Read to Achieve Parent Presentation

What is Read to Achieve? Read to Achieve was created in legislation and approved by the North Carolina General Assembly in July The program has components for improving reading proficiency for students in kindergarten through third grade. The law offers multiple supports for children as they build reading ability.

All students proficient readers by the end of third grade Students given multiple opportunities to show proficiency in reading Gives extra support to third and fourth grade students Goal of Read to Achieve Legislation:

Reading is at the core of all instruction Foundational reading skills build deeper comprehension skills and success in other content areas Students must have strong reading skills and be able to succeed in all other subject areas Reading in Grades K – 3:

In all NC K-3 classrooms, a student’s reading progress is measured through the mClass Reading 3D system. Allows teachers to understand reading skill development and levels Helps to design instruction Identifies struggling students as well as students needing enrichment NOT tests Listening to child read from leveled texts and one- minute skill tasks Reports reading progress for all students Parents informed if child is struggling or reading below grade level

MTSS/RTI Plan: If Reading 3D assessments, along with classwork and teacher observations indicate student is struggling and below proficiency, a plan must be developed: Developed if student is below proficiency Must include focused interventions and goals Development of stronger reading skills Parents receive a copy of plan Teachers monitor student’s progress frequently using R3D as part of balanced literacy instruction Intensive reading instruction in addition to regular classroom instruction

Goal of State: Reading At or Above Proficiency Continue to progress in reading proficiency so that students can read, comprehend, integrate, and apply complex texts needed for secondary education and career success By end of third grade, become an independent reader and answer comprehension questions about their reading

Beginning of Grade (BOG) End of Grade (EOG) Measures progress on standards on NCSCOS BOG for reading only- parents receive results Indication if student is on track Scores range from a Level 1 (lowest) to Level 5 (highest) EOG at end of year- reading and math Multiple choice tests for BOG and EOG Read selections and answer questions

Non-Promotion at EOY Score at Level 1 or 2 in reading at end of year on EOG Students can receive a Good Cause Exemption if they pass the Read to Achieve test administered after the EOG test or complete a reading portfolio Students may be deemed as proficient by other local Good Cause Exemptions- identified by law Notification in writing to parents if non-proficient Students must achieve proficiency before being promoted to fourth grade

State Good Cause Exemptions: “Students may be exempt from mandatory retention in third grade for good cause, but shall continue to be eligible to participate in reading camp, receive instructional supports and services and reading interventions appropriate for their age and reading level.” Good Cause Exemptions shall be limited to the following: Students with disabilities, who have an Individualized Education Program (IEP) that indicates the use of the NCEXTEND1 alternate assessment or have at least a 2 school year delay in educational performance or have received intensive reading interventions for at least 2 school years (determined by EC program) Limited English proficient (LEP) students with less than 2 school years of instruction in an English as a Second Language (ESL) program Students who have been retained more than once before the current third grade year Beginning of Grade (BOG) score 439 or higher mClass score- Level P- this meets the requirements under Read to Achieve Law

Local Good Cause Exemptions: Students may also be exempt if they were not proficient on EOG or RTA alternative assessment, but demonstrated mastery through an alternate pathway. These would include the following: A completed student reading portfolio showing mastery of all 12 reading standards (70% proficient of higher on all 12 standards) Pass a State Board approved LEA alternative assessment: iReady- score of 537 or higher/ Lexile level 725 > *If a student does not show proficiency on State or Local pathways, the student will be given the opportunity to show proficiency during a Summer Reading Camp offered by school district.

Student Reading Portfolio: Purpose: To gather information on a student’s reading proficiency over a period of time. The portfolio is a pathway to demonstrate proficiency of third grade reading standards. Reading passages with multiple choice questions/answers Independent student work “Cold read” Formative Aligned to standards Guides instruction No retakes Not completed as homework or outside classroom setting Student portfolio should represent a student’s mastery of standards over time Not mandatory for all students Recommended for student’s that are reading below grade level in third grade

Summer Reading Camp: For students that do not show proficiency after 3 rd grade and do not qualify for a Good Cause Exemption. *Students are strongly encouraged to attend. Provided by local school district No cost to parents/ transportation provided At least 72 hours of intense reading instruction After camp: - Read to Achieve test and/or local alternative assessment - a completed reading portfolio Students showing proficiency would be promoted to 4 th grade Parent/guardian decides student attendance, however attendance is strongly encouraged for extra support towards reading proficiency Student given opportunity to take RTA test and local alternative assessment on designated day

If student is not proficient at end of Summer Reading Camp, they will have a “Retained Reading” label and be placed in a classroom to receive: Additional intensive interventions and opportunities provided Extra time to catch up in reading and build stronger skills for other content areas Attention to reading deficiencies addressed prior to more difficult work and assignments

Placement for next school year for successful reading development: - Three/Four Transitional Class - Fourth Grade Accelerated Reading Class

3 / 4 Transition and 4 th Grade Accelerated Class: 4 th grade standards and curriculum taught Both classes include: -Research based effective teaching strategies -A highly qualified teacher - a heterogeneous mix of students - At least 90 minutes of uninterrupted reading instruction each day to include: -one on one and small group instruction -frequent progress monitoring -intensive intervention strategies -intensive remediation for students with “retained reading” label

Successful Reading Development… Transitional class receives interventions within a regular class setting Accelerated class receives interventions in a pull-out setting Parents of retained students can expect monthly written reports on child’s reading progress Students take the 4 th grade EOG at end of year

Mid – Year Promotion: November 1 Students with “retained label” will have opportunity to show proficiency of 3 rd grade standards through the following: Read to Achieve test, local alternative assessment approved by State Board of Education, mClass, or a completed reading portfolio “Retained reading” label removed if student meets proficiency Continue to work on portfolio to be completed by end of 4 th grade year to have “retention label” removed from record. All students remain in same class for entire year continuing to receive intense reading instruction Fourth grade EOG at end of year

Why Read to Achieve Law? Early identification and early intervention for struggling students Reduce need for remedial classes in middle and high schools Increase graduation rate All students college and career ready at graduation State being proactive and offering multiple and intensive opportunities for readers at an early age

For more information about Read to Achieve: Please visit: NC Read to Achieve Livebinder Contact your child’s school View a narrated parent presentation by NCDPI