Early Literacy Assessment Tool

Early Literacy Assessment Tool

Introduction

Amplify is proud to partner with Colorado Department of Education (CDE) and CO districts to continue providing the Early Literacy Assessment Tool on our platform. Schools that choose to participate in ELAT on our platform receive the following tools and supports:

  • mCLASS:Acadience Reading (formerly DIBELS Next): CDE approved interim assessment
  • mCLASS:IDEL: CDE approved interim assessment in Spanish
  • mCLASS:Acadience Reading Diagnostic (formerly DIBELS Deep): CDE approved diagnostic measure
  • Valuable instructional supports for teachers: Student- and class-level reporting, instruction tab: quick links to specific and targeted activities that correspond to identified student skill gaps, easy grouping tool to form small groups based on similar instructional needs
  • Connection to Parents
    • Home Connect letter to provide parents that explains student progress and activities that can be done at home. Letters are available in English and Spanish.
    • Parent website that includes parent friendly explanations of early literacy skills and provides many activities for them to engage with their child. The entire site is available in English and  Spanish.
  • Early literacy skill practice for students through the Boost app
  • Professional development resources
  • Quality customer care M-F 5 a.m. to 5 p.m. Mountain Time

Not sure where to start accessing mCLASS data?  Check out the new mCLASS Tips and Tricks.

Check out Amplify for the most up to date information and resources provided by Amplify such as:

Important Updates

Welcome to the 2021-22 school year! We are excited to support the ELAT schools!

Please note, we have moved the content for remote assessments to a new section so you can still access the information as needed.

ELAT FAQ

REMINDER – How to assess students who enroll after the benchmark window: 

Students that begin at your school after the benchmark window (BOY or MOY) is closed should NOT be assessed with the benchmark. Our guidance is to gather information to plan instruction for the students by progress monitoring all of the sub-measures based on the time of year. While the student may not be officially identified as having a significant reading deficiency, they should receive the appropriate instruction and intervention if needed. If data indicates they might need a READ Plan, the school can begin writing the READ Plan. The official SRD identification can take place at the next benchmarking period and will be reported to CDE during the READ data collection.

Progress Monitoring Expectations: 

  • Students scoring in the Well Below Benchmark Range: every 7-10 days
  • Students scoring in the Below Benchmark Range: every 10-12 days

For additional information/support on progress monitoring, please see our section on progress monitoring.

Assessments

We recognize the critical need to have current, reliable and valid data to drive your instruction. We have worked with the authors of the assessments, thought leaders from across the nation, and school districts of all sizes to develop specific guidelines to assist you as you plan for any remote assessments.

NEW Professional Development Opportunities

Building Readers for Leaders and Teachers
These sessions will bridge the ELAT teachers and leaders’ learning on the Science of Reading to mCLASS data and resources by supporting teachers and leaders with tying mCLASS data and SoR together.

Teachers will participate in (3) half day sessions.
Leaders will participate in (2) half day sessions.

Watch the newsletters for more information.

Data Analysis for Leaders and Teachers
The content and professional learning from our Data Analysis for Leaders and Data Analysis for Teachers sessions is being made available equitably and sustainably to all ELAT Project participants online. The modality is an online course, which can be completed concurrently within PLCs, supported by literacy coaches, and/or completed independently.

All ELAT schools are allocated 10 seats for teachers and 3 seats for administrators to this opportunity. These Data Analysis sessions will not be held live going forward. Please complete this form to ensure you have the seats needed for your school team to access this opportunity this school year.

Objectives for this content include accessing the various reports available in mCLASS to understand trends and student needs, and setting appropriate yet ambitious goals for students.

Office Hours

How to use the data to plan 2021-22, August 9, 2021: Recording and Slides

Science of Reading, Reminders and Resources, September 9th, 2021: Recording and Slides

Identifying students with a Significant Reading Deficiency (SRD) and using the diagnostic Monday, October 11th: Recording and Slides

Remote Assessments

Below you will find step by step directions, links to the student materials that you can download, short video clips to see examples of best practices in action. Also included are Caregiver letters and widows that will help teachers explain to Caregivers the process and how to help with the setup (English and Spanish).
Videos:

General guidance from the Acadience team

For Acadience Diagnostic (formally Deep) in a remote setting guidance, please  review Acadience Diagnostic Guidance. For materials, please go to Acadience Learning materials download. PA and WRD still should be administered using the mCLASS platform as you have in the past.

Key Points:

Before you assess:
1. Determine how you will show student materials and score in mCLASS at the same time.

 

Description

Recommended set up

  • One computer for video conferencing and sharing student materials.
  • One touchscreen device for scoring in mCLASS.

Modified set up

  • One computer.

Note: mCLASS app is optimized for touchscreen; scoring with a mouse may need more practice.

2. Familiarize yourself with the digital copies of student materials listed below.
3. Schedule virtual meetings with students. To communicate with English-speaking caregivers, consider sending this email or video. To communicate with Spanish-speaking caregivers, consider sending this email or video.
4. Determine how you will handle scenarios where there’s a lag:

 

Description

Record the meeting

  • Before the assessment begins, press the recording button on your video conferencing tool.
  • After the virtual meeting, listen to recording and rescore in mCLASS if needed.
  • Pick a decision rule for how to score ambiguous items and be consistent. For example, if you decide that you will give a student the benefit of the doubt and mark ambiguous similar sounding items correct when you can’t quite hear their answer, do this for all students you assess. Keep this decision rule in mind when you are interpreting data.

Use a phone

  • Before the assessment begins, call caregiver’s phone using your phone (type *67 before your number if you want your number to be hidden).
  • Ask the caregiver to press the speaker button.
  • Mute yourself and your student on the virtual learning platform.

While you assess:
1. Take the opportunity to connect individually with your students as they experience so much change. Don’t make the session solely about testing, and remind caregivers and students that the assessment is a way to see how you can best tailor instruction.
2. Make student materials visible to your student.

 

Guidance

Acadience:Reading

 

  • Use the share screen feature to display student materials on your screen.

For Daze, choose the model that works best for you:

  • Students complete the assessment during a video conference
    • Put a link to the student assessment site (mclass.amplify.com/student) and the student’s credentials into the chat box (learn how to generate student credentials in this video)
    • Ask your student to complete Daze.
  • Students complete Daze outside of video conference (caregiver support needed with log-in)
    • To provide student credentials and instructions to English-speaking caregivers, consider sending this email and video. To provide student credentials and instructions to Spanish-speaking caregivers, consider sending this email and video.

3. Score in mCLASS.

For mCLASS DIBELS Next (Acadience Reading), the Notes feature has been enhanced to include selectors for Remote or In-person administration mode. The administration mode is not selected by default. The assessor must actively make the selection in Notes to capture this information. Clicking on the selector will pre-populate the Notes with the corresponding value. Any additional notes you want to type in should be added to after this pre-populated value. This data can be used for custom analysis upon request.

 

Student materials

These materials are provided exclusively for use during school closings or other disruptions caused by the COVID-19 pandemic, by students and teachers for whom the corresponding materials have been previously purchased or licensed. Any other distribution or reproduction of these materials is forbidden without written permission from Amplify.

 

Materials

Acadience Reading and Acadience Diagnostic

Available for free download on the Acadience Learning website

IDEL

Available for free download on the University of Oregon’s website

It will be important to plan for the intervention needed to move students off of READ plans at Middle of Year (MOY) or at End of Year (EOY). A higher number of intervention blocks may be needed within the master schedule this year.  Also, Amplify is providing guidance on How to Deliver mCLASS Small Group Instruction Remotely. Please pass on this resource to any of your teachers that will be teaching remotely. 

Instructional Tools: 

Tools you have access to that are great for planning  and providing instruction         (remote or in-person)

 

On Demand Professional Development Resources for the beginning of the year:

December 15, 2020 Amplify ELAT Office Hours: Helpful Tips for Remote Instruction

ELAT December 2020 Office Hours – Helpful Tips for Virtual Instruction

Recording

January 5, 2021 Amplify ELAT Office Hours: Looking at BOY Data 2020

ELAT Recording ELAT Office Hours: Looking at BOY Data 2021

Recording

February 1, 2021 Amplify ELAT Office Hours: Using your mCLASS tools

ELAT Recording ELAT Office Hours: Using your mCLASS tools

Recording

March 3, 2021 Amplify ELAT Office Hours: What are the MOY ELAT data telling us?

ELAT Recording ELAT Office Hours: What are the MOY ELAT data telling us?

Recording

May 3, 2021 Amplify ELAT Office Hours: Summer School and Back to School Planning

ELAT Recording ELAT Office Hours: What are the MOY ELAT data telling us?

Recording

Benchmark Windows

2021-22 Benchmark Windows

Please fill out this form so that your window is set correctly.

ELAT students need to be assessed within the first 30 calendar days of schoolKindergarten consideration: Through a provision in HB15-1323 you may choose to use up to 60 calendar days for initial benchmarking. However, we would encourage districts to continue with best practice by benchmarking and providing support early in the year, within the first 30 days. Completion of your READ BOY assessment within the 60 days will inform the literacy component of your readiness assessment.

BOY – 1st 30/60 days of school
Kindergarten consideration: Through a provision in HB15-1323 you may choose to use up to 60 calendar days for initial benchmarking. However, we would encourage districts to continue with best practice by benchmarking and providing support within the first 30 days. Completion of your READ BOY assessment within the 60 calendar days will inform the literacy component of your readiness assessment.

MOY – Either November 29th – December 22nd 𝐎𝐑 January 3rd – January 20th
(**𝐏𝐥𝐞𝐚𝐬𝐞 𝐧𝐨𝐭𝐞 𝐲𝐨𝐮𝐫 𝐝𝐚𝐭𝐞𝐬 𝐧𝐞𝐞𝐝 𝐭𝐨 𝐛𝐞 𝐩𝐫𝐢𝐨𝐫 𝐭𝐨 𝐭𝐡𝐞 𝐇𝐨𝐥𝐢𝐝𝐚𝐲 𝐛𝐫𝐞𝐚𝐤 𝐎𝐑 𝐚𝐟𝐭𝐞𝐫 𝐭𝐡𝐞 𝐇𝐨𝐥𝐢𝐝𝐚𝐲 𝐛𝐫𝐞𝐚𝐤.)

EOY – April 25th – May 13th

DIBELS Next

DIBELS Next Resources

Acadience Reading Diagnostic (formerly DIBELS Deep) Resources

Recorded Office Hours – Deep

Video Tutorial: How to Administer the Acadience Reading Diagnostic with mCLASS

Handouts to be used with the video tutorial:

Diagnostic FAQ

Teaching During Diagnostic

Teacher Reports and Student-Level Data

ELAT Virtual Learning: Teacher Reports

Make sure you know how to access the rich data on the teacher facing side of mCLASS. We will review which reports are available, how to navigate through the reports, what data is available after BOY and what questions can be answered through these reports. Segments are short in length and designed with the teacher and interventionist in mind.

  1. Which reports are available to teachers in mCLASS? : 12:00 minutes in length
  2. How to effectively navigate through teacher reports: 9:00 minutes in length
  3. What data is available through teacher reports?: 6:30 minutes in length
  4. What question do the teacher reports answer?: 22:32 minutes in length
  5. Small-Group Advisor: 16:46 minutes in length
  6. Item-Level Advisor: 8:55 minutes in length
  7. Office Hours – Groups and Instruction Tab

 

Reports for Instructional Leaders

Amplify Instructional Leader Resources

  1. Reporting and Analysis Suite Tutorial
  2. Data Decision Making at BOY, MOY
  3. DIBELS Deep for Instructional Leaders
  4. Progress Monitoring for Instructional Leaders
  5. New to ELAT?

Recorded Webinar: What to Expect for New Leaders

Introduction to the Reporting and Analysis Suite: A review of the basic reports in the reporting and analysis suite on mCLASS. Learn how to navigate aggregate reports that are available to user with system level access.

Progress Monitoring

ELAT Progress Monitoring Guidance

  • Students scoring in the Well Below Benchmark Range: every 7-10 days
  • Students scoring in the Below Benchmark Range: every 10-12 days
  • Within the READ Act and ELAT there are no requirements for progress monitoring Benchmark and Above Benchmark students.
    • Best Practices would include progress monitoring to ensure that students remain on track to achieving the next reading milestones.
    • Considerations for Progress Monitoring B/AB:Progress monitoring for these students could occur in a timely way to inform instructionRemember that all green is not equal. You may want to monitor those students who are at the lower end of benchmarkProgress monitoring data should always be used to inform instructional next steps

Parent Resources

Parent Resource Site – mCLASS Home Connect
Parents can learn more about the literacy skills young readers need to develop and access activities to support their students at home. This site is available in English and Spanish. No login information is necessary to access it. Please share this resource with your parents through your website, newsletters and other communications.

Professional Development Opportunities

2020-21 ELAT Professional Development 

Through ELAT, we will be offering a variety of professional development sessions throughout the year. Please visit and bookmark our professional development site. (amplify.com/elat-pd). You will find all of the details regarding professional development offerings and links to register on our professional development site. Remember to check back throughout the year!

For the beginning of the year, for schools who are in their 2nd year in ELAT and beyond, we are are offering the following sessions:

  • mCLASS: Acadience Reading Administration and Scoring Refresher

This session is intended for educators who have been previously trained in administration and need to refresh their scoring and practice the measures.

  • mCLASS: Acadience Reading Administration 

This session is an initial training meant for those whose schools are returning to ELAT and have teachers who need to be trained in Acadience Reading. (ELAT has never previously offered this session so we are excited to support schools with this!)

  • IDEL Administration and Data Interpretation
    This session is intended for educators who are using the IDEL assessment for foundational literacy skills in Spanish.

After each benchmark, we will also be offering:

  • Data Analysis for Leaders
  • Instructional Planning Across the Tiers for Leaders
  • Data Analysis for Teachers
  • Instructional Planning Across the Tiers for Teachers

Watch our newsletters for other sessions that we will be offering and reminders to register for our on-going professional development sessions.

 

Enrollment

Enrollment Data in the mCLASS System

For support with your enrollment process, please use the following helpful tools:

Important: The ability for the CDE to compile accurate assessment data for your district and school is directly impacted by the accuracy of your data. 

Required demographic fields for each student:

  1. Gender
  2. Race/Ethnicity
  3. Eligible for Special Education
  4. English as a Second Language

Optional Custom Demographics

Amplify has created custom demographics so districts/schools can view aggregate data by different demographics when working in the Reporting and Analysis Suite.  We believe this will allow you to better understand your different sub-populations’ growth and needs.  Please note that it is not a requirement for you to use this feature but is here for your convenience of monitoring data. 

Optional custom demographics for students that has been set up for all ELAT Districts:

  1. Read Plan – Yes, No
  2. Summer School – Yes, No
  3. Kindergarten – Full, Half

To create additional custom demographic categories for your district (up to 7 more), please contact Customer Care at 800.823.1969 or help@amplify.com.  

Please Note:  

When enrolling Staff & Students, it is important to only enroll staff members that will be accessing mCLASS and students being assessed.  (Example, MS and HS should not be rostered.) Also, we recommend that you do an upload/check your rosters before BOY, MOY and EOY.