The Law  Section , paragraph 3… A requirement that a pupil not be promoted from the third grade if the pupil obtains a score on the reading portion of the Arizona instrument to measure standards test, or a successor test, that demonstrates that the pupil's reading falls far below the third grade level.

State Reporting Process  In the spring of 2012, the Arizona State Legislature appropriated $40 million to our elementary schools for the purpose of supporting effective reading instruction in grades K – 3.  To receive these additional funds each school district and charter school is annually required to submit to the State Board of Education a plan for improving the reading proficiency of their K – 3 pupils  Allocated to Peoria Unified - $1,176,205.71

Common Components of Site Level Plans  K-3 Core Reading Program  Arizona State Standards & PUSD Curriculum Frameworks  Adopted Textbook and Support Materials Treasures K-5 General Classrooms  Instructional Time for K-3 Core Reading Block  90 Minutes Every Day  Assessment Plan  DIBELS  District Developed Fluency & Comprehension Assessment

Common Components of Site Level Plans  PAL Program  Professional Development Plan for CCSS and Intervention Strategies  PAL and Title I Reading Specialist are trained by C & I Curriculum Coaches to provide site level training on interventions  C & I Curriculum Coaches and Site Leadership Teams are providing training on CCSS

Components Currently Determined by Site  Selection and Use of Reading Intervention Programs beyond the PAL Program  Title I Personnel and supplemental programs/resources  Technology based support programs/resources Ticket to Read, A-Z Reading, Accelerated Reader, Study Island, Success Maker, etc.  21 st Century Grant programs and services  Teacher based before/after school tutoring  Pull Out/Push In services of a paraprofessional  Instructional Time for Intervention  Time for intervention ranges from an additional minutes 3- 5 days a week beyond the core reading instructional time

Peoria Unified Data AIMS Third Grade Reading Falls Far Below Breakdown rd Grade Reading

Next Steps  Based on the results from our site level plans and AIMS data for 3 rd Grade Students, it was determined that a district committee will be convened to:  review our current practices, programs and assessments  research and identify specific assessments, intervention programs, materials and resources with proven results  develop a district wide tiered system of support  purchase resources/assessments for each site to implement the developed plan of intervention  build a communication plan for teachers, parents, and community

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