1. Winston-Salem / Forsyth County Schools
Third Grade Read
to Achieve Updates
September 8, 2015

2. North Carolina Read to Achieve: The 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 text when needed for secondary education and career success”

3. NC Read to Achieve House Bill 950/S.L. 2012-142 Section 7A
Part of the Excellent Public Schools Act adopted July 2012
Effective school year
7 basic components

4. NC Read to Achieve Program
Comprehensive Reading Plan
Developmental Screening and Kindergarten Entry Assessment
Facilitating Early Grade Reading Proficiency
Elimination of Social Promotion
Successful Reading Development for Retained Students
Parent/Guardian Notification
Accountability Measures

5. State Assessments
DIBELS (Dynamic Indicators of Basic Early Literacy Skills) and TRC (Text Reading and Comprehension)
Beginning-of-Grade (BOG)- third grade
End-of-Grade 3-5
Read to Achieve Alternate Assessment

6. District Assessments
District Benchmarks-Quarter Tests for reading and math

7. TRC Benchmark Goals RB to B C D G to H J to K L M to N O P to Q R to S
Grade
BOY Reading
Level Goal(s)
MOY Reading
EOY Reading K
RB to B C D
Grade 1
G to H
J to K
Grade 2 L
M to N
Grade 3 O
P to Q
Grade 4
R to S
S to T
Grade 5
T to U U
PARAPHRASE:
This chart displays proficiency cut points for TRC.
In Kindergarten, students are assessed on Print Concepts (PC) and Reading Behaviors (RB). The Score Categories available for the Print Concepts and Reading Behaviors assessments are Independent (IND) and Frustrational (FRU).
You have a handout which details all levels for cutpoints (Far Below Proficient, Below Proficient, Proficient, and Above Proficient) for all times of year K – 5.
The Reading Levels achieved at BOY and MOY Kindergarten display in black.
Goals vary for each grade level and assessment period.
If the student has no previous assessments, the application recommends beginning assessment at the grade-level expectation for the student’s grade and the time of year.
Use the student’s DORF score to help determine a starting point; if the DORF score is below or well below Benchmark, start at a lower book level than the grade-level expectation. If the student’s DORF score is well above Benchmark, start at a higher book level than the grade-level expectation.
Once the mCLASS® system has data, the recommendation is based on the most recent TRC result.
TRC 7 7

8. Good Cause Exemptions Good Cause Exemptions
Students who score 439 or higher on the Beginning of Year test (BOG)
LEP students with less than two years instruction in ESL
EC students whose IEP indicates at least a two school year delay in educational performance in reading or received intensive reading interventions for at least two school years
Students who score Level P or higher at End-of-Year on TRC

9. What is the Retention Process?
Students who have not demonstrated third grade proficiency by the end of third grade or Reading Camp and do not qualify for a good cause exemption have a retained label in PowerSchool. Those students are then either moved to a ¾ transitional class or are retained in 3rd grade. 9

10. Comprehensive Literacy Framework
Standards are taught through the Comprehensive Literacy Framework