Comprehensive ELG School Self-Evaluation (EOY)

This form should be completed without input from your ELG Implementation Consultant. Please submit one form PER SCHOOL. Please have your ELG goal reports saved as PDFs and ready to upload prior to beginning this form.


Note : Smartsheet does not save works in progress. Please have all your evidence files prepared and ready for uploading before beginning this report.

Submitter's Information

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One form per school must be submitted.

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As you are reporting on each individual goal, please not that context in narrative format is required for any "Not Met" responses. Data supporting your responses for each goal is collected in this report.

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Biliteracy Programming Report Guidance

Different dual language program models require different ELG reporting based on the primary language that literacy instruction is taught in.


Regardless of programming model, schools who provide literacy instruction is in Spanish need to assess their students in English using mCLASS DIBELS 8 at the BOY and EOY, in addition to their Lectura data.


They will need to to submit both the DIBELS 8 and Lectura correlation reports at the EOY. These schools will also need to submit the Lectura Dual Language report at EOY. These reports will be collected at the end of this report.


For EOY reporting, the Literacy Evaluation Tool snapshot(s) are also required. If your school is using both the English and Spanish tabs, please submit both respective Snapshot reports.


For the purpose of reporting if your school is on track with ELG goals, select either DIBELS 8 or Lectura as your measurement. The same assessment data should be used for all three ELG goals.


EOY Early Literacy Grant Goal Reporting - Cohort 7

Indicate whether or not the site met each ELG goal for the End of Year (EOY).


If you answer "No" for any of the three goals, a brief narrative is required to provide context. Please be specific in your rationale to each goal and avoid copy and pasted blanket statements

50% of K-3 students initially scoring in the well below benchmark on the mCLASS® DIBELS 8th Edition (and/or Lectura assessment, if applicable) will demonstrate above-average or well above-average progress in reading.


  • This goal is intended to measure accelerated growth for students who scored in the well below benchmark category on the beginning of year (BOY) assessment.


  • The CDE provides grantees with an aggregated K-3 Growth report populated by DIBELS 8 and/or Lectura after the MOY and EOY assessment windows close.


If your site prefers not to wait for the CDE supplied data for this goal, use the following tools to analyze your goal progression:


For schools using DIBELS 8 for Goal Reporting:


For schools using Lectura for Goal Reporting:

  • Lectura Zones of Growth to calculate their progress with this goal if they prefer not to wait for the data supplied by CDE.



Did your site meet EOY ELG Goal 1?

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Please provide a summary of barriers or rationale as to why this goal was not met.

50% of K-3 students performing below or well below benchmark at the beginning of year will attain proficiency by performing at or above benchmark on the end of year mCLASS® DIBELS 8th Edition (and/or Lectura assessment, if applicable) literacy assessment.


  • This goal is intended to measure student proficiency of students who scored well below or below benchmark at BOY moving into at or above benchmark by EOY.


  • Use mCLASS® DIBELS 8 and/or Lectura Correlation Report with aggregated K-3 school settings to measure this goal.


Important Correlation Report Guidance: Grantees must print the correlation report in PDF form to submit at the end of this report. Before running the report, the settings must match CDE Correlation Report Settings requirements.


Note: Grantees will need to combine the data from the Well Below (red composite) and Below benchmark (yellow composite) populations on the correlation report to measure this goal.



Did your site meet ELG Goal 2 ?

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Please provide a summary of barriers or rationale as to why this goal was not met.

50% of K-3 students initially scoring below or well below benchmark on the mCLASS® DIBELS 8th Edition assessment (and/or Lectura assessment, if applicable) will progress by at least one performance category.


  • This goal is intended to measure gradual growth by performance band of students who began the year scoring below benchmark or well below benchmark on mCLASS® DIBELS 8 or Lectura, if applicable.


  • Use mCLASS® DIBELS 8 and/or Lectura Correlation Report with aggregated K-3 school settings to measure this goal.


Important Correlation Report Guidance: Grantees must print the correlation report in PDF form to submit at the end of this report. Before running the report, the settings must match CDE Correlation Report Settings requirements.


Note: Grantees will need to combine the data from the Well Below (red composite) and Below benchmark (yellow composite) populations on the correlation report to measure this goal.




Did your site meet EOY ELG Goal 3?

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Please provide a summary of barriers or rationale as to why this goal was not met.


EOY Early Literacy Grant Goal Reporting - Cohorts 5 & 6

Indicate whether or not the site met each ELG goal for the End of Year (EOY).


If you answer "No" for any of the three goals, a brief narrative is required to provide context. Please be specific in your rationale to each goal and avoid copy and pasted blanket statements.

Students in the well below benchmark category make above average progress or well above average progress in reading each year.


  • This goal is intended to measure accelerated growth for students who scored in the well below benchmark category on the beginning of year (BOY) assessment.


  • The CDE provides grantees with an aggregated K-3 Growth report populated by DIBELS 8 and/or Lectura after the MOY and EOY assessment windows close.


If your site prefers not to wait for the CDE supplied data for this goal, use the following tools to analyze your goal progression:


For schools using DIBELS 8 for Goal Reporting:


For schools using Lectura for Goal Reporting:

  • Lectura Zones of Growth to calculate their progress with this goal if they prefer not to wait for the data supplied by CDE.



Did your site meet ELG Goal 1?

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Please provide a summary of barriers or rationale as to why this goal was not met.

Students make above average progress or well above average progress achieving grade-level reading proficiency.


  • This goal is intended to measure student proficiency (progress is measured in ELG goal 1) demonstrated by students who scored well below or below benchmark at BOY moving into at or above benchmark by EOY.


  • Use mCLASS® DIBELS 8 and/or Lectura Correlation Report (if applicable) with aggregated K-3 school data to measure this goal.


Important Correlation Report Guidance: Grantees must print the correlation report in PDF form to submit at the end of this report. Before running the report, the settings must match CDE Correlation Report Settings requirements.


Note: Grantees will need to combine the data from the Well Below (red composite) and Below benchmark (yellow composite) populations on the correlation report to measure this goal.




Did your site meet EOY ELG Goal 2?

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Please provide a summary of barriers or rationale as to why this goal was not met.

50% of students scoring below benchmark move up at least one performance category.


This goal is intended to measure the growth by performance band of students who began the year scoring below benchmark or well below benchmark on mCLASS® DIBELS 8 or Lectura, if applicable.


  • Use mCLASS® DIBELS 8 and/or Lectura Correlation Report with aggregated K-3 school data to measure this goal.


  • If applicable, grantees should also submit the Lectura Dual Language report for this goal.



Important Correlation Report Guidance: Grantees must print the correlation report in PDF form to submit at the end of this report. Before running the report, the settings must match CDE Correlation Report Settings requirements.


Note: Grantees will need to combine the data from the Well Below (red composite) and Below benchmark (yellow composite) populations on the correlation report to measure this goal.




Did your site meet ELG Goal 3?

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Please provide a summary of barriers or rationale as to why this goal was not met.

ELG Goal Reporting File Uploads

Please ensure that your files follow the ELG reporting requirements and file formats. Incorrect submissions will be returned for corrections.


Correlation Report



  • Save the report as a PDF


  • Submit only one report for both ELG Goals 2 and 3


  • Naming Convention: School Name_Correlation.PDF


Literacy Evaluation Tool Scoring Snapshot


  • Ensure you have at least two completed quarters, one in the first half of the school year and one at the end of year


  • Follow the guidance for printing to PDF format - do not submit the full Excel file.


  • Naming Convention: School Name_EOY_LET.PDF


All grantees are required to upload the two files above, at minimum. However, for schools who have biliteracy programs, additional Lectura files may need to be added, such as:


  • Lectura Correlation Report


  • Biliteracy LET Snapshot


  • and/or mCLASS Dual Language report


Please visit our Biliteracy Program grant reporting guidance for more details if this applies to your site.

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School Leadership

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The SLT is required to meet a minimum of one time per month throughout the school year. Select all that apply.

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Select all that apply.

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Grantees in Sustainability year are not required to include ELG Implementation Consultants for walk-throughs.

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Staff

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Select only the months in which all three roles were present for meetings, either in person or virtually.

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If not all staff have made this commitment, select "Not Met" and explain in the feedback question for this section. Avoid using personally identifiable information in your responses.

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Use this field to further explain the answers in the staff section and to elaborate on the grant work being done at the instructional and coaching levels.

Curriculum Assurances

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Assessments and Data Collection

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All tools below must have been used in order to select "Met"


  • mCLASS® DIBELS 8th and/or Lectura Zones of Growth (ZoG)
  • mCLASS® Correlation Reports
  • mCLASS®Dual Language Report * Biliteracy models
  • Literacy Evaluation Tool (LET)
  • mCLASS® DIBELS 8th and/or Progress Monitoring



Optional Tools: These help assess system wide growth and are in addition to, but not necessary

  • CDE provided mCLASS® DIBELS 8th Edition Progress Planning Tools - Reaching Benchmark
  • CDE provided mCLASS® DIBELS 8th Edition Progress Planning Tools - and Well Below Benchmark
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PROGRESS MONITORING SCHEDULE FOR ELAT

  • Students in Well Below Benchmark: every 7-10 days
  • Students in Below Benchmark: every 10-12 days
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Include benchmark, interim, and progress monitoring systems. Be sure to address frequency of the different assessments, and how data analysis informs instructional decision making.

Professional Development & Consulting

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All members of the SLT must have completed trainings required by the CDE. Note that some members of the SLT may be required to attend more/different PD than others. All requirements for different roles on the SLT must have been met to select "met".

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Implementation & Planning

Select "Met" if the school provides updates beyond the minimum required one time per month meetings. If no updates between the required monthly meetings are provided, select "Not Met" and explain in the feedback section for Implementation & Planning.

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Include information on how the school updates the ELG implementation consultant between the monthly required meetings.

ELG Funding

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As the primary contact for the Comprehensive Early Literacy Grant for our site, I acknowledge the following:


  • Budget revisions and final submissions are due on May 30th of this year


  • The Annual financial report (AFR) is due on September 30th of this year


  • Carry-over funds are not allowed


  • All funds must be spent by June 30



By checking the box below, I confirm my understanding of the budget requirements of the grant and the respective deadlines and will communicate with the person(s) responsible for ensuring the required information is submitted to the CDE in completion and on time.

Optional Context

ELG Grant Impact Statements

Briefly highlight the changes you are seeing at the site regarding literacy instruction. Specific examples to support statements are helpful.

Briefly share any major strategies or changes at the system level that have helped improve instructional support and literacy practices overall.

The CDE is seeking stories we can highlight and share with others as part of our work related to the Colorado READ Act. These stories may be shared with leadership, the State Board of Education, or our communications team. Please do not use personally identifiable information in your response.

The CDE is looking to improve our support and assurances for grant implementation. This information helps us assess our own work and pinpoint how to better support our grantees and implementation consultants. This answer can include assurances that make grant implementation difficult, and can also include school-specific challenges that we may not be aware of.


Check the box below for a copy of your responses.