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

O Receive an overview of Excellent Public Schools Act: A Focus on Improving K-3 Literacy O Understand the 7 components of the Read to Achieve Program O Make connections to what we are already doing O Understand 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 promotion 3 rd /4 th transition class or accelerated reading class Kindergarten Entry Assessment G.S. 115C-83.1A-I K1234 Retention/Elimination of Social Promotion

7 Components of North Carolina Read to Achieve 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 promotion 3 rd /4 th transition class or accelerated reading class Kindergarten Entry Assessment G.S. 115C-83.1A-I K1234 Retention/Elimination of Social Promotion

7 Components of North Carolina Read to Achieve 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

WAKE Up and Read Community Collaborative

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 promotion 3 rd /4 th transition class or accelerated reading class Kindergarten Entry Assessment G.S. 115C-83.1A-I K1234 Retention/Elimination of Social Promotion

7 Components of North Carolina Read to Achieve 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 Portfolio Personalized Education Plans (PEP) with Evidence Based Instructional Supports Notifications to Parents and Guardians Formative and Diagnostics Mid-year promotion 3 rd /4 th transition class or accelerated reading class Kindergarten Entry Assessment G.S. 115C-83.1A-I K1234 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 3 rd 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 promotion 3 rd /4 th transition class or accelerated reading class Kindergarten Entry Assessment G.S. 115C-83.1A-I K1234 Retention/Elimination of Social Promotion

7 Components of North Carolina Read to Achieve Elimination of Social Promotion If student fails to demonstrate proficiency on 3 rd 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 3 rd 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 Grade Student completes 3 rd grade and EOG for reading Promote to 4 th grade Re-administer 3 rd grade reading assessment or RtA Test Student Qualifies for a “good cause exemption” Retained for 3 rd Grade (label)** Proficient? No Proficient? No Enrollment in Summer Reading Camp* RtA Test or Student Reading Portfolio Proficient? No 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 promotion 3 rd /4 th transition class or accelerated reading class Kindergarten Entry Assessment G.S. 115C-83.1A-I K1234

7 Components of North Carolina Read to Achieve Successful Reading Development for Retained Students –Starts 2014 –3 rd /4 th transition class or –Accelerated reading class

O A flowchart exists within the Read to Achieve Guidebook O District will provide guidance once the plan is finalized 3 rd /4 th 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 promotion 3 rd /4 th transition class or accelerated reading class Kindergarten Entry Assessment G.S. 115C-83.1A-I K1234

7 Components of North Carolina Read to Achieve 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 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

O 1. Decide what is important for students to know. O 2. Teach what is important for students to know. O 3. Keep track of how students are showing what they know. O 4. 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 to-achieve.html to-achieve.html O Excellence Education Act O Read to Achieve Guidebook O Read to Achieve Parent Resources (parent letter, glossary, brochure) O Websites for parents on literacy strategies and tips Resources