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

Desired Outcomes Time together to discuss Reading Camp logistics Examine the two models for supporting the “Non-Proficient” 3rd Graders in 4th Grade

Reading Camp Logistics Camp Teachers Camp Materials Support Host Site

North Carolina General Assembly’s Read to Achieve Program Grade Level Implementation Plan Goal: The goal of the State is to ensure that every student read at or above grade level by the end of third grade. K 1 2 3 4 Personalized Education Plans (PEP) with Evidence Based Instructional Supports Notifications to Parents and Guardians 3rd/4th transition class or accelerated reading class Formative and Diagnostics Mid-year promotion Kindergarten Entry Assessment Begin Portfolio Retention/Elimination of Social Promotion Annual Reporting: Accountability Measures (LEAs and DPI) Website Report Reading Interventions to SBE SBE and DPI Technical Assistance Reading Development for Retained Students Summer Reading Camp Plan for Reading at Home (if retained once) Supplemental Tutoring (if retained twice) G.S. 115C-83.1A-I

Coming to Toolkit and Wiki Complete portfolio procedures Directions for incomplete portfolios Promotion Recommendation Form Orange folder in Cumulative Folder Letter to send to parents regarding promotion/retention

North Carolina General Assembly’s Read to Achieve Program Grade Level Implementation Plan Goal: The goal of the State is to ensure that every student read at or above grade level by the end of third grade. K 1 2 3 4 Personalized Education Plans (PEP) with Evidence Based Instructional Supports Notifications to Parents and Guardians 3rd/4th transition class or accelerated reading class Formative and Diagnostics Mid-year promotion Kindergarten Entry Assessment Begin Portfolio This organizational chart illustrates how the major components of the NC Read to Achieve Program from the Excellent Public Schools Act are interrelated. The goal of the entire program is stated at the top. The Grade progression is at the top Arrows indicate when different components of the program are initiated. Color-coded boxes run below the grade progression to show the timing of each component through the grade levels Purple boxes identify actions that LEAs will provide for struggling students Green boxes identify tools provided by the state that will help LEAs identify, assess, and instruct students Orange boxes identify State Board policies that are required as a result of the legislation Reporting and Accountability measures are components of the NC Read to Achieve Program that will be a shared responsibility of the LEAs and the State Retention/Elimination of Social Promotion Annual Reporting: Accountability Measures (LEAs and DPI) Website Report Reading Interventions to SBE SBE and DPI Technical Assistance Reading Development for Retained Students Summer Reading Camp Plan for Reading at Home (if retained once) Supplemental Tutoring (if retained twice) G.S. 115C-83.1A-I

Does your master schedule provide 4th graders with 90 minutes of uninterrupted reading instruction? Do you have 4th grade teachers using the Daily Café structure? Do you have 4th grade teachers working with the students struggling in reading in small groups on a daily basis? Do you have 4th grade teachers who differentiate in reading instruction? Are your 4th grade teachers analyzing and responding to data? Do you have 4th grade teachers that are growing students in their reading proficiency? Do you have any 4th grade classrooms where an intervention teacher is providing instructional support within the classroom?

The What and the How See handout for legislative language and WCPSS recommendations on the “What” Brainstorm the “How” with Leadership Team Consider: Number of non-proficient students Master schedule Fourth grade teachers Intervention teachers Implementation Plan will be submitted in September http://tinyurl.com/ReadtoAchieve

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