2. The Law  Section 15-521, 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.

3. Peoria Unified Data AIMS Third Grade Reading Falls Far Below Breakdown 20092010201120122013 3 rd Grade Reading 135106867457

4. State Reporting Process  Each elementary school will complete a plan and submit it electronically to the district C & I Department.  The C & I Department will consolidate all of the site information to a district level plan and will submit all plans to the state.  Assessment data is collected three times during the school year and the reports will be submitted to the state.  This year the district will also need to develop a plan outlining the process/services students will receive if they score in the Falls Far Below category on the AIMS assessment in the Spring of 2014.

5. 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  We have a total of 150 minutes for our English Language Arts Block for K-4.  Assessment Plan  DIBELS  District Developed Fluency & Comprehension Assessment  Intervention Program and Services  Professional Development Plan

6. 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 30-90 minutes 3- 5 days a week beyond the core reading instructional time

7. Next Steps  The Curriculum & Instruction team will: continue to meet with district level team to refine the district level plan. meet with all Elementary Principals and Assistant Principals to review the state plan requirements/updates. review all data on incoming 3 rd graders and identify the students who are most at risk and provide each school with a list of those students. assist each site with developing their site plan to ensure alignment to the district plan and state expectations. meet with site level Literacy Teams to support the development of Tier II and Tier III intervention plans. provide support throughout the school year and monitor program implementation and student progress.

8. Questions