Oklahoma City Public Schools Elementary Literacy Teacher Implementation Guide Introduce all coaches http://tinyurl.com/okc-rsa.

Oklahoma City Public Schools Elementary Literacy Teacher Implementation Guide
Introduce all coaches

OKCPS Literacy Support Team
Dr. Wilbur House Executive Director of Elementary Curriculum Development Pam Hibbs Early Childhood Director- Pre-K and Kinder Support Gwyn Wert 1st Grade Literacy Coordinator Danielle Calvin 2nd Grade Literacy Coordinator Amy Walls 3rd Grade Literacy Coordinator Jessika Hill 4th Grade Coordinator Passion Bradley 5th and 6th Grade Coordinator

Additional Curriculum Support
Karie Carpenter Elementary Math Curriculum Coordinator Peter Brown K-12 Social Studies Curriculum Coordinator Kate Shannon Elementary Science Coordinator Maxine McNeil Payne Pilot Coordinator Billie Larsh Kathleen Lienke and Andy Jackson Library Media Services

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It matters little what else they learn in elementary school
if they do not learn to read at grade level. Fielding, L., Kerr, N., & Rosier, P. (2007). Annual growth for all students, catch-up growth for those who are behind. Kennewick, WA: The New Foundation Press, Inc.

Percentage of 4th and 8th grade students scoring proficient or above on NAEP reading standard.

OKCPS DIBELS 5 Year Trend data for 2007-2012
Beginning Of Year (BOY) and End Of Year (EOY)

Reading Sufficiency Act
The purpose of the Reading Sufficiency Act is to ensure that each child attains the necessary reading skills by completion of the third grade which will enable that student to continue development of reading skills and to succeed throughout school and life. A. The Legislature finds that it is essential for children in the public schools to read early and well in elementary school. The Legislature further finds that clear and visible goals, assessments to determine the reading level at each elementary school, annual measurements of elementary school reading improvement, and accountability in each level of the educational system will result in a significant increase in the number of children reading at or above grade level. B. The purpose of the Reading Sufficiency Act is to ensure that each child attains the necessary reading skills by completion of the third grade which will enable that student to continue development of reading skills and to succeed throughout school and life. 70 O.S. § B(B)

The Reading Sufficiency Act
can be divided into four key components: Early Identification of Reading Deficiencies Clear, Consistent Parent Communication Increased Time and Improved Literacy Instruction Third-Grade Graduation Requirements

of Reading Deficiencies
OKCPS has adopted research-proven methods for focusing on Early Identification of Reading Deficiencies

easyCBM Benchmark windows are:
Check-Up Schedule ALL OKCPS students in kindergarten - sixth grade are assessed for early literacy benchmarks in August, January, and May. The easyCBM Benchmark windows are: August 18 – August 29 January 5 –January 16 May 4 – May 14 Page 3

Final “Composite” Risk Level
Individual Measures Above Grade Level 76 – 100 Percentile At Grade Level 40 – 75 Percentile Below Grade Level 11 – 39 Percentile Far Below Grade Level 0 – 10 Percentile Final “Composite” Risk Level Low Risk Some Risk High Risk Page 3

Beta Do not print for parents
easyCBM Parent Report Beta Do not print for parents

easyCBM Benchmark Testing for Transfer Students
Students who transfer to your school from within OKCPS will retain their previous easyCBM data. Assess incoming transfer students from outside the district with easyCBM Benchmark within first 5 days of attendance. Page 3

Tracking Progress In addition to benchmark checkpoints, progress monitoring is used to determine if students are making adequate growth throughout the year. Students who score at or above grade-level are progress monitored each month. Students who score in the strategic range are progress monitored every two weeks. Students who score in the intensive range are progress monitored each week. Page 3

Progress Monitoring Leads to Instructional Changes
Discuss important role of assessment in instructional decision-making and planning. Note: Participants will attend a more comprehensive break-out session on assessment on Day 2 of the training.

Progress Monitoring- Where Does it Fit…
Breakfast in the classroom Computer lab time After school tutoring The first minutes of small group instruction The last minutes of small group instruction

OKCPS requires three summative benchmark assessments for grades 2-6.
The Edusoft Benchmark windows are: August 11 – September 12 November 10 – November 21 February 5 – February 20 These assessments provide valuable data regarding student proficiency on grade-level reading objectives. Page 7

Diagnostic Tools Elementary teachers will be provided
diagnostic tools to help pinpoint the specific areas of reading deficiency for struggling readers. Page 7

Tiered Literacy Instruction to Meet the Needs of All Learners
OKCPS Instructional Policies Emphasize the Value of Tiered Literacy Instruction to Meet the Needs of All Learners

The Academic Team Each OKCPS elementary student is supported
by an Academic Team composed of: the student’s parent(s) and/or guardian(s) 2. the student’s primary reading teacher 3. a reading teacher in the subsequent grade level 4. the school principal 5. a certified reading specialist, when one is available 6. additional instructional support providers: Remedial Specialists, Special Education teachers, English Language Development teachers, Social Workers, and Counselors. Coordinated instructional support from all members of an Academic Team is critical to each student’s successful development of early reading skills. Members of this team will meet throughout the year to review student data, develop an Academic Progress Plan, make instructional decisions, and determine placement that will provide maximum support for academic growth. Page 9

Data Meetings/Conferences
Fall Data Meetings Winter Data Meetings September 2 – September 5 January 20 – January 23 Data Meeting Committee Principal, Assistant Principal, Teacher, Special Education, Speech, ELD Teacher, Reading Specialist and Remedial Specialist, Library Media Specialist Student Data to Be included in Analysis EasyCBM Benchmark and Progress Monitoring Data, Edusoft Student Performance Data, WIDA Assessment Results, Diagnostic Data (if available) Page 9

Data Meetings/Conferences
Data Analysis Meeting Goals: Establish student groups for Tier I differentiated instruction, Tier II Intervention and Tier III Intervention Groups Determine which services and instructional support providers are most appropriate to accelerate each student’s reading progress Page 9

easyCBM End-of-Year Goals
Kindergarten Phoneme Segmenting 39 pspm First Grade Passage Reading Fluency 49 wpm Second Grade 90 wpm Third Grade 106 wpm Fourth Grade 133 wpm Fifth Grade 157 wpm Sixth Grade 153 wpm

Progress Monitoring 60, 65, 69, 59, 79

21 28 24 45 41 47 67 81 65 78 61/75 90 74 88 69 ? ?

Tiered Instruction All students are provided with a
90 minute reading block. Students who are determined to be at risk for reading difficulties are provided with an additional 30 minute strategic intervention block. Students who experience the greatest difficulty learning to read are also provided with a 30 minute intensive intervention block. Page 10

The READ Initiative Beginning with the school year, each school district established a READ Initiative (Reading Enhancement Acceleration Development) to prevent the retention of third-grade students by offering intensive accelerated reading instruction to kindergarten through third grade students who exhibit a reading deficiency. Page 14

The READ Initiative shall be provided:
to all kindergarten through third-grade students at risk of retention as identified by easyCBM during regular school hours in addition to regular reading instruction in collaboration with a state-approved reading curriculum 4) through a Program of Reading Instruction (described in the student’s APP) Page 14

TIER I and small group differentiation
When: 90 Minute Uninterrupted* Reading Block * Students in K-3rd are required to have an uninterrupted block What: - Whole Group grade level instruction, and small group differentiation Who: - ALL students proficient, strategic, and intensive… ELL, SPED… - Instruction is provided by the student’s primary reading teacher (teacher of record) - “Push-In” support is encouraged Page 10

TIER I Supplemental Resources
(This is not an exhaustive list.) OKCPS Reading Block Instructional Guides Florida Center for Reading Research Leveled Literacy Intervention SRA Rigby Books Truimphs Explicit Phonics Programs West Virginia Phonics Reading Horizons Saxon Phonics Wilson Fundations

TIER II skills-based instruction to accelerate progress
When: Minimum of an Additional Minutes (In Addition to Tier I) What: Direct, teacher-led, small group, targeted, skills-based instruction to accelerate progress toward grade-level proficiency Who: - Students identified as yellow & red on easyCBM and students who need support beyond Tier I - Instruction is provided by a trained professional - “Walk-to-Intervention” is encouraged Page 10

(This is not an exhaustive list.)
TIER II Resources (This is not an exhaustive list.) Triumphs Voyager Passports Structured Language Basics (Payne Education Programs) Florida Center for Reading Research Leveled Literacy Intervention Explicit Phonics Programs West Virginia Phonics Reading Horizons Saxon Phonics Wilson Fundations

TIER III (In Addition to Tier I & II) skills-based instruction
When: Minimum of an Additional 30 Minutes (In Addition to Tier I & II) What: - Direct, teacher-led small group, intensive, skills-based instruction - More systematic and intensive than Tier II Who: - Students identified as red on easyCBM and students who need support beyond Tier II - Instruction is provided by a trained professional - “Walk-to-Intervention” is strongly encouraged Page 10

(This is not an exhaustive list.)
TIER III Resources (This is not an exhaustive list.) Explicit Phonics Programs West Virginia Phonics Reading Horizons Saxon Phonics Wilson Fundations

Language Essentials for Teachers of Reading and Spelling
Tools for the Tiers Teamwork within the Tiers Language Essentials for Teachers of Reading and Spelling 40 Reading Intervention Strategies

Additional Instructional Requirements for RSA Retained 3rd Grade Students
Supplemental after-hours tutoring three hours per week provided by a qualified individual using a program from the OKCPS List of Approved Programs Parent-guided “Read at Home” assistance plan OR After-hours mentor or tutor with specialized reading training Page 15-16

Supplemental Support Resources
(This is not an exhaustive list.) Failure Free Reading Lexia Reading Eggs Smarty Ants Study Island Successmaker

Early Intervention Changes Reading Outcomes
5 5.2 Low risk on early screening 4.9 With research-based core but with extra instructional intervention 4 With research-based core but without extra instructional intervention 3.2 3 Reading grade level (GE) 2.5 High risk on early screening 2 Here’s the most compelling reason for using RtI – results. Students who are identified in first grade as being at high risk on early screenings will continue to lag behind their low-risk peers, even with a research based comprehensive reading program. In order to reach their potential, these students must have BOTH a research based core reading program and extra intervention. Note that students who are on track achieve with the ongoing instruction provided to them in most classrooms. High risk students not only need a research based core program, but also need well targeted research-based interventions to succeed. Note to user of this Power Point: This slide is critical in that it reinforces Sopris’ intervention programs and products. 1 Grade level corresponding to age Reading First Assessment Committee (2000), based on Torgesen longitudinal study Reading First Assessment Committee 2000, based on Torgesen data

OKCPS is Working Diligently Toward
Clear, Consistent Parent Communication

Parent & Community Meetings
District leaders will host RSA Parent and Community meetings throughout the year, at the Administration Building. This year, each school site will be required to provide a session for parents. At these meetings parents will be: - Informed about the RSA instructional changes - Informed about the Third-Grade Graduation Requirements - Provided an opportunity to ask questions. Page 29

Organized Student Data
Every OKCPS K-4th grade student is provided with an Academic Progress Folder. This folder documents each student’s literacy assessments, instruction, and academic growth. It is used throughout the year to guide conversations with parents regarding their student’s reading proficiency and instructional needs. Page 18

Academic Progress Folder
Each student’s Academic Progress Folder will be kept in a secure location in the primary reading teacher’s classroom. Folders should be updated throughout the year and should be available to building, district, or state administration upon request. The Academic Progress Folder will travel with the student grade-to-grade and school-to-school K-4. Page 18

Academic Progress Folder for Transfer Students
Students who transfer to your school from within OKCPS will retain their previous Academic Progress Folder. An Academic Progress for is created for every incoming transfer student from outside the district. Teachers are responsible for documentation from the date the student is enrolled in their class. Page 18

Academic Progress Folder for Transfer Students
Students who transfer from outside OKCPS will not have a green Academic Progress Folder. Every “at-risk” K-3 student from a public school in Oklahoma should have an Academic Progress Plan with their records. An Academic Progress folder is created for every incoming transfer student from outside the district. Teachers are responsible for documentation from the date the student is enrolled in their class. Page 18

The Academic Progress Folder
End of the Year After the completion of EOY assessments each Academic Progress Folder is organized and placed with the student’s cumulative folder in preparation for next school year. Page 18

Planning for Growth Each OKCPS K-4th student will have an individualized Academic Progress Plan (APP). The APP describes the child’s level of reading proficiency and the instructional supports and services used to help the child. The signature section of the APP notifies parents that their child must meet the Third-Grade Graduation Requirements in order to be promoted to fourth grade. Page 21

Academic Progress Plan
Page 22-23

Completing the Academic Progress Plan

Completing the Academic Progress Plan 1 1

Completing the Academic Progress Plan Red High Risk

Academic Progress Plan Diagnostic Assessments Used as Necessary
Completing the Academic Progress Plan Diagnostic Assessments Used as Necessary

Completing the Academic Progress Plan School-Wide or School List IEP Based on WIDA

Indicate All Applicable

Completing the Academic Progress Plan Most Significant Area of Need

Academic Progress Plan Based on Most Significant
Completing the Academic Progress Plan Based on Most Significant Area of Need

Required

Initial Notification letters must be certified mailed
OKCPS Fall Parent-Teacher Conferences are provided for all OKCPS families the week of September 2. Conferences are scheduled after this time for families who transfer after this time or request additional meetings. Parents who are unable to attend the conferences will be notified by mail using the district-provided letter. Initial Notification letters must be certified mailed by the end of September. (Or within 35 days of enrollment for transfer students)

Second Quarter Third-Grade Parent Notification
The parent or guardian of any third grade student who is not reading at grade level by the end of the second quarter shall be notified of: 1. The reading level of the student 2. The program of reading instruction for the student 3. The potential need for the student to participate in OKCPS Summer Reading Academy The OKCPS Mid-Year Third-Grade Parent Letter is provided to sites to send with second quarter report cards. Page 27

Highly Recommended

Midyear Notification letters must be mailed
OKCPS Midyear Parent-Teacher Conferences are provided for all OKCPS families the week of February 2. Conferences are scheduled after this time for families who transfer after this time or request additional meetings. Parents who are unable to attend the conferences will be notified by mail using the district-provided letter. Midyear Notification letters must be mailed by Valentine’s Day for students who already received initial notification.

Parent Notification of Qualification for RSA Promotion
A third-grade student whose composite risk level is low (white) for the Fall, Winter, or Spring easyCBM Benchmark has satisfied the RSA requirements for promotion to 4th grade. The student’s parents will be notified that their student will not be RSA retained at the end of 3rd grade. Notification will occur during the Parent Conference directly following the benchmark testing. Page 24

Support for Building the Academic Team
Saturday, January 17 Upper Elementary Monday, January 26 3:45pm - Lower Elementary Tuesday, January 27 3:45pm - Elementary Wednesday, January 28 3:45pm - Hills Elementary Thursday, January 29 3:45pm - Luther King Elementary

EOY Conferences End-of-Year Conferences are provided for all OKCPS 3rd grade families within the last 30 days of school. Fourth-grade students who received a conference-based “probationary promotion” are also provided an End-of-Year Conference. Page 28

End of Year Trainings Training will be provided
for all members of the Academic Team regarding the EOY Conference requirements. The trainings will occur the first week in May- after the state testing window. Sessions will be offered morning, afternoon, and evening Friday, May 1 - Saturday, May 9 @Administration Building Room 400

Graduation Requirements
OKCPS Policies must be Followed to Ensure Compliance with the Oklahoma Third-Grade Graduation Requirements

OKCPS Retention RSA requires that a specific group
of third-grade students be retained. It does not prevent the teacher or administrator from retaining any K-12 student. All OKCPS teachers will follow the district Safety Net Procedures for each student they believe may benefit from retention.

OK Requirements for Third Grade Graduation
The Reading Sufficiency Act now provides four methods through which third-grade students may satisfy the proficiency requirements for promotion to fourth grade.

OK Requirements for Third Grade Graduation
1. Proficiency Demonstrated through a Reading Screener 2. Score of Limited Knowledge (or higher) on the Reading OCCT 3. Good-Cause Exemption 4. Conference- Based Promotion* * This promotion is only allowed for and school years. Page 30

Proficiency Demonstrated through a Reading Screener
The screening instrument used in OKCPS is easyCBM. A third-grade student whose composite risk level is low/white for the Fall, Winter, or Spring Benchmark has satisfied the requirements of the Reading Sufficiency Act for promotion to fourth grade. Page 30

Proficiency Demonstrated through the OCCT
The Oklahoma Criterion-Referenced Tests a.k.a the Oklahoma Core Curriculum Tests are designed to measure students’ progress on the Oklahoma Academic Standards. Students in Grade 3 (and above) take the Reading OCCT each spring. Page 30

How Reading is Graded on the Oklahoma State Test
Advanced Proficient Limited Knowledge Unsatisfactory SB 346 does not require retention of students who score Limited Knowledge. Page 30

A student who scores Proficient or Advanced on the third-grade Reading OCCT has satisfied the requirements of the Reading Sufficiency Act for promotion to fourth grade. Page 30

A student who scores Limited Knowledge on the third-grade Reading OCCT may qualify for promotion to the fourth grade. In this situation parents are provided the option of retaining their child. Page 30

A student who scores Unsatisfactory on the third-grade Reading OCCT are at-risk for RSA Retention. Page 30

Promotion Through Good-Cause Exemption
Some third graders who score Unsatisfactory on the Reading OCCT can be provided a Good-Cause Exemption and be promoted to fourth grade. Page 30

Quick Reference for RSA Good-Cause Exemptions
pertains to ELL students Good-Cause Exemption #2 pertains to OAAP students Good-Cause Exemption #3 involves the alternative assessment (ITBS) Good-Cause Exemption #4 requires a 3rd grade mastery portfolio Good-Cause Exemption #5 pertains to students who have an IEP and have been retained once (PreK-3) Good-Cause Exemption #6 pertains to students who have been retained twice (PreK-3) Good-Cause Exemption #7 have a medical waiver from SDE. Page 32

Good-Cause Exemption #1
Good-Cause Promotion is available to English Language Learners who have less than two years of instruction in an ELL program. Page 30

Good-Cause Promotion is available to students with disabilities who are assessed through the Oklahoma Alternative Assessment Program (OAAP). Page 30

Good-Cause Promotion is available to students who demonstrate proficiency on an alternative standardized reading assessment. All OKCPS students at-risk for RSA retention are provided multiple opportunities to take the Iowa Tests of Basic Skills. Page 30

Promotion from third-grade does not depend on “one test, one day.”

Good-Cause Exemption is available to students who demonstrate mastery of third-grade state standards for reading through a student portfolio. Page 30

Promotion from Third-Grade does not depend on passing a test.

Good-Cause Promotion is available to students with disabilities who take the OCCT, who have an Individualized Education Plan, who have received intensive remediation in reading for more than two years but still demonstrate a deficiency in reading; and who were previously retained or in a transitional grade during pre-kindergarten, kindergarten, first, second, or third grade. Page 30

Good-Cause Promotion is available to students who have received intensive remediation in reading for two or more years but still demonstrate a deficiency in reading; and who were previously retained or in a transitional class during pre-kindergarten, kindergarten, first, second, or third grade for a total of two years. Page 30

Good-Cause Promotion is available to students who have been granted an exemption for medical emergencies by the State Department of Education. Page 30

Conference-Based Promotion by an Academic Team
A student not otherwise qualified for promotion may be evaluated for "probationary promotion" by the Academic Team. The student’s Academic Team is composed of: (1) the student’s parent(s) and/or guardian(s) (2) the student’s primary reading teacher (3) a teacher in reading who teaches in the subsequent grade level (4) the school principal (5) a certified reading specialist Page 30

Conference-Based Promotion
by an Academic Team The student will be promoted to the fourth grade if the Academic Team members unanimously recommend "probationary promotion." Page 30

on an alternative assessment.
Midyear Promotion RSA retained students may receive midyear promotion based on evidence of grade-level reading proficiency on an alternative assessment. The fourth-grade ITBS will be offered for the purposes of midyear promotion August 8, August 15, August 22, August 29, September 5, September 12, and October 14, 2014. Page 34

Projected 3rd Grade Reading Deficiency

Schools will receive this information by the end of February.
Completion / Verification is required prior to Spring Break.

Teachers will use this information to guide their instruction, intervention, and parent communication throughout the spring semester. At the end of the school year, this document will also aid teachers in determining students for whom Good-Cause Requests should be submitted.

Additionally, the information provided by this mid-year report will guide building and district leaders as decisions are made for next year’s instructional response.

Completing the OKCPS Academic Progress Folder

End-of-the-Day / Bottom Line Non-Negotiables for ALL OKCPS K-4 students
- Academic Progress Folder - Academic Progress Plan / Parent Notification Initial and Midyear Update - 90 Minute Reading Block - Additional Tiered Intervention- if reading below grade level - easyCBM Benchmarks BOY, MOY, and EOY - Progress Monitoring

OKCPS RSA Coordinator Amy Walls arwalls@okcps.org (405) 203-3797

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Appendix E

Oklahoma City Public Schools Elementary Literacy Teacher Implementation Guide Introduce all coaches http://tinyurl.com/okc-rsa.

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