Download the presentation - Lacy Elementary School, Raleigh, NC

Excellent Public

Schools Act


READ TO ACHIEVE


A Focus on Improving

K
-
3 Literacy


2013

Growing and Supporting Readers At Lacy

Reading Problems and Dropout


•
A student who can’t read on grade level
by 3rd grade is
4 times less likely to
graduate
by age 19 than a child who reads
proficiently by that time.



Add POVERTY to the mix, and a student is
13 times
less

likely to graduate on time.


•

Students who did not read proficiently at
3rd grade
constitute 88% of those who did
not earn a HS diploma.



Reading Problems and Dropout


•
Low reading skills in 3rd grade are a
stronger predictor of dropping out of
school
than having spent at least one year
in poverty.





Donald J. Hernandez: “Double Jeopardy: How Third
-
Grade
Reading Skills and Poverty Influence High School Graduation.” Annie E.
Casey Foundation, 2011

Excellent Public Schools Act


§

115C
-
83.1A. State 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 texts
needed for secondary
education
and
career success.

Aims of Read to Achieve

•

Difficulty with reading development is
identified as early as possible;


•
Students receive appropriate
instructional and support services to
address difficulty with reading
development and to remediate reading
deficiencies;

Improving K
-
3 Literacy

What do we currently have in place

that addresses these efforts?


Literacy at Lacy

•
An Overview from Mrs. Blomquist

•
Lacy’s Literacy Specialist


•
Literacy and intervention support

•
An increase in rigor with Common Core

•
Purpose and benefits of mClass

•
How parents can help

O
1. Decide
what is important
for students
to know.

O
2.
Teach
what is important for students
to know.

O
3
. Keep track
of how students are
showing what they know.

O
4.
Make changes
according to the data
and results you collect!








David
Tilly
, 2005


The Big Bang
Theory of

Implementation of the North Carolina General
Assembly’s

Read to Achieve Program


7 Components of NC Read to Achieve

•
Developmental Screening and Kindergarten Entry
Assessment (KEA)

•
Facilitating Early Grade Reading Proficiency

•
Parent/Guardian Notification

•
Elimination of Social Promotion

•
Successful Reading Development for Retained
Students

•
Accountability Measures

•
Comprehensive Reading Plan



North Carolina General Assembly’s Read to Achieve
Program Grade Level Implementation Plan

Reading Development for Retained Students

•
Summer Reading Camp

•
Plan for Reading at Home (if retained once)

•
Supplemental Tutoring (if retained twice)

Goal: The goal of the State is to ensure that every student read at or above grade level by the end of third
grade.

Annual Reporting: Accountability Measures (LEAs and DPI)

•
Website

•
Report Reading Interventions to SBE

•
SBE and DPI Technical Assistance

Begin Portfolio

Personalized Education Plans (PEP) with Evidence Based Instructional Supports

Notifications to Parents and Guardians

Formative and Diagnostics

Mid
-
year
promotion

3
rd
/4
th

transition
class or
accelerated
reading class

Kindergarten Entry
Assessment

G.S. 115C
-
83.1A
-
I

K

1

2

3

4

Retention/Elimination of
Social Promotion

7 Components of North Carolina

Read to Achieve 2013
-
2014

1.
Developmental Screening and Kindergarten Entry
Assessment (KEA
)

–
Will be in place for fall of 2014

•
Will include 5 domains of school readiness

•
Language and literacy development

•
Cognition and general knowledge

•
Approaches toward learning

•
Physical well
-
being and motor development

•
Social and emotional development

–
Will replace the KIA

–
Will include the
mCLASS

assessments for literacy


7 Components of North Carolina

Read to Achieve 2013
-
2014

2.
Facilitating Early Grade Reading Proficiency

–
Formative and Diagnostic assessments for K
-
3
students

–
Instruction reflects research in
reading (Big 5)

–
Develop relationships with outside agencies

•
WAKE Up and Read
-
focus on school
readiness


The Big 5 In Literacy

O
There are 5 Big Ideas in Beginning Reading:

O
Phonemic Awareness

O
Alphabetic Principle

O
Fluency with Text

O
Vocabulary

O
Comprehension


7 Components of North Carolina

Read to Achieve 2013
-
2014

3. Parent/Guardian Notification

–
Regular communication

–
PEP

–
mCLASS Home Connect Letters
—
Going
home Oct 7
th

with interims.



Home Connect Letters

7 Components of North Carolina

Read to Achieve 2013
-
2014

4. Elimination of Social Promotion

If student fails to demonstrate proficiency on 3
rd

grade reading EOG

•
Opportunity for retest/Alternative
Assessment

•
Good Cause Exemption

•
Summer School

•
Portfolio


O
A compilation of independently produced student
work selected by the student’s teacher and signed
by the teacher and principal as an accurate picture
of the student’s reading ability.


O
It shall include an organized collection of evidence
of the student’s mastery of the states reading
standards that are assessed by the state’s
approved standardized test of reading
comprehension administered to 3
rd

grade
students.

Develop a Portfolio For Students At Risk

7 Components of North Carolina

Read to Achieve 2013
-
2014

5. Successful Reading Development for Retained Students

–
Starts 2014

–
3
rd
/4
th

transition class or

–
Accelerated reading class


6. Accountability Measures
—
State assessments and EVAAS data for
teachers


7. Comprehensive Reading Plan
-
developed by school



7 Components of NC Read to Achieve

•
Developmental Screening and Kindergarten Entry
Assessment (KEA)

•
Facilitating Early Grade Reading Proficiency

•
Parent/Guardian Notification

•
Elimination of Social Promotion

•
Successful Reading Development for Retained Students

•
Accountability Measures
—
State assessments and EVAAS
data for teachers

•
Comprehensive Reading Plan
-
developed by school



*Enrollment in Summer Camp is the decision of the
parent. If the choice is
not

to enroll in Summer Camp, the
student is retained to a 3
rd

grade classroom.

** If the student has already been retained once, the
LEA/school shall provide a plan for reading at home,
including a contract with parent/guardian.

End of Third Grade

Student completes 3
rd

grade and
EOG for reading

Promote to 4
th

grade

Re
-
administer 3
rd

grade reading
assessment or
RtA

Test

Student Qualifies for a “good
cause exemption”

Retained for 3
rd

Grade (label)**

Proficient?

Proficient?

No

No

Enrollment in Summer
Reading Camp*

RtA

Test or Student Reading
Portfolio

Proficient?

No

Yes

G.S. 115C
-
83.1A
-
I

Summer Reading Camp



•
Runs for 6 weeks: 4 days a week for 3 hours

•
Only focuses on Reading Instruction

•
During the summer, in order to demonstrate proficiency,
students can take a reading assessment 3x or show
evidence of mastery through a reading portfolio

•
Only special education students on the Non
-
standard
course of study in self contained classrooms are exempt
from the retention guidelines

•
Students who don’t demonstrate mastery will be enrolled
with fourth grade peers and, as part of their day, receive 90
minutes of uninterrupted reading instruction. Students’
progress toward evidence of mastery is tracked through the
reading portfolio.


O
http://www.wcpss.net/what
-
we
-
teach/curriculum/read
-
to
-
achieve.html


O
Excellence Education Act

O
Read to Achieve Guidebook

O
Read to Achieve Parent Resources
(parent letter, glossary, brochure)

O
Websites for parents on literacy
strategies and tips


Resources