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
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
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 2013-20142. 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
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 2013-20143. Parent/Guardian Notification
–Regular communication
–PEP
–mCLASS Home Connect Letters
PEP
PEP Planning Tool
Home Connect Letters
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 Portfoli
o
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
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
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 2013-2014
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
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
Retention/Elimination of
Social Promotion
Personalized Education Plans (PEP) with Evidence Based Instructional Supports
Notifications to Parents and Guardians
Formative and Diagnostics
Mid-year promotio
n
3rd/4th transition class or
accelerated
reading class
Kindergarten Entry Assessment
G.S. 115C-83.1A-I
K 1 2 3 4
7 Components of North Carolina
Read to Achieve 2013-2014
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
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
Retention/Elimination of
Social Promotion
Personalized Education Plans (PEP) with Evidence Based Instructional Supports
Notifications to Parents and Guardians
Formative and Diagnostics
Mid-year promotio
n
3rd/4th transition class or
accelerated reading class
Kindergarten Entry Assessment
G.S. 115C-83.1A-I
K 1 2 3 4
7 Components of North Carolina
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 Components of North Carolina
Read to Achieve 2013-2014
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
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