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Midyear Kindergarten Literacy Assessment Updates

January 2010

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Outcomes

Ensure consistency with DRA2/EDL2 kindergarten midyear administration practices across the district

Be knowledgeable about testing guidelines, updates, and schedules, and online data entry (OLADE)

Understand the ILP process and how the online ILP tool works.

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DRA2/EDL2 Updates

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2009-2010 Midyear Kindergarten Literacy Assessment Guidelines

In midyear (Feb. 2-26), any kindergarten student not on track in his/her literacy development should be administered the DRA2 or EDL2 for an Independent Text Level. These students: are estimated to be an Independent Text Level 1 or below. are not likely to read at an Independent Text Level 2 by the end of the

second trimester (Feb. 20). do not have a good understanding of letters, sounds, and concepts of

print. are not on track in their literacy development.

Examples of other Body of Evidence tools to use in determining whether the student is/is not on track may include Word Analysis Tasks, running records, classroom work or informal assessments.

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2009-2010 Midyear Kindergarten Literacy Assessment Guidelines

Student testing exceptions may include:

A student who is an English Language Learner and was enrolled after May 1, 2009 and whose English is not yet developed enough to yield useful instructional information.

A student who has a disability that makes the test administration inappropriate. Please contact your network special education Program Manager for assistance (contact information on Slide 26).

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2009-2010 Midyear Kindergarten Literacy Assessment Flowchart

This document provides guidelines on whether to test a kindergarten student and place him/her on an ILP.

If a student is tested at midyear, DRA2/EDL2 data and whether that student is reading at grade level should be entered in OLADE by Friday, 2/26/10.

http://testing.dpsk12.org/resources/cbla.htm.

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K-3 Independent Target Text Levels for DRA2/EDL2 across the Year

Grade FALL MIDYEAR SPRING

K A 2 3

1 3 12 16

2 16 20 28

3 28 34 38

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In the spring, all K-3 students must be assessed with the DRA2 Independent Text Level unless:

The student has a disability that makes the test administration inappropriate.*

The student is an English Language Learner who was enrolled after May 1, 2009 and whose English is not yet developed enough to yield useful instructional information.

*Note: An exception must be approved by a special education Program Manager (contact information on Slide 26).

2009-2010 Spring K-3 Literacy Assessment Requirements

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What does “Independent” Mean?

LEVELS A–3:

Do not use the continuum; use the following criteria which are found in the shaded tables after the transcripts.

INDEPENDENT = Levels A – 1: The student makes 1 or FEWER miscues. Level 2: The student makes 2 or FEWER miscues. Level 3: The student makes 3 or FEWER miscues.

NOTE: To confirm, continue the assessment with the next (higher) level. The independent level is the highest level at which the student falls within the independent (non-shaded) range. For example, for Levels A-1, move the student up to Level 1 or 2.

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What is the Independent Level for Levels A-3?

See Oral Reading, Percent of Accuracy Table at the end of the book transcript.

IND column = Independent Level

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Online Data Entry (OLADE)

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Midyear Online Data Entry (OLADE)

Midyear, DPS will collect DRA2 /EDL2 data online for Kindergarten students identified as “not on track” in literacy development.

After logging into OASIS, each teacher may choose the option “Manage Student DRA/EDL Data” from the main menu. A class or section must then be chosen, which prompts an alphabetic class list.

For every student tested midyear, teachers should enter:

•A DRA2/EDL2 Independent Text Level, ORF & Comp (when appropriate*), and

•Whether the student is reading at/above or below grade level.

*No ORF or Comp values are collected for levels A-3.

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Word Analysis Tasks in OLADE

Kindergarten teachers have the option in Midyear and Spring to enter Word Analysis Task data (1-7) for students who previously scored at No, Little or Some Control.

To access this tool, log into OASIS and choose the option, “Manage Student Word Analysis Data” from the main menu.

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The ILP Process

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The ILP Process: One SMART Goal at a Time

Select primary areas of focus and one SMART Goal for Intervention 1.

SMART Goal may be organized by a text level OR Word Analysis tasks 1-7.

Consult with student and parents/guardians in selecting strategies for which they are responsible.

Identify interventions for SMART Goal/ Intervention 1, which must also be documented on p. 2.

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The ILP Process: One SMART Goal at a Time

Select primary area of focus

Write one SMART Goal for Intervention 1 (text level or WA tasks)

Identify interventions for SMART Goal/ Intervention 1 and document on p. 2

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The ILP Process: P. 2 - BoE Response to Intervention 1

P. 2 of the ILP provides space to plan and document interventions and progress monitoring for students.

This page provides structure for the BoE to be gathered (could also be used for the BoE if a SIT consultation is necessary).

The Progress-Monitoring Plan should correspond directly with the Progress-Monitoring Data.

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The ILP Process: P. 2 - BoE Response to Intervention 1

Describe intervention(s) noted for SMART Goal/Intervention 1 on p.1.

Identify Progress-Monitoring Plan.

Plan above should correspond directly with Progress-Monitoring Data.

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Online ILPs

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Online ILPs Schools have the option to

create and then print ILPs online, via OASIS. ILPs can be printed in either English or Spanish.

Use the “Manage Student ILP” function to create, edit and print ILPs.

ILPs may be created online, and then printed for parent consultation and signature each semester.

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Online ILPs in Spanish The ILP Wizard prompts users to choose

an English or Spanish print option. The ILP Wizard screens for Spanish

printout appear exactly as they do in English. All text is in English.

For blank or open fields the teacher should write in Spanish to ensure the printed copy is written entirely in Spanish.

Helpful reminders will appear on screen, reminding teachers who chose Spanish option to write in Spanish.

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Steps for Creating an Online ILP

Before, during and after using the online ILP tool, you will:

Identify the teacher who will create or “own” the ILP. Use the ILP Wizard to determine area of focus, SMART goal, teacher

strategies, interventions, and accommodations and enter information online.

Confer with parents/guardians/students by either reviewing ILP Wizard screens on computer OR using a hard copy printout of ILP.

Complete “Parents will…” and “Students will…” sections and update online ILP, during OR after conference.

Obtain signatures on hard copy of final ILP. Give a copy of the signed ILP to parent. Place a signed copy in the

student’s records at the school, preferably the student’s cumulative folder.

Check “Parent Signature on File” box on last screen of ILP wizard. Edit the ILP with Progress Monitoring information as needed.

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Steps for Creating an Online ILP

These steps can also be found on the ILP Wizard’s Welcome page.

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Final Steps for Managing an Online ILP

Make sure the content of the hard copy ILP and the online ILP match!

When all data are entered and parent/guardian signatures are on file, save and check “Parent Signatures on File” box on the last screen on the ILP Wizard. This will lock page 1 of ILP from further changes.

Edit the ILP with Progress Monitoring information as needed.

For more information on using the online ILP, please see training resources on Assessment & Research’s CBLA website, http://testing.dpsk12.org/resources/cbla.htm .

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Guidelines for Students with Disabilities

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Questions about Students with Disabilities

If you believe that administering the test would yield little instructional information for a student with disabilities who is not on track in literacy development, contact your network special education Program Manager. The DRA2 is appropriate for some CSAPA-eligible and center-based

students. An exception from testing must be approved by your network special

education Program Manager. Network 1: Robert Frantum-Allen Network 2: Becky Ford Network 3: Beth Nelson Network 4: Erin Turner Network 5: Nancy Garcia E-8 Network: Jodi Trujillo

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Students with Disabilities and ILPs

All students who read below grade level in grades K-3, including students with disabilities, are required to have an ILP, with the exception of CSAPA-eligible students. Align the ILP goals with the IEP literacy goals, but

don’t make them identical. The ILP and the IEP address different types of goals

and purposes; ILPs are reviewed two times a year, and IEPs are reviewed once a year.

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Contact Information

For questions about DRA2/EDL2 Administration:

Debbie Milner, Elementary Literacy Coordinator, 720.423.3616 Monica Nurrenbern (Dilts), Humanities Coordinator, 720.423.2565

For questions about CBLA Data Collection/ Online Reporting and Online ILPs:

Marnie Moody Cooke, Literacy Assessment Coordinator, 720.423.3156 Trudy Eret, Literacy Assessment Coordinator, 720.423.3547