2017-18 early literacy results...literacy plan 2020 a multi-year approach note: year 1 was in...

2017-18 EARLY LITERACY RESULTS

Summary Findings

BOE Focus on Achievement Session

6/7/20181

22

Denver Plan GoalBy 2020, at least 80% of DPS third-graders will be at or above grade level in reading and writing.

46%50% 50% 52%

31% 30%37%

51%

66%

80%

37%41% 41% 43%

18% 19%24%

43%

61%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2011 2012 2013 2014 2015 2016 2017 2018 2019 2020

3rd Grade Literacy

All Students

African American and

Latino Students

Transition

to CMAS

Literacy includes ELA and CSLA.

33

Literacy Plan 2020: A Comprehensive System

44

Literacy Plan 2020 A Multi-year approach

Note: Year 1 was in 2016-2017.

Year 1

Core literacy knowledge (2016-17)

• What are the core components of early literacy instruction? What do the standards demand?

Year 2

Year 3

Multi-tiered literacy supports (2018-19)

• How can schools provide tailored literacy supports to their students to accelerate progress and close gaps?

Targeted, Tier 1 literacy instruction (2017-18)

• How can classroom teachers support learners with diverse needs in becoming proficient readers and writers?

55

2017-18 Focus: Targeted, Tier 1 Literacy Instruction

Professional Learning:

● 100% of Early Literacy Specialistsengaged in summer professional learning focused on school needs and data considerations

● Early Literacy Specialists turnkeyed 226 sessions on targeted, Tier 1 literacy instructional practices

● 90%+ satisfaction with professional learning for teachers and Early Literacy Specialists across all PD options

Curriculum & Instructional Resources:

● Early literacy mill allocation in each school’s budget to provide leaders with flexibility to meet early literacy needs at the school level (per-pupil allocation with 4x weighting for FRL)

● Enhancements to curriculum materials, including:

○ differentiated materials for English learners

○ rich, authentic texts for read-aloud in English and Spanish

○ guided reading lesson plans

○ resources for formative assessment

● Adoption of CDE-approved intervention curriculum to be implemented in 2018-19

6

2017-18 Read Act Results

Summary findings

77

Distribution of Assessments

Spring 2018:• 84 schools selected Istation (English & Spanish)• 12 schools selected i-Ready• 12 schools selected STAR• 5 schools selected DIBELS Next (English)• 2 schools selected IDEL (Spanish)

Test Name

Students Assessed

Spring 2017 Spring 2018

N % N %

DIBELS Next 867 3% 709 3%

IDEL (Spanish) 157 0.5% 128 0.5%

i-Ready 3,043 11% 3,235 12%

Istation Early Reader 17,774 62% 15,565 56%

Istation Español (Spanish) 5,192 18% 5,096 18%

STAR Early LiteracyEnterprise

550 2% 1,191 4%

STAR Reading Enterprise 1,001 4% 1,782 6%

88

Summary of Results

Percent of K-3 students On Aimline increased 6% pts. from Spring 2017 (39%) to Spring 2018* (45%).

Students in earlier grades (K-1) had the greatest gains On Aimline from Fall 2017 to Spring 2018.

Black and Hispanic students saw their largest increase On Aimline in 3rd grade from Spring 2017 to Spring 2018.

For the majority of assessments, percent of students at Grade Level (GL) increased from Spring 2017 to Spring 2018.

Spanish language assessments saw the largest gains in GL from Spring 2017 to Spring 2018.

For all assessments, the increase in GL was larger from Fall 2017 to Spring 2018 compared to the prior year.

Fewer students (K-3) are reading Significantly Below Grade Level (SBGL) by Spring 2018 than last year (15% to 13%).

A higher percentage of Black students (K-3) are moving out of SBGL compared to the district average.

*Spring 2018 Aimlines were applied to Spring 2017 scale scores.

99

District Percent On Aimline Spring 2016, Spring 2017 and Spring 2018

Spring 2018 Aimlines were applied to Spring 2016 and Spring 2017 scale scores.Percent On Aimline includes all assessments except for IDEL in all three years and DRA/EDL and Aimsweb in 2016. Literacy includes ELA and CSLA.Please note that standard vendor re-norming efforts may impact comparability of scale scores over time.

27% 25%

32%28%

23%

39% 40%44%

39%35%

45% 44%

50%44%

41%37%

80%

0%

100%

All Grades Kinder Grade 1 Grade 2 Grade 3 3rd GradeCMAS 2017

Literacy% Proficient(N = 7,199)

3rd GradeDPS 2020

Goal% On Aimline

Tested Students All Grades Kinder Grade 1 Grade 2 Grade 3

Spring 2016 11,293 2,464 2,975 2,908 2,946

Spring 2017 28,403 6,991 6,967 7,173 7,272

Spring 2018 27,578 6,660 6,962 6,902 7,054

2016 data is not directly comparable to 2017, as fewer

than half of the students in 2015-16 took similar READ Act

assessments as in 2016-17 and 2017-18.

1010

District Percent On Aimline Spring 2017 and Spring 2018

Spring 2018 Aimlines were applied to Spring 2017 scale scores.Percent On Aimline includes all assessments except for IDEL. Literacy includes ELA and CSLA.

39% 40%44%

39%35%

45% 44%50%

44% 41%37%

80%

0%

100%

All Grades Kinder Grade 1 Grade 2 Grade 3 3rd GradeCMAS2017

Literacy%

Proficient(N =

7,199)

3rd GradeDPS 2020

Goal

% On Aimline

Tested Students All Grades Kinder Grade 1 Grade 2 Grade 3

Spring 2017 28,403 6,991 6,967 7,173 7,272

Spring 2018 27,578 6,660 6,962 6,902 7,054

1111

Percentage Point Change On Aimline 2016-17 Compared to 2017-18

16%

27%

22%

10%

6%

0%

50%

AllGrades

Kinder Grade1

Grade2

Grade3

Percentage Point Change from Fall 2016 to Spring 2017

18%

31%

23%

12%

7%

AllGrades

Kinder Grade 1 Grade 2 Grade 3

Percentage Point Change from Fall 2017 to Spring 2018

2017-18 Aimlines applied to 2016-17 scale scores.Percent On Aimline includes all assessments except for IDEL.

1212

Percentage Point Change in Gaps for On Aimline from Spring 2017 to Spring 2018

All Grades


Students of Color (SOC)

-0.8% -1.0% 3.3% -1.7% -3.3%

Black -0.4% -2.1% 2.4% 0.4% -2.4%

Hispanic -1.2% -0.5% 2.9% -2.0% -4.6%

English Language Learners (ELLs)

-1.6% 0.2% -0.1% 1.3% -7.0%

Low Income (FRL)

-3.9% -3.1% -2.6% -4.0% -6.2%

Students w/ Disabilities

3.7% 4.0% 1.6% 4.6% 4.1%

= Decreasing gap = Increasing gap

ELL includes: In-Service and Redesignated/Exited ELLs.

1313

District SBGL RatesComparison of 2016-17 performance to 2017-18

22% 22%20%

22% 22%

13%

11%

13% 14%15%

AllGrades


23%

20%

23% 23%24%

15%

13%

16% 15%16%

0%

40%

AllGrades

Kinder Grade1

Grade2

Grade3

Percent SBGLFall 2016 to Spring 2017

Percent SBGLFall 2017 to Spring 2018

1414

What’s Next?

Additional, planned analysis will be included with the CMAS release in mid-July. Analysis topics will likely include the following:

1. How does student performance vary within focus groups*?

a. For example, On Aimline rates for Black Males and Hispanic Females, etc.

2. How are students who have been in DPS for multiple years performing on READ Act assessments and progressing toward the aimline?

3. Does pre-school participation relate to Kindergarten performance on READ Act assessments?

4. Does student performance vary by language of assessment?

5. How are students performing on READ Act and ACCESS?

6. How are students performing by school designation [e.g., Transitional Native Language Instruction (TNLI)]?

Note: Additional analyses are subject to change prior to release.*Focus Groups: Black, Hispanic, Students of Color (SOC), English Language Learners (ELLs), Free and Reduced Lunch (FRL), Students with Disabilities

15

APPENDIX

1616

Spring 2017 and Spring 2018 Percent On Aimline by Race/Ethnicity by Grade

100%

0%

27% 29%32%

28%21%

32% 34%37%

31%27%

All Grades Kinder Grade 1 Grade 2 Grade 3

Spring 2018 Aimlines were applied to Spring 2017 scale scores.Percent On Aimline includes all assessments except for IDEL.

Spring 2018 Totals All Grades Kinder Grade 1 Grade 2 Grade 3

Black 3,406 815 844 831 916

Hispanic 13,803 3,145 3,435 3,531 3,692

32% 33%38%

32%

24%

37% 37%

43%38%

32%


Black Hispanic

1717

Spring 2017 and Spring 2018 Percent On Aimline for Students of Color (SOC) by Grade

32% 33%38%

33%

26%

38% 37%

43%38%

33%


100%

0%


Students of Color 19,772 4,576 4,972 5,001 5,223


1818

Spring 2017 and Spring 2018 Percent On Aimline for White Students by Grade

100%

0%

58%55%

60% 58%60%

63%58%

68%

61%64%



White 7,806 2,084 1,990 1,901 1,831


1919

Spring 2017 and Spring 2018 Percent On Aimline for Free and Reduced Lunch (FRL) Students by Grade

30% 31%35%

30%

22%

36% 35%

41%36%

30%


100%

0%


FRL 17,117 4,012 4,257 4,316 4,532


2020

Spring 2017 and Spring 2018 Percent On Aimline for Non-FRL Students by Grade

58%55%

61%57% 59%60%

57%

64%59% 60%


100%

0%


Non-FRL 10,461 2,648 2,705 2,586 2,522


2121

Spring 2017 and Spring 2018 Percent On Aimline for English Language Learners (ELL) by Grade

Spring 2018 Aimlines were applied to Spring 2017 scale scores.Percent On Aimline includes all assessments except for IDEL.ELL includes: In-Service and Redesignated/Exited ELLs.

32% 30%

38%35%

25%

38%34%

44%39%

35%


100%

0%


ELL 10,053 2,145 2,497 2,629 2,782

2222

Spring 2017 and Spring 2018 Percent On Aimline for ELLs by Grade by Language of Assessment

*English Assessments: DIBELS Next, i-Ready, Istation English, STAR Early Literacy, STAR Reading.**Spanish Assessment: Istation Español, excludes IDEL.Spring 2018 Aimlines were applied to Spring 2017 scale scores. ELL includes: In-Service and Redesignated/Exited ELLs.

24% 25%29%

25%

19%

27% 29%33%

25%22%

0%

100%

AllGrades


Spring 2018 Totals

All Grades


ELL 5,341 1,074 1,300 1,403 1,564

41%

35%

48% 47%

33%

50%

38%

56% 55%51%


English Aimlines* Spanish Aimlines**

Spring 2018 Totals

All Grades


ELL 4,712 1,071 1,197 1,226 1,218

2323

Spring 2017 and Spring 2018 Percent On Aimline for Non-ELLs by Grade

44% 45%48%

42% 42%

49% 49%54%

48%45%


100%

0%


Non-ELL 17,525 4,515 4,465 4,273 4,272


2017-18 early literacy results...literacy plan 2020 a multi-year approach note: year 1 was in...

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