Comprehensive ELG School Self-Evaluation (EOY)

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

Please tell us your name (First Last)*

Please provide your email address*

Your position/role*

Please select your District/BOCES name and code*

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Please select the school/site you are reporting on.*

One form per school must be submitted.

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Please select which ELG Cohort your site is in:*

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Please select the number of EOY ELG Goals this site met this year.*

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

ELG Goal 1*

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:

mCLASS Progress Planning Tool - Reaching Benchmark
mCLASS Progress Planning Tool - Well Below Benchmark
or calculate goal using Individual data from Zones of Growth

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?

Select

ELG Goal 1 Context*

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

ELG Goal 2*

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 ?

Select

ELG Goal 2 Context*

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

ELG Goal 3*

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.

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?

Select

ELG Goal 3 Context*

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.

ELG Goal 1*

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:

mCLASS Progress Planning Tool - Reaching Benchmark
mCLASS Progress Planning Tool - Well Below Benchmark
or calculate goal using Individual data from Zones of Growth

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?

Select

ELG Goal 1 Context*

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

ELG Goal 2:*

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.

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?

Select

ELG Goal 2 Context*

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

ELG Goal 3*

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.

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?

Select

ELG Goal 3 Context*

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

Ensure you select the correct settings before running the 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.

Add All File Attachments Here:*

Drag and drop files here or

School Leadership

The School Leadership Team (SLT) includes at a minimum a district administrator, building administrator, kindergarten and/or first grade teacher, second grade and/or third grade teacher, a literacy coach and an interventionist.*

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The SLT leads efforts to embed the essential components of reading instruction into all elements of K-3 teaching structures.*

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District-level personnel are represented on a regular basis to support grant activities.*

Select all that apply.

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District leadership is committed to supporting the school in implementing SBRR and all other requirements of the grant*

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The SLT regularly reviews K-3 student-level data (from interim and diagnostic assessments) and data related to the implementation of grant requirements.*

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The SLT develops and regularly updates the professional development plan related to K-3 literacy assessment and instruction, based on reviewed data.*

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The principal routinely visits classrooms with the literacy coach and ELG Implementation Consultant.*

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The principal routinely visits classrooms with the literacy coach and ELG Implementation Consultant (if applicable).*

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

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A change in school leadership occurred this school year*

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Staff

School has a full-time K-3 literacy coach. (Or, if school has fewer than six K-3 teachers, school has a part-time coach or the role of the coach is filled by existing staff.)*

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Literacy coach works with the ELG Implementation Consultant to assist in program and assessment implementation.*

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Literacy coach provides feedback and support to teachers between ELG Implementation Consultant visits.*

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Staff is committed to implementing the Comprehensive ELG Program.*

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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Provide a summary of staff participation/involvement and ELG progression.*

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

K-3 uses core instructional program(s) from CDE's Advisory List of Instructional Programming.*

For more information: https://www.cde.state.co.us/coloradoliteracy/advisorylistofinstructionalprogramming2020

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K-3 uses instructional program(s) from CDE's Advisory List of Instructional Programming to provide targeted and intensive instructional interventions for students reading below grade level, including students identified as having an SRD.*

For more information: https://www.cde.state.co.us/coloradoliteracy/advisorylistofinstructionalprogramming2020

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Assessments and Data Collection

School participates in the ELAT Project through mCLASS DIBELS 8th and/or Lectura.*

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Grantees use the following tools to analyze progress at the system level, the grade level, the classroom level, and the student levels:*

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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School follows progress monitoring schedule, at minimum, set by ELAT.*

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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School grants their ELG Implementation Consultant access to school-level data.*

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Provide a summary of assessment and data analysis structures.*

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

All instructional professional development provided to principals and teachers aligns with scientifically and evidence-based literacy practices.*

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SLT attends the required ELG CDE-provided professional development.*

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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School participates in professional development provided by ELG Implementation Consultant.*

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School schedules ongoing, on-site assistance at least one day per month from an ELG Implementation Consultant*

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Provide a summary of the professional development and Implementation Consultant work done under the ELG.*

Implementation & Planning

School updates their ELG implementation plan on an ongoing basis.*

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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Provide a summary of how the ELG plan is aligned with the school UIP.*

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

ELG Funding

Funds only supplement and do not supplant any moneys previously/currently used.

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All funds are expended in accordance with allowable expenditures*

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School ensures that all other professional development provided through ELG funding is aligned with the purpose of this grant program and is scientifically and evidence-based or is on one of the CDE's advisory lists for professional development.*

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Primary Contact Budget Assurances*

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.

Provide a summary of any budget rationale to support your answers in the budget section (optional).

Optional Context

ELG Grant Impact Statements

What are the most significant shifts in instructional practice(s) regarding early literacy instruction at your school this year?*

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

What are the most significant shifts in school systems and instructional supports this year?*

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

Highlight a specific example or story of how the grant work has positively impacted a student, teacher, or others involved in the grant work.*

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.

What are some major barriers to implementation or success at this time?*

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.

Send me a copy of my responses

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