest Instructions

– STAR Technical Best Practices for STRs

– How to View Student Usernames and Passwords

– Student Experience – STAR Early Literacy or STAR Reading

SRI Test Administration Training

Training Overview Scholastic Reading Inventory Assessment Overview Training Handouts Student, Teacher, Leader Experience Tips for administrating SRI Scholastic Achievement Manager (Educator Access) Scholastic Reading Inventory (Student Access) Using the SAM Smartbar Adding and Enrolling Students in SAM Running reports/ Reports Overview Finding Resources Selecting the Right Books SRI Performance Standards Educator’s Guide – Reproducibles for Parent letters, Conference Log,

Reading Log, etc. (Pages 120-139) Training Sign-In Sheets and Contact Information

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Scholastic Reading InventorySRI Overview Scholastic Reading Inventory (SRI) is a computer-adaptive reading

comprehension assessment that provides an assessment of student reading levels, reported in lexile measures. The teacher and administrator component of SRI is the Scholastic Achievemnet Manager (SAM). SRI test results are automatically calculated and sent to SAM, which generates a variety of reports that help teachers and leaders monitor student progress and make data-driven decisions. On average, students are expected to grow approximately 75-100 Lexiles per year.

SRI … Provides benchmarking assessment for screening Allows teachers and leaders to forecast and track growth Generates immediate actionable reports for students, teachers and

administrators Encourages accountability Reports on the Lexile Framework for Reading Matches readers to leveled text

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SRI Resources – Today’s HandoutsSRI Assessment and Reporting GuideGrowth Expectations Guide – Available on

ARE WebsiteEducator’s Guide – Available on ARE Website Performance Bands in Lexile MeasuresSRI Best PracticesSRI Test Administration Training PowerPointSRI Quick Reference GuideTeacher/Staff SRI Training Sign-In Sheet

All Handouts/Resources can be found on our website at:

http://testing.dpsk12.org/resources/sri.html75

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Student Accounts uploaded into SAM from Infinite Campus

Accessing SAM (Educator Access)• Type in the following url address:http://dpssri01.dpsuser.dpsk12.org:55880/slms/EducatorAccessSAM Username and Password: Sent separately to school sites Accessing SRI (Student Access) 1.   Type in the following url address: http://dpssri01.dpsuser.dpsk12.org:55880/slms/StudentAccessSRI Student Username and Password:  Student’s 6-Digit DPS Student Number  Adding Students to SAM (Students not in SAM) for SRI Testing1.Log Into SAM 2.Double Click on Grade Level3.Click on Add Student4.Student Username/Password5.Add First Name, Last Name and 6-Digit Student ID Number6.Click Save7.Click on Manage Enrollment8.Checkmark student’s box for SMI enrollment and click SAVE 

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Scholastic Reading Inventory Reports  College and Career Readiness ReportThis report shows student Lexile scores from SRI tests in relation to real-world texts of varying types and difficulties. This report is used to demonstrate to students what reading levels are necessary to succeed in real-world situation where comprehension of various texts is required.Reading Performance ReportThis report shows students’ performance standards based on the results of their latest SRI Tests. This report is used to set goals for students, and to identify students who are performing at low performance standards.Growth ReportThe purpose of this report is to identify the growth each student is making, check the dates of tests for an individual student. On average, students are expected to grow approximately 75-100 Lexiles per year. This report is used to provide opportunities to challenge students who show significant progress and to provide appropriate levels of intervention and support for students who are showing little growth.Intervention Grouping ReportThis report groups students under the four SRI performance standards. The report is used to target for additional support students whose performance is Below Basic or Basic. This report is used to plan appropriate instructional support and intervention for students who are reading below grade level.Student Progress ReportThis report shows a student’s results on all SRI tests and is used to share the information with students, noting changes in performance from test to test.Student Action ReportThis report shows an individual student’s SRI test history, a reading placement chart targeting appropriate Lexile ranges for different reading purposes and teaching recommendations to help the student meet grade-level expectations.Recommended Reading ReportThis report provides an individualized list of books for a student, based on his or her reading interests and SRI Test Results.Student Test PrintoutThis report provides a complete printout of the last SRI Test the individual student has completed. The printout includes each passage and all four answer choices, with the student’s answer choice and the correct answer choice both indicated. The source of each passage is also listed.

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Reproducibles located in Educator’s Guide – Pages 120-139

Reproducibles include Parent Letters, Conference Records, My Personal Goal, Reading Log, Book Recommendation and Lexile Framework for Reading Map

Training Sign-In SheetsThank you for signing today’s

sign-in sheetPlease train all of your new

teachers and staff members proctoring SRI prior to testing

Email READ Act Staff Training Sign-In Sheets to Peter_tardif@dpsk12.org, but also copy Karen_lutz@dpsk12.org

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CLOSING

• Rochanda Jackson - Manager of Assessment Administration

Rochanda_jackson@dpsk12.org 720-423-3758

• Karen Lutz - Senior Assessment Specialist (SRI)

Karen_lutz@dpsk12.org 720-423-3020

• Peter Tardif - READ Act Coordinator (DRA2/EDL2, Istation, STAR)

Peter_tardif@dpsk12.org 720-423-3766