Iowa Department of Education Early Literacy Implementation & Support Summer / Fall 2014

Iowa Department of Educati on

Early Literacy Implementation & SupportSummer / Fall 2014


Questions? Please type any questions into the chat box and

we’ll address them:As we move through the powerpointAt the end of the information-sharing


Big Ideas1. Universal screening in reading grades K-32. For students with a “substantial deficiency” in reading:

a. Progress monitoringb. Intensive instruction, including 90 minutes a day of scientific, research-

based reading instructionc. Notice to parents:

The student has a substantial deficiency Strategies they can use to help the child succeed Student progress reports

d. Retention if the student is not proficient by the end of third grade, did not attend the summer program, and does not qualify for a good cause exemption


1. Universal Screening All K-3 students, 3x/year Use Department-approved tool

Valid, reliable, technically adequate for universal screening

Use vendor benchmarks Provide alternate assessment for students with

disabilities whose IEP indicates it is required Department-approved assessments on DE

website (and next slide)



2.a. Progress MonitoringFor all students who exhibit a substantial deficiency

Monitor weekly Use Department-approved tool

Valid, reliable, technically adequate for progress monitoring Use vendor benchmarks

A student with a substantial deficiency in reading is a student whose reading performance is below a standard set on an approved assessment and whose progress on an approved assessment is minimal

**Definition will be operationalized by IDE


Substantial Deficiency A student with a substantial deficiency in reading is a

student whose reading performance is below a standard set on an approved assessment and whose progress on an approved assessment is minimal.

Students are considered to have a substantial deficiency in reading when they meet either of the following criteria: Score below the vendor benchmark during a universal

screening period directly after a screening period in which they were considered at-risk of being substantially deficient.

Score below the vendor benchmark for two consecutive universal screening periods.


At-Risk to be Substantially Deficient Students

All students who are identified as at-risk of having a substantial deficiency are required to receive weekly progress monitoring. This will allow schools to monitor the student’s progress to ensure he or she is on track to meet end of the year reading goals (i.e., spring benchmarks).

Intervention for students who are at-risk is highly recommended. If multiple data points suggest a student is not on track to meet end of year goals (i.e., spring benchmarks), interventions should be implemented for the at-risk student.


2.b. Intensive Instruction For any student with a substantial deficiency, provide:

90 minutes a day of scientific, research-based reading instruction, which may include:o Small group instructiono Reduced teacher-student ratioso More frequent progress monitoringo Tutoring or mentoringo Extended school day, week, or year serviceso Summer reading programs

A reading curriculum that does all of the following:o Assists in developing skills to read at grade-levelo Provides skill development in phonemic awareness, phonics, fluency, vocabulary, and

comprehensiono Is implemented by certified staff with appropriate training and PDo Is implemented during regular school hourso Provides curriculum in core academic subjects

Until the reading deficiency is remediated.


Intensive Instruction Guidance: For students who exhibit a substantial deficiency in reading, 90

minutes of research-based reading instruction, a district’s core literacy block satisfies the requirement to provide this service. If a district’s core instruction is not at least 90 minutes and composed of scientific, research-based reading instruction, then it is required that the district implement such a program for students with a substantial deficiency in reading.

Districts must provide additional instruction or support to students identified as being substantially deficient in reading beyond the 90-minute requirement, which may include but is not limited to small group instruction; reduced teacher-student ratios; more frequent progress monitoring; tutoring or mentoring; extended school-day, week, or year; and summer reading programs.


2.c. Notice to Parents The parent or guardian of a student who exhibits a substantial

deficiency in reading must receive: Notice that their student has been identified as having a substantial

deficiency (annually) Information on services currently provided to the student (annually) Notice of proposed supplemental services the district will provide (annually) Information on strategies the parents/guardians can use to help the child

succeed (annually) Information on their students academic progress and any other useful

information (quarterly) A plan for remediating the reading deficiency in a parent contract (one

time) Notice that they may enroll their student in an intensive summer reading

program if not proficient at the end of 3rd grade (one time)


Summer Reading Program Beginning May 1, 2017 each district must provide

an intensive summer reading program for any student who exhibits a substantial deficiency in reading

A one-time waiver from this provision will be available

The standards for an intensive summer reading program are being developed and reviewed by the Iowa Reading Research Center (IRRC)


2.d. Retention Beginning May 1, 2017, a student must be

retained in grade 3 who: is not proficient by the end of 3rd grade, ANDdoes not enroll in and complete the intensive

summer reading program, ANDdoes not quality for a good cause exemption


Reporting Report universal screening and progress monitoring data to the IDE

Report interventions and supports implemented to the IDE

Address reading proficiency as part of the CSIP using universal screening and progress monitoring data aggregated by classroom, school, and other student characteristics

Review chronic early absenteeism for its impact on early literacy as part of the CSIP

If more than 15% of an attendance center’s students are not proficient by the end of third grade, include in the CSIP strategies to increase the percent proficient, including school and community strategies


Questions? Please type any questions into the chat box and

we’ll address them.


Funding in 2014-2015 Last year’s funding was open in December This year’s funding is $8 million total

$4 million distributed equally to each district$4 million distributed per pupil based on 2012

certified enrollment Median allocation is $17,018.86 The DE will send directions to obtain funding

that will be similar to this year


Next Steps for all schools Provide training and support to access Iowa

TIER and implement FAST, in K-3 buildings: Summer 2014

Provide free access and support to Iowa TIER and implement FAST in K-6 buildings: 2014-2015

Provide free access and support to Iowa TIER and implement IGDIs, PK: 2014-2015


Questions?

Additional supports for overview:2013-12-12 Early Literacy Guidance Webinar

Latest Dept of Ed Guidance document:https://www.educateiowa.gov/documents/legislative-information/early-literacy-guidance

http://iowa.adobeconnect.com/p12ody0zp0w/

https://www.educateiowa.gov/documents/legislative-information/early-literacy-guidance




Additional AEA 1 ELI Support Sessions

Session 1: Overview of ELI/TIER Reports to useo Oct. 10 @ 10:00 OR Oct. 17 @ 1:00

Session 2: Substantial Deficiency/Progr. Monit.o Nov. 3 @ 10:00 OR Nov. 6 @ 1:00

Session 3: Student w/ Disabilities/Alt. Assess.o Nov. 24 @ 10:00 OR Nov. 26 @ 1:00

Session 4: Parent communication/contracto Dec. 8 @ 10:00 OR Dec. 10 @ 1:00

Session 5: Reporting/Attendance/Early Child.o Dec. 15 @ 1:00 OR Dec. 17 @ 10:00


Next Steps


TIER Reports How to access reports from TIER Which scores to use for on target to be

proficient

Documents

Iowa Department of Education Early Literacy Implementation & Support Summer / Fall 2014