Implementation of the North Carolina General Assembly’s

Read to Achieve Program

UPDATES: September 2013

Receive updates on Read to Achieve Program at state and local level

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Desired Outcomes

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

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SWD ED

0.0%

40.0%

80.0%

4 Yr Grad Rate (2013) G3 Reading (2004)

Literacy is a right,

not a privilege.

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 – may be ready for only some schools to pilot

2. Facilitating Early Grade Reading Proficiency

– Formative and Diagnostic assessments for K-3 students

• Use protocol for looking at mCLASS Data at PLT Level (cue cards)

• Training for PLTs on mCLASS data available on Edmodo (Class Summary Trng)

• School-based Leadership Team check wellness of core through data

• Progress monitoring information and training soon available on Edmodo (options for delivery)

2. Facilitating Early Grade Reading Proficiency cont.

- Instruction reflects research in reading (Big 5)

- Balanced reading instruction – Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension

- Investigating the Science of Reading Training is offered again this year

- Develop relationships with outside agencies

–WAKE Up and Read; Community in Schools, YMCA

3. Parent/Guardian Notification

– mCLASS Home Connect Letters – sent home at interims via email or paper

– PEP – identify focused intervention and performance benchmarks (follow PEP Timeline document)

– Regular communication – we will provide a power point specifically for parents of 3rd graders

4. Elimination of Social Promotion

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

-New flowchart

4. Elimination of Social Promotion cont.

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

– Opportunity for retest/Alternative Assessment “Read to Achieve Test”

– Good Cause Exemption –

• Students with disabilities, as defined in G.S. 115C-106.3(1), whose individualized education program indicates the use of alternative assessments and reading interventions. -SWD not on NCSCoS (students on Extend 1)

4. Elimination of Social Promotion cont.

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

- Summer School - taught by teachers chosen by principal based on evaluations, walk through data, specialized licenses; WCPSS will provide to year round schools during winter and spring track-out prior to EOG

Component 1 - Evidence of benchmarking and progress monitoring using the mClass Reading 3D assessments. This is simply making hard copies of individual student summary pages and placing them in a folder which will be designated as the student portfolio.

Portfolio Update (Good Cause Exemption #4)

Component 2 - Documentation of the student's Personal Education Plan (PEPs). A copy of the PEP should be kept in the student's portfolio, if applicable.

(follow PEP Timeline)

Portfolio Update – 3 Components

Component 3 - Will be the compilation of the 36 proficient passages based on the third grade standards. This is the process that will trained and communicated in detail after the SBE vote.

Portfolio Update - 3 Components

5. Successful Reading Development for Retained Students

- No updates as of yet

6. Accountability Measures

No updates as of yet

7. Comprehensive Reading Plan

– State Level – just received and posted on Principal Wiki

– Local Level - working on LEA plan with principal input

As a table, create 3 burning questions and enter into the survey tool on the Principal Wiki.

Your turn to ask questions

How have you shared the information with staff and parents?

If you have a power point or handout you would like to share, please post.

Principal Group: qegnv6Elementary

Carolyn Guthrie, Director of K-2 Literacy, DPIClaudia Lanier, Regional Consultant