2015-16 sal administration training read act and alternate assessments school year 2015-2016
TRANSCRIPT
2015-16 SAL Administration TrainingREAD Act and Alternate Assessments
School Year 2015-2016
HOUSEKEEPING, INTRODUCTIONS AND WELCOME
• Rochanda Jackson - Manager of Assessment Administration
[email protected] 720-423-3758
• Justin Schmidt – Senior Application Manager (Assessment Applications)
[email protected] 720-423-3648
• Peter Tardif - READ Act Coordinator (DRA2/EDL2, Istation, STAR)
[email protected] 720-423-3766
AGENDA
• Let’s review!
GENERAL SAL RESPONSIBILITIES
Let’s review! (http://dpsare.com/site-assessment-leaders/)
1. Be familiar with all aspects of federal, state, and district tests
2. Coordinate the administration of federal, state, and required district assessments.
3. Assume an assessment leadership role at the school.4. Communicate assessment information with school and
district staff5. Use all available sources of information in role as SAL.
ROLES AND GENERAL RESPONSIBILITIES
Administrators will: check in with READ Act SAL to ensure all necessary staff
are trained by Sept. 25th provide time in professional development calendar for
READ Act SAL to administer necessary training check audit reports in School Folders to ensure 100% of
compliance and follow up when necessary
ROLES AND GENERAL RESPONSIBILITIES (CONT.)
The SAL will: train teachers (literacy and special education), literacy
interventionists, administrators, and ELA support staff on the READ Act and assessment administration prior to administering the test
Submit sign-in sheets to ARE by Sept. 25th Identify teachers administering assessment for first time
ensure school has all required assessment materials distribute necessary testing materials to teachers maintain test security ensure that all testing procedures are followed ensure that all READ Act deadlines are met check audit reports to ensure 100% of compliance and follow up when
necessary Set up testing schedule with admin Show teachers how to access OASIS Data Entry to review READ Plans
at the beginning of the year Walk teachers through available resources on ARE website
ROLES AND GENERAL RESPONSIBILITIES (CONT.)
The teacher will… be responsible for directly administering the assessment
and entering data in Assessment Applications, be trained prior to any assessment administration, be trained in any specific accommodation they are
providing, manage each assessment administration and ensure all
required students complete testing, contact the READ Act SAL or building administration if a
testing irregularity occurs, actively proctor test sections, create all required READ plans with student’s parents, progress monitor and update READ Plan as a living
document until the student is reading on grade level, and provide an environment allowing students to succeed on the assessment.
ROLES AND GENERAL RESPONSIBILITIES (CONT.)
The STR will… work with administration and SAL to ensure technology
readiness updates software according to specifications provided by
DoTS conduct System Check on all devices work with SAL to ensure training for test administrators
includes familiarity with technology aspects of testing be available to provide onsite support to troubleshoot
technology issues that arise during testing.
SCHEDULING GUIDELINES
SALs will work with principal, administration, and STR to create a testing schedule which includes regular, make-up and accommodation sessions within the READ Act windows.
Your testing schedule will be determined by 5 factors: 1. Type of assessment (paper/pencil or online)2. Number of students requiring assessments3. One-on-one administrations vs. whole class
• Number of available testing devices (online)4. Time per assessment5. Your school schedule
Grade LevelRecommended
students per session
Kindergarten 1-5
1st grade 1-5 (fall) 5-20 (spring)
2nd – 12th grade 20-30
SCHEDULING GUIDELINES
When creating your testing schedule, add approximately 30 minutes for activities prior to and at the end each unit for other activities (see chart below).
10
TaskMinutes allotted for an
Administration
Preparing for testing (includes reading instructions to students and answering questions)
10
Distributing test materials 5
Testing Time • DRA2/EDL2• Istation or STAR• SRI
20-4030-4030-40
Collecting test materials, logging students off, and setting up for next testing session
5–15
UPDATES FOR 2015-2016
• New READ Plan format to support DDI• Flexibility for Assessments for K-3• Extended Kindergarten Fall Window• Shortened READ Plans for Students with IEPs• Continued 3rd Grade Advancement/Retention Policy
• New website (www.dpsare.com) • Updated READ Act Guidebook
QUESTIONS?
WHAT IS THE COLORADO READ ACT?
• The Colorado Reading to Ensure Academic Development Act (READ Act) was passed by the Colorado legislature and went into effect on July 1, 2013.
• The READ Act…– focuses on literacy development through
interventionsAND
– includes:• requirements for assessment,• the creation of individualized READ Plans for students
performing Significantly Below Grade Level, and • specifics around parent involvement and
communication.
READ ACT ASSESSMENT FLEXIBILITY OPTIONS
• Schools that do not opt-in to DPS assessment paths must notify ARE of assessment(s) to be used.
• Reference the Timeline & Requirements Document for your assessment path on the ARE READ Act website for detailed information.
DPS sponsored assessments
Alternate Assessments
K-5o DRA2/EDL2 and STARo Istation (ISIP ER, ISIP
AR, ISIP Español)
K-5o Use of CDE approved assessments only
Grades 6-12o SRI College & Career
Grades 6-12o Choice of reading assessment as part
of a body of evidence.o Must meet minimum requirements in
READ Act Guidebook
WHAT DOES SIGNIFICANTLY BELOW GRADE LEVEL (SBGL) MEAN?
• For K-3 SBGL is defined by state provide cut scores on reading assessments.
• For grades 4-12 SBGL is defined as a student who is reading more than one year below grade level based upon a body of evidence that includes one recent reading assessment score.
• Cut Scores can be found on CDE’s website.• Proficiency Level documents should be provided by your
assessment vendor.
HOW ARE STUDENTS IDENTIFIED AS SIGNIFICANTLY BELOW GRADE LEVEL?
Kindergarten – 3rd Grade Process
Initial Screener (Fall)
If student scores at or below state cut scores, move to the next box. If not, no further
testing.
30 Day Verification (Fall)
If at or below SBGL cuts on second assessment, create
READ Plan and move to next box. If above cut, teacher makes SBGL decision in
OASIS Data Entry.
Progress Monitoring
Continuous progress monitoring must occur
throughout the year with updates to READ plan.
Spring Testing
Student reassessed in Spring window. READ plan
continues until a body of evidence shows grade-level
reading.
CONFLICTING ASSESSMENT DATA:K-3 TEACHER DECISIONS
Due to conflicting assessment data, there will be times when teachers need to make a determination to create a READ Plan or not.
To make this determination, ARE recommends:• teachers use all available data points, anecdotal
notes/observations of student, and professional judgment• being conservative by creating plans for students where data is
not conclusive so they do not fall further behind.
This determination must be entered in OASIS Data Entry.
HOW ARE STUDENTS IDENTIFIED AS SIGNIFICANTLY BELOW GRADE LEVEL?
4th – 12th Grade Process
Fall Assessment
Student takes reading assessment. Teacher uses
body of evidence to determine if student is
reading at grade level. If no, READ Plan continues.
READ Plan Update
Teacher updates READ Plan and continues reading
interventions until student reaches grade-level reading.
Progress Monitoring
Continuous progress monitoring must occur
throughout the year with updates to READ plan.
Spring Testing
Student reassessed in Spring window. READ plan
continues until a body of evidence shows grade-level
reading.
Example #1 of Identifying SBGL
Fall (Initial Screener) – 1st grader John scores instructional 1 on the DRA2. Does John need to take a 30 Day Verification Assessment?
Yes and he scores a 575 on STAR Early Lit.
Is John SBGL?Yes! John’s teacher will contact his parents/guardians to create a READ Plan with them.
Example #2 of Identifying SBGLFall– 9th grader Nayeli has a READ Plan from last year and receives a RIT score of 201 on the MAP reading assessment.
What are the next steps for the teacher? Nayeli’s teacher uses this score and a body of evidence to determine if Nayeli is reading at grade level and can be removed from a READ Plan.
Is Nayeli SBGL?• Her MAP score indicates she is below the 6th grade level in
reading and a body of evidence supports. Teacher enters a “yes” decision into OASIS Data Entry.
• Teacher creates a new READ Plan for the school year.
PARENT COMMUNICATION AND INVOLVEMENT
• The READ Act requires a high level of parent participation and communication.
Parents of students who are performing Significantly Below Grade Level must be notified in writing within 30 days of verification. By law, specific information must be mentioned in this
notification, so teachers MUST use the form letter on the ARE website for this purpose. This letter will require both the teacher’s and principal’s signatures.
Before the form letter goes home, teachers should attempt to contact the parent over the phone to discuss the student’s status, as this may be a difficult topic for parents.
The READ Act requires that teachers contact the parents and partner with them to jointly create the READ Plan. Only after THREE attempts documented on the READ Plan
in OASIS can teachers create the READ Plan without the parent and share that information with him/her upon completion.
PARENT COMMUNICATION AND INVOLVEMENT
When teachers meet with parents to create the READ Plan and discuss the student’s status, several points must, by law, be discussed. Teachers MUST use the Parent Talking Point Document
to guide them in this discussion and provide parents with the Parent READ Act Information brochure. (Both docs on ARE website)
In this session, the law requires that the teacher mention retention among other intervention options. It should be noted that though retention could be considered, it is recognized as a drastic measure that is not appropriate for most children.
SUPPORT DOCUMENTS FOR COMMUNICATING WITH PARENTS
• DPS has created documents that will help teachers meet the state requirements for communicating with Parents. (http://dpsare.com/read-act/)
QUESTIONS?
o Questions on the READ Act, Parent involvement, or how to determine SBGL?
THE READ PLAN
1. Online Wizard 2. Paper/Pencil in Assessment Apps (must input info online)
A READ Plan is…• …a general education intervention plan that is available to all
students reading significantly below grade level. • …an individual student reading intervention plan focused on a
student’s most necessary areas of reading development. • …a living document and remains open until the student is
reading on grade level as evidenced through a body of evidence and one reading assessment score indicating grade level reading.
Who creates the READ Plan?• The general education teacher, special education teacher, and
other appropriate school personnel will collaboratively work to create the READ Plan with the parent/guardian.
WHAT IS A READ PLAN AND WHO CREATES THEM?
WHO IMPLEMENTS THE READ PLAN?
The most qualified teacher (general education or special education) or reading interventionist (who regardless of licensure has the specific expertise in research–based reading instruction) provides the reading instruction and interventions in order to meet each student’s learning needs. • For students with disabilities: Schools should take into account
both professional expertise in literacy instruction and knowledge of the impact of disability on learning to read when deciding the best method for implementing the READ Plan.
READ PLAN COMPONENTS
• Student Information• Language Development• Body of Evidence
– Presents all of the assessment information that is collected at the district and State level.
Teachers enter additional assessment information, classroom observations, and other information/considerations.
• Analysis of Body of Evidence Teachers choose ONE OR TWO areas of focus that will
most impact the student’s reading achievement. Teacher completes narrative boxes identifying skills to
improve upon in area of focus and explanation of how this focus/skill will bring the student to grade-level reading.
READ PLAN COMPONENTS
• Intervention Plan(s) The teacher will write a separate intervention plan for each
area of focus selected. Each intervention plan includes:
A goal based on area of focus Description of the instructional techniques, strategies,
and/or approaches the teacher will use (Example: “make and break” sight words)
The reading program to be used in conjunction with techniques, strategies, and/or approaches (Example: Guided Reading Plus)
How teacher will progress monitor the student Parent strategies being done at home to assist in the
student achieving grade-level reading.
READ PLAN COMPONENTS
• Results of Intervention Plan(s) Explanation if the intervention plan helped or did not help
the student meet/move towards their goal? Explanation whether the intervention plan should or should
not continue as part of the READ Plan If it does not, new intervention plan will be created.
READ PLAN COMPONENTS
Signatures: Teacher and parent/guardian will sign the plan electronically. A copy must be provided to the parent/guardian.
READ Plans can be downloaded and printed in English or Spanish directly from Assessment Apps.
*Note: Info entered into a plan will print exactly as it was typed. No translation occurs. If you want the plan in another language, then enter the info in that language.
After three documented attempts to have the parent help in creating the READ Plan, the teacher can complete the plan and present it to a parent/guardian for a signature.
Document each attempt in the separate boxes on the signature page.
READ PLAN COMPONENTS
Discontinue READ Plan: Does a body of evidence that includes one recent reading
assessment score indicate the student is reading at grade-level? If yes, teacher enters score to discontinue this READ Plan.
ARE will audit these scores and confirm whether plan can be discontinued.
READ PLAN CREATION
Since READ Plans focus on data driven instruction for a specific school year, a new READ Plan must be created each year for each student.• Interventions/strategies within plans are specific to teacher,
grade-level, and school. When these change, the plans must change.– Example: Teacher use of scripted lesson plans.
• Nothing should be automatically copied over, but modified by the teacher
• Previously created READ Plans for each student are available in OASIS.
UPDATES THROUGHOUT THE YEAR
Since a student’s READ Plan is a living document… …teachers update and modify the READ plan as necessary
throughout the year or whenever changes need to be made based on progress monitoring. – For example, if a student reaches their goal or succeeds in
their area of focus as demonstrated through a body of evidence, then a new goal or area of focus should be created.
– Similarly, if a particular strategy is not helping a student make progress another strategy should be implemented and then documented in the Review and Recommendations page of the READ Plan.
• …updates occur through OASIS Data Entry on the Assessment Applications website.
REMOVAL FROM A READ PLAN
Two necessary requirements…1. student achieves a grade level score on a READ Act
assessment 2. a body of evidence also indicates grade-level reading.
*Please refer to each assessment’s grade–level expectations and DPS Body of Evidence Guidance document on ARE’s READ Act webpage.
To Remove: Open READ Plan Navigate to final screen Click “yes” to
question Enter recent grade level assessment score Notify the parent/guardian that a READ plan is no longer
necessary as the student is now reading on grade-level. Teachers may use the DPS Removal from a READ Plan on
the ARE’s READ Act webpage for this purpose.
NEW PLANS IN THE SPRING
The intent of the READ Act is to provide our most struggling and vulnerable readers with the supports needed to reach grade level proficiency, including a READ Plan that provides appropriate targets and strategies, as soon as possible after a teacher becomes aware that a student is reading SGBL.
Sometimes this is not possible due to timing at the end of the school year.
Schools should assess students they suspect are reading SBGL early enough in the window to be able to implement a READ plan if needed.
NEW PLANS IN THE SPRING CONT.
Is there a reasonable amount of time before the end of the school year to meet with parents, create, administer, and monitor a READ plan?
If yes then the teacher… creates READ Plan with parents, implements, and monitors the
READ plan through the remainder of the school year.
If no then the teacher… creates the Bridge Plan in Assessment applications notifies the parent of: SBGL status, a confirming assessment will
be given next fall, and their child may be put on a READ plan at that point.
discusses home reading strategies that the parent can do to help their child improve their reading skills over the summer. (Use “DPS Spring Bridge Letter to a READ Plan”)
QUESTIONS?
o Questions on READ Plans.
THE READ ACT & RTI
Response to Intervention (RtI) should be used hand-in-hand with…• the READ Act to help students get the interventions that are
most appropriate for them. • students who are below grade level, but are not SBGL.
• RtI Resources :
– Getting Started: http://rti.dpsk12.org/get-started/– Provides information and guidance for teachers on
the RtI process
– RtI Appendix: http://rti.dpsk12.org/appendix/– Provides DPS RESOURCES to guide you, DPS
FORMS to empower you, and TOOLS to implement for each step in the RtI DATA INQUIRY PROCESS after selecting GRADE, FOCUS, and SUBJECT.
READ PLANS & SPECIAL EDUCATION
While the law allows for READ Plans and IEPs to be combined, DPS has decided it is in the best interest of the district to create separate READ plans for students who have IEPs.
New Shortened READ Plan for Students with IEPs• If IEP addresses literacy, much of the required READ Plan
documentation is already incorporated into the IEP. • Prior to a parent meeting, review student’s IEP to ensure it
addresses literacy. • Follow steps on next page.
THE READ ACT & RTI
Response to Intervention (RtI) should be used hand-in-hand with…• the READ Act to help students get the interventions that are
most appropriate for them. • students who are below grade level, but are not SBGL.
• RtI Resources :
– Getting Started: http://rti.dpsk12.org/get-started/– Provides information and guidance for teachers on
the RtI process
– RtI Appendix: http://rti.dpsk12.org/appendix/– Provides DPS RESOURCES to guide you, DPS
FORMS to empower you, and TOOLS to implement for each step in the RtI DATA INQUIRY PROCESS after selecting GRADE, FOCUS, and SUBJECT.
READ PLANS & SPECIAL EDUCATION
While the law allows for READ Plans and IEPs to be combined, DPS has decided it is in the best interest of the district to create separate READ plans for students who have IEPs.
Review the Special Education and READ Act document to check to ensure IEP can be used as the READ plan.
READ PLANS & SPECIAL EDUCATION
New Shortened READ Plan for Students with IEPs• If IEP addresses literacy, much of the required READ Plan
documentation is already incorporated into the IEP. • Prior to a parent meeting, review student’s IEP to ensure it
addresses literacy. • Follow steps on next page.
Steps for students with an IEP that address literacy Log into Assessment Applications Click on OASIS Data Entry On the Student Summary tab, under column Create READ
Plan, select the Create Plan button. In the Student Information section of the READ Plan,
teachers will select the “IEP with Literacy focus” button. Teacher confirms necessary READ Plan info is in IEP Teacher completes the rest of the READ Plan
READ ACT & ENGLISH LANGUAGE LEARNERS
• Teachers will assess English Learners based on their primary language of instruction. – If instructed in both languages, choose language in which
majority (more than 50%) of the student’s literacy instruction occurs on a daily basis.
• Use the Language of Assessment document to help make this determination.
• Students are not required to be tested in both languages.• If students are reading SBGL in their primary language of
instruction, a READ Plan will be required.
Primary language of instruction is… Language of Assessment
English English
Spanish Spanish
EXEMPTIONS
Exemptions from Testing Exemptions from READ Plans
1st year Enrolled Exemption Language Exemption
Special Accommodations Exemption Grade-level Exemption
Entering Exemptions:All exemptions will be entered individually in the Assessment Applications.
Follow these steps:1. Log in to Assessment Apps 2. Click OASIS Data Entry 3. Under Exemption column, Click “Create
Exemption” 4. Select the correct exemption.
STUDENT EXEMPTIONS FROM TESTING: 1ST YEAR ENROLLED
1st Year Enrolled – to qualify students must meet all 3 requirements:
1. English Learners 2. scored Non-English Proficient (NEP) on W-APT assessment3. in first year of enrollment in a US school.
Please note: Infinite Campus data should be used for this decision. Please check that an EL’s data in IC is updated on the summary page at the bottom.
STUDENT EXEMPTIONS FROM TESTING: SPECIAL ACCOMMODATIONS
Special Accommodations Exemption–Due to limited allowable accommodations on CDE approved assessments, some students with disabilities cannot access the assessment. This unintended exclusion of some students reading SBGL is currently being addressed by a state-wide task force.
• All students should be assessed using approved accommodations to receive a valid and reliable score as outlined by the author of the assessment.
• If this is not the case, students may be exempt from testing. – Schools can use non-approved accommodations to obtain
instructional information even though the score will not be reported to the ARE department.
• This decision should be made on a student-by-student basis. • DPS recommends testing students when appropriate.
STUDENT EXEMPTIONS FROM READ PLAN: LANGUAGE ISSUE VS. READING ISSUE
Language Exemption (Only applies to ELA-E students)If an ELA-E’s assessment score is SBGL and the teacher determines it is related to the student’s language development, then the student can be exempt from a READ Plan. • ARE recommends a READ Plan focused on Language
Development to help these students.• Teachers should use the following student info to help make
this determination:• ELL designation• English Proficiency based on W-APT• ACCESS scores and ACCESS Trajectory Status• Classroom observations• Other standardized assessments (CMAS, DRA2, SRI,
etc.)*Please note: there are some cases where a teacher will have to make the decision with limited data.
*More detailed information is available in the READ Act Guidebook.
STUDENT EXEMPTIONS FROM READ PLAN
Grade-Level Exemption • After fall testing, a student who previously was on a READ Plan
has an assessment score that indicates grade-level reading and a body of evidence supports this score, the student does not need a READ Plan.
• Enter the grade-level exemption in Assessment Applications.
3RD GRADE ADVANCEMENT/RETENTION POLICY
DPS will not retain any student solely based on Significantly Below Grade Level (SBGL) identification in reading, but continue to use current Policies IKE and IKE-R. DPS highly recommends retention only be used in extreme cases when all other interventions/strategies have been exhausted because of the decades of research that shows retention as ineffective and harmful.• Policy IKE: (Click here) provides grade retention depends on several factors
including all of the following: – Academic skills, – maturity, – satisfactory completion of assigned work, and – likely success in completing the academic work at the next grade level.
• Policy IKE-R: (Click here) provides specific timeframe beginning 4 months before end of year and if parents and principal do not agree, the student will not be retained.
Exemptions from the retention/advancement conversation by law:• students with disabilities eligible to take alternative statewide tests or the
student’s disability impacts progress in developing reading skills,• students with limited English proficiency,• students previously retained in 3rd grade.
3RD GRADE ADVANCEMENT/RETENTION POLICY (CONT.)TIMELINE
Month Action Steps
January (early) ARE provides list of required students in School Folders.
January –by end of month 1. Schools send Meeting Notification letters to parents2. Schools call parents to set up meetings.
February through end of year
1. Meetings occur 2. READ Plans updated by teacher
March 1st If retention is seriously considered, academic interventions to address the student's needs will be developed and implemented by the first school day of the month.
March through end of school year
If retention is seriously considered, continue to thoroughly follow Policy IKE-R
Anytime after meeting Complete and send Post-Meeting letter to parent informing of decision and rationale. For retained students, a copy of letter must be put in student’s permanent record.*More information on ARE’s website
SUMMER ACADEMY 2015
All K-3 students on READ Plans will be required to attend the DPS READ Summer Academy in June.
• For more information visit the Summer Academy website: http://ela.dpsk12.org/instruction/dps-summer-academy/
• Contact: – Alejandra Estrada – [email protected] or
[email protected] – 720-423-3523
QUESTIONS?
READ ACT ASSESSMENT WINDOWS, REQUIRED STUDENTS, AND ASSESSMENTS TO USE
READ Act Windows
Let’s take a look at the Timeline and Requirements Document. (Under General Resources http://dpsare.com/read-act/)
Fall(Initial
Screener)
Fall (30 Day Verification)
Midyear Spring
Kindergarten
8/24 – 10/23 10/26 – 12/14 12/14 – 2/3 4/6 – 5/17
Grades 1-3 8/24 – 10/5 10/6 – 11/19 12/14 – 2/3 4/6 – 5/17
Grades 4-12 8/24 – 10/5 N/A 12/14 – 2/3 4/6 – 5/17
QUESTIONS?
DECLINING READ ACT DISTRICT OPTIONS
If school leaders decline district options by deciding not to use DRA or IStation, the following state requirements become non-negotiable and are the responsibility of the school: All READ Act administration timelines and requirements
must be met with fidelity. Schools with English Learners receiving majority of their
literacy instruction in Spanish must have a CDE-approved Spanish assessment.
Schools must select the same vendor for English and Spanish from the list of CDE approved assessments only.
The screener and the confirmation/verification assessment need to be same.
DATA SUBMISSION FOR ALTERNATE ASSESSMENT OPTION
For school leaders who decline the district option, schools submit assessment data to ARE via one of two options: o Option 1 (preferred): With your testing vendor, set
up an automated system to extract data directly to ARE.
• Schools provide a direct contact from vendor (name, phone/email).
• ARE contact – Lee Bollacker, [email protected]
o Option 2: Set up an administration account for a READ Act Coordinator on your test vendor website to extract the data directly.
• ARE contacts who need accounts – Peter Tardif and Justin Schmidt
Deadline for completion– Monday August 24th.
DATA SUBMISSION FOR ALTERNATE ASSESSMENT OPTION (CONT.)
In vendor contract, ensure that Denver Public Schools receives extracts of all vendor assessment data for each administration of the assessment.
In vendor contract, ensure all of the following data elements are provided in data extracts from vendor: o DPS school name, o DPS school number (3 digit), o assessment name, o assessment administration date, o assessment scores and proficiency bands/benchmarks, o student last and first name, o correct 6-digit DPS student ID number.
READ Act SAL corrects student demographic data in vendor website at ARE’s request.
ASSESSMENT APPLICATIONS & OASIS DATA ENTRY
• All READ Plans are created and data is entered through https://are.dpsk12.org/assessapps/ or https://aresecure.dpsk12.org/assessapps/
Let’s watch how I access OASIS Data Entry in Assessment Apps.
ASSESSMENT APPLICATIONS & OASIS DATA ENTRY
ASSESSMENT APPLICATIONS & OASIS DATA ENTRY
CLOSING AND EXIT TICKET
• Rochanda Jackson - Manager of Assessment Administration
[email protected] 720-423-3758
• Justin Schmidt – Senior Application Manager (Assessment Applications)
[email protected] 720-423-3648
• Peter Tardif - READ Act Coordinator (DRA2/EDL2, Istation, STAR)
[email protected] 720-423-3766