Excellent Public Schools Act A Focus on Improving K-3 Literacy 2013.

Excellent Public Schools Act

A Focus on Improving K-3 Literacy

2013

OReceive an overview of Excellent Public Schools Act: A Focus on Improving K-3 Literacy

OUnderstand the 7 components of the Read to Achieve Program

OMake connections to what we are already doing

OUnderstand your role in the state goal

Desired Outcomes

Reading Problems and Dropout

• A student who can’t read on grade level by 3rd grade is 4 times less likely to graduate by age 19 than a child who reads proficiently by that time.

Add POVERTY to the mix, and a student is 13 times less likely to graduate on time.

• Students who did not read proficiently at 3rd grade constitute 88% of those who did not earn a diploma.

Reading Problems and Dropout

•Low reading skills in 3rd grade are a stronger predictor of dropping out of school than having spent at least one year in poverty.

Donald J. Hernandez: “Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation.” Annie E. Casey Foundation, 2011

Excellent Public Schools Act

§ 115C-83.1A. State goal.

The goal of the State is to ensure that every student read at or above grade level by the end of third grade and continue to progress in reading proficiency so that he or she can read, comprehend, integrate, and apply complex texts needed for secondary education and career success.

The purposes of this part are to ensure that: (i) difficulty with reading development is identified as early as possible;

(ii) students receive appropriate instructional and support services to address difficulty with reading development and to remediate reading deficiencies;

Improving K-3 Literacy

The purposes of this Part are to ensure that:

(iii) each student and his or her parent or guardian be continuously informed of the student's academic needs and progress.

In addition, the purpose of this part is to determine that progression from one grade to another be based, in part, upon proficiency in reading.

Improving K-3 Literacy

What do we currently have in place

that address these purposes?

Implementation of the North Carolina General Assembly’s

Read to Achieve Program

http://www.ncpublicschools.org/docs/k-3literacy/resources/guidebook.pdf

7 Components of NC Read to Achieve• Developmental Screening and Kindergarten Entry Assessment (KEA)

• Facilitating Early Grade Reading Proficiency

• Parent/Guardian Notification• Elimination of Social Promotion• Successful Reading Development for

Retained Students• Accountability Measures• Comprehensive Reading Plan

North Carolina General Assembly’s Read to Achieve Program Grade Level Implementation Plan

Reading Development for Retained Students• Summer Reading Camp• Plan for Reading at Home (if retained once) • Supplemental Tutoring (if retained twice)

Goal: The goal of the State is to ensure that every student read at or above grade level by the end of third grade.

Annual Reporting: Accountability Measures (LEAs and DPI)• Website• Report Reading Interventions to SBE• SBE and DPI Technical Assistance

Begin Portfolio

Personalized Education Plans (PEP) with Evidence Based Instructional Supports

Notifications to Parents and Guardians

Formative and Diagnostics

Mid-year promoti

on

3rd/4th transition class or

accelerated reading

class

Kindergarten Entry

Assessment

G.S. 115C-83.1A-I

K 1 2 3 4

Retention/Elimination of

Social Promotion

7 Components of North Carolina

Read to Achieve 2013-20141. Developmental Screening and

Kindergarten Entry Assessment (KEA)

– Will be in place for fall of 2014

– Will include 5 domains of school readiness

– Will replace the KIA

– Will include the mCLASS assessments for literacy





Begin Portfolio




Mid-year promoti

on


accelerated reading

class

Kindergarten Entry Assessment

G.S. 115C-83.1A-I

K 1 2 3 4


Social Promotion


Read to Achieve 2013-20142. Facilitating Early Grade Reading Proficiency

– Formative and Diagnostic assessments for K-3 students

– Instruction reflects research in reading (Big 5)

– Develop relationships with outside agencies

• WAKE Up and Read

Implementation for all schools in 2013-2014

WAKE Up and Read Community Collaborative

www.wakeupandread.org

http://www.wakeupandread.org/





Begin Portfolio




Mid-year promoti

on


accelerated reading

class


G.S. 115C-83.1A-I

K 1 2 3 4


Social Promotion


Read to Achieve 2013-20143. Parent/Guardian Notification

–Regular communication

–PEP

–mCLASS Home Connect Letters

PEP Planning Tool

Home Connect Letters





Begin Portfoli

o




Mid-year promoti

on


accelerated reading

class


G.S. 115C-83.1A-I

K 1 2 3 4


Social Promotion

O A compilation of independently produced student work selected by the student’s teacher and signed by the teacher and principal as an accurate picture of the student’s reading ability.

O It shall include an organized collection of evidence of the student’s mastery of the states reading standards that are assessed by the state’s approved standardized test of reading comprehension administered to 3rd grade students.

Develop a Portfolio





Begin Portfolio




Mid-year promoti

on


accelerated reading

class


G.S. 115C-83.1A-I

K 1 2 3 4

Retention/Elimination of Social

Promotion


Read to Achieve 2013-2014

4. Elimination of Social Promotion

If student fails to demonstrate proficiency on 3rd grade reading EOG

• Opportunity for retest/Alternative Assessment

• Good Cause Exemption

• Summer School

• Portfolio

*Enrollment in Summer Camp is the decision of the parent. If the choice is not to enroll in Summer Camp, the student is retained to a 3rd grade classroom.

** If the student has already been retained once, the LEA/school shall provide a plan for reading at home, including a contract with parent/guardian.

End of Third GradeStudent completes 3rd grade

and EOG for reading

Promote to 4th grade

Re-administer 3rd grade reading assessment or RtA

Test

Student Qualifies for a “good cause exemption”

Retained for 3rd Grade (label)**

Proficient?No

Proficient?No

No

Enrollment in Summer Reading Camp*

RtA Test or Student Reading Portfolio

Proficient?

No

Yes

Yes

Yes

Yes

G.S. 115C-83.1A-I

North Carolina General Assembly’s Read to Achieve Program

Grade Level Implementation Plan




Begin Portfolio


Social Promotion




Mid-year promotio

n


accelerated

reading class


G.S. 115C-83.1A-I

K 1 2 3 4



5. Successful Reading Development for Retained Students

–Starts 2014

–3rd/4th transition class or

–Accelerated reading class

OA flowchart exists within the Read to Achieve Guidebook

ODistrict will provide guidance once the plan is finalized

3rd/4th Transition Class or Accelerated Reading Class

North Carolina General Assembly’s Read to Achieve Program

Grade Level Implementation Plan




Begin Portfolio


Social Promotion




Mid-year promotio

n


accelerated reading class


G.S. 115C-83.1A-I

K 1 2 3 4


Read to Achieve 2013-20146. Accountability Measures

–WCPSS data will be shared with DPI

–DPI reports every other year to State Board of Education



7. Comprehensive Reading Plan

– State Level – under development

– Local Level• Common Core ELA• Instructional practices with strong

evidence of effectiveness• Professional development in area of

literacy• Higher education partnerships

7 Components of NC Read to Achieve

• Developmental Screening and Kindergarten Entry Assessment (KEA)

• Facilitating Early Grade Reading Proficiency

• Parent/Guardian Notification• Elimination of Social Promotion• Successful Reading Development for

Retained Students• Accountability Measures• Comprehensive Reading Plan

O1. Decide what is important for students to know.

O2. Teach what is important for students to know.

O3. Keep track of how students are showing what they know.

O4. Make changes according to the data and results you collect!

David Tilly, 2005

The Big Bang Theory of

What is your role in this process?

O http://www.wcpss.net/what-we-teach/curriculum/read-to-achieve.html

OExcellence Education ActORead to Achieve GuidebookORead to Achieve Parent

Resources (parent letter, glossary, brochure)

OWebsites for parents on literacy strategies and tips

Resources

http://www.wcpss.net/what-we-teach/curriculum/read-to-achieve.html

http://www.wcpss.net/what-we-teach/curriculum/read-to-achieve.html

Excellent Public Schools Act A Focus on Improving K-3 Literacy 2013.

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