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

2. Desired Outcomes Review logistics around Reading Camp
Examine the two models for supporting the “Non-Proficient” 3rd Graders in 4th Grade

3. Training Substitutes Logistics Camp Materials Passages Profile sheet:
Medical Plan:
Parent Communication
Passages
Keep journals and materials for next camp

4. Training for Second Themed Camp Wild Weather
Track 1 and 2
May 15th at Rural Center
Full day for new camp teachers
PM Only for current camp teachers
Substitutes provided if current employee
Paid for day if retiree
Remember to complete google doc with attendees

5. Material Question Crayons
construction paper (white, grey, black, blue)
1 glue bottle
Pencils
White paint
Paint brushes
Salt
Cotton balls
Baggies/or brown bags
Reading response journals
Duct tape

6. 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

7. 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

8. 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

9. 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?

11. The What and the How
See handout for legislative language and WCPSS recommendations on the “What”
Brainstorm the “How” with colleagues at your table
Consider:
Number of non-proficient students
Master schedule
Fourth grade teachers
Intervention teachers
Implementation Plan will be submitted in September

12. We are here to support you!