Implementation of the North Carolina Read

quietplumΤεχνίτη Νοημοσύνη και Ρομποτική

23 Φεβ 2014 (πριν από 4 χρόνια και 9 μήνες)

116 εμφανίσεις

Implementation of the North Carolina Read
to Achieve Program

CCSA

March 25, 2013

North Carolina Read to Achieve


Adopted July 2012 (state budget act)


7 basic components


Effective at the beginning of the school
year 2013
-
2014

K
-
3 Literacy Division


Director of K
-
3 Literacy


8 Regional Consultants


Program Assistant


Data/Budget Consultant


Division responsibilities:


Direct support to schools/districts


Professional development


State
-
wide implementation of NC Read to Achieve


Reading Committee



Established in August 2012


Members from multiple DPI divisions and
one outside
agency


Developed and organized structure of the
implementation plan


Met with the General Assembly’s research
staff as components of plan developed

7 Components of North Carolina
Read to Achieve


Comprehensive Reading Plan


Developmental Screening and Kindergarten
Entry
Assessment (KEA)


Facilitating Early Grade Reading Proficiency


Elimination of Social Promotion


Successful Reading Development for Retained
Students


Parent/Guardian Notification


Accountability Measures

North Carolina Read to Achieve


Comprehensive Plan for Reading
Achievement


Improve reading achievement


Effective reading instructional practices based on
current empirical research


Standard Course of Study / Common Core


Teacher licensure and renewal standards


Teacher education

North Carolina Read to Achieve


Developmental Screening and Kindergarten
Entry Assessment (2014
-
2015)


5 essential domains


Language and literacy, cognition and general
knowledge, approaches toward learning, physical
well
-
being and motor development, social and
emotional development


North Carolina Read to Achieve


Facilitating Early Grade Reading Proficiency


Formative, diagnostic assessments K
-
3


Instructional supports and services for
difficulties in reading development


Formative, diagnostic data to identify root
causes of reading development deficiency


Adopted by SBE in August 2012

North Carolina Read to Achieve


Elimination of Social Promotion


Retention after 3
rd

grade


Good cause exemptions


Superintendent approves exemptions


Teacher sends justification and documentation of good
cause to principal


Principal makes initial determination of retention then
sends in writing to Superintendent

North Carolina Read to Achieve


Successful Reading Development for Retained
Students


Summer reading camps


Teacher: positive student outcomes in reading


3/4 Transition class


Accelerated class


Mid
-
year promotion


Retention: parent plan and supplemental tutoring

North Carolina Read to Achieve


Notification to Parents and Guardians


Timely


In writing


Not eligible for good cause exemption


Interventions used


Monthly reports on reading progress

North Carolina Read to Achieve


LEA Accountability


Published numbers of proficient, not proficient,
alternate assessment, retained, exemptions


Local Boards


Reports sent to State Board including
interventions used


SBE and DPI provide technical assistance

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

Retention/Elimination
of Social Promotion

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

*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

Process of

Retention

Student is retained after 3
rd

grade

3
rd
/4
th

transition class
(classroom
designed to meet 4
th

grade performance
standards while continuing to remediate
areas of reading deficiency)


within
class

Accelerated reading class (instructional
supports provided to increase a
student’s reading level at least two
grade levels)


pull out

Opportunity for Mid
-
Year promotion by passing the
RtA

test of reading comprehension or Student
Reading Portfolio by November 1

Student Portfolio is used to pass 3
rd

grade reading
and completes 4
th

grade EOG

Principal Authority on
Proficiency

Retention/Promotion based on
Principal’s decision

Student promoted to 5
th

grade

Retention Label removed


student continues in 4
th

grade curriculum with intensive reading support

Retention Label remains


intensive reading support
continues and teacher keeps portfolio (school based
team may consider placement options)

Proficient?

Completes 4
th

grade EOG

G.S. 115C
-
83.1A
-
I

OR

Good Cause Exemptions

1.
Limited English Proficient students with less than two years of instruction in an English as
a Second Language program.

2.
Students with disabilities, as defined in G.S. 115C
-
106.3(1), whose individualized
education program indicates the use of alternative assessments and reading
interventions.

3.
Students who demonstrate reading proficiency appropriate for third grade students on an
alternative assessment approved by the State Board of Education. Teachers may
administer the alternative assessment following the administration of the State
-
approved
standardized test of reading comprehension typically given to third grade students at the
end of the school year, or after a student's participation in the local school administrative
unit's summer reading camp.

4.
Students who demonstrate, through a student reading portfolio, reading proficiency
appropriate for third grade students. Teachers may submit the student reading portfolio at
the end of the school year or after a student's participation in the local school
administrative unit's summer reading camp. The student reading portfolio and review
process shall be established by the State Board of Education.

5.
Students who have (
i
) received reading intervention and (ii) previously been retained more
than once in kindergarten, first, second, or third grades
.

G.S. 115C
-
83.1A
-
I

Facilitating Early Grades Reading
Proficiency


Legislative
Component

Facilitating Early Grade Reading Proficiency:


K
-
㌠s瑵d敮瑳t獨慬氠b攠慳獥獳敤 睩瑨 v慬楤ar敬楡e汥l f潲ma瑩t攠慮d d楡杮潳瑩t
r敡e楮i 慳a敳獭en瑳


䅳獥獳m敮瑳t慮d 楮i瑲tc瑩潮慬t獵sp潲瑳t獨慬氠慤dr敳猠瑨攠ea瑩潮慬tR敡e楮i
Panel’s research on the Big 5 ideas of reading


LEAs are encouraged to partner with volunteers, mentors, tutors

Action Plan

(for LEAs)


Ensure that all schools in all districts are trained and have correct materials and
devices


Ch散欠k楤i汩瑹l潦 業p汥l敮ta瑩潮t潦 b敮chm慲歩a朠慮d pr潧o敳猠e潮楴潲楮i a晴敲e
獣s潯汳lb敧楮iu獩湧s瑨攠慳獥獳m敮琠syst敭


䵡楮t慩a c潭oun楣a瑩潮t睩瑨 R敧楯n慬aC潮獵汴慮瑳t慢潵琠n敥d猬squ敳瑩潮猬t慮d
獵sc敳獥e


Analyze data to develop schedules, identify professional development needs,
guide and change instruction


Pr潶楤i 楮i瑲tc瑩潮慬t獵sp潲瑳t慮d 楮t敲v敮瑩潮ts瑲at敧楥猠t漠o敡eh敲s


䑥v敬潰⁲敬e瑩潮獨楰猠睩瑨 c潭oun楴礠潲g慮楺a瑩潮猬tbu獩湥獳敳Ⱐ慮d v潬unt敥爠
杲潵o猠f潲 pr潶楤楮朠m敮t潲猠慮d 瑵t潲楮i

G.S. 115C
-
83.1A
-
I

Facilitating Early Grades Reading
Proficiency

Process

(for DPI)

mCLASS

Reading 3D is adopted as the state
-
wide formative, diagnostic assessment
system

to
be used by all K
-
3
classroom teachers.


呲慩T 獣桯o汳 no琠捵c牥湴汹ru獩sg 瑨t猠獹獴sm du物rg 瑨攠2012
-
2013 獣桯o氠y敡爠
睩瑨

瑨攠
go慬ao映慬a 瑲慩t楮g 捯mp汥l敤e
by 䅰物r映2013


䅬汯捡瑥 晵nd楮g 景爠慳獥獳a敮e d敶楣敳i景爠獣桯o汳 by 䅰物r映2013


䥭p汥l敮e
m䍌䅓S

剥慤Rng 3D 獴慴e
-
睩摥 睩瑨w䉥杩nn楮g o映奥慲a⡂余⤠
慳獥獳a敮e


㈰ㄳ
-
2014 景爠獣桯o汳 by⁁ 物r
of 2013


Deliver student assessment materials by June 2013


D敶敬ep 却慴攠䉯慲a Po汩捹
-

牵汥猠o映數p散e慴aon猠景爠瑨t猠獹獴sm


P牯v楤攠慣捥獳s瑯 楮瑥牶敮瑩en 慮d 楮獴牵捴楯n慬a獴牡瑥g楥i 瑯 慬a 獴慫敨e汤e牳


啴楬Uz攠un楶i牳慬 獣牥sn楮gⰠp牯g牥獳rmon楴i物rg 慮d⁤慴
-
b慳敤ad散楳楯n m慫楮g 慳a捲楴楣慬 捯mpon敮瑳 o映
剥獰Rn獩s敮e獳 瑯 䥮獴牵捴楯n (
剴R
⤠晲慭f睯牫

Responsibilities

of Stakeholders

State:


P牯v楤敳e晵nd楮g 景爠d敶楣敳


P牯v楤敳e晵nd楮g 景爠
獵s獣物s瑩tns


P牯v楤敳e晵nd楮g 景爠
獴畤敮琠慳獥獳a敮e
m慴a物r汳


P牯v楤敳e晵nd楮g 景爠
瑲慩t楮g


Provides funding for “Train
the Trainer” substitutes

LEA:


卥Sd猠瑷o 呲慩T敲猠景爠
敡捨ed楳瑲楣琠獣桯ol 瑯
瑲慩t楮g 獥獳楯ns


啳敳U慬ao捡瑩on 晵nd楮g 瑯
捨co獥s慮d⁰ 牣r慳攠
d敶楣敳


卵ppo牴猠業p汥l敮e慴楯n
o映瑨攠獹獴sm

School:


䅬Aow猠瑨t ⁴wo Te慣桥爠
T牡楮敲猠慴 e慣栠獣桯o氠瑯
瑲慩渠慬氠K
-
3⁴e慣桥牳r渠
瑨t 獹獴sm


啳U猠瑨t 慤a楮i獴牡瑩ve
牥灯牴猠瑯 楮io牭 獣桯o氠
摥捩獩c湳



Teachers:


䥭p汥l敮e 瑨攠晵汬 獹獴sm
睩瑨w晩f敬楴e 景汬o睩湧
b敮捨m慲歩ag 慮d
p牯g牥獳rmon楴o物rg
數p散e慴楯ns


䅮慬祺攠d慴愠瑯 d敶敬ep
獣桥su汥猬l楤敮瑩晹e
p牯晥獳楯na氠
d敶敬epm敮e
n敥d猬sgu楤攠慮d 捨cng攠
楮獴牵捴楯n

G.S. 115C
-
83.1A
-
I

Contact Information

Carolyn Guthrie

carolyn.guthrie@dpi.nc.gov

919
-
807
-
3762