Read to Achieve Updates

1. Read to AchieveUpdates Winston-Salem/Forsyth County Schools Board of Education Meeting January 30, 2014 Dr. Janie Costello

2. NC Read to Achieve • House Bill 950/S.L. 2012-142 Section 7A • Part of the Excellent Public Schools Act adopted July 2012 • Effective 2013-2014 school year • 7 basic components

3. The Components of the NC Read to Achieve Program • Comprehensive Plan for Reading Achievement • Kindergarten Entry Assessment Process • Formative Assessments to Facilitate Early Grade Reading Proficiency • Process for the Elimination of Social Promotion • Plan for Successful Reading Development of Retained Students • Parent/Guardian Notification Process • Accountability Measures Process

4. The Components of the NC Read to Achieve Program • Comprehensive Plan for Reading Achievement • Kindergarten Entry Assessment Process • Formative Assessments to Facilitate Early Grade Reading Proficiency • Process for the Elimination of Social Promotion • Plan for Successful Reading Development of Retained Students • Parent/Guardian Notification Process • Accountability Measures Process

5. Third Grade Process for Promotion Achieves a scale score of at least 442 on the North Carolina Grade 3 Beginning-of-Grade English Language Arts/Reading Test OR Passes the North Carolina Grade 3 End-of-Grade English Language Arts/Reading Test OR Qualifies for good cause exemption

6. Third Grade Process for Promotion • 19% of WSFCS third grade students achieved a score of 442 or higher on the Grade 3 Beginning-of-Grade Reading Test in the fall of 2013. • These students will take the End-of-Grade Reading Test but have met the requirements for promotion to Grade 4.

7. Third Grade Process for Promotion Achieves a scale score of at least 442 on the North Carolina Grade 3 Beginning-of-Grade English Language Arts/Reading Test OR Passes the North Carolina Grade 3 End-of-Grade English Language Arts/Reading Test OR Qualifies for good cause exemption

8. Third Grade Process for Promotion Achieves a scale score of at least 442 on the North Carolina Grade 3 Beginning-of-Grade English Language Arts/Reading Test OR Passes the North Carolina Grade 3 End-of-Grade English Language Arts/Reading Test OR Qualifies for good cause exemption

9. Third Grade Process for Promotion Good Cause Exemptions include: • Limited English Proficient students with fewer than 2 years of instruction in English as a Second Language program • Students with disabilities with IEPs that specify alternative assessments (Extend One) • Students who have received reading interventions and previously been retained more than once in kindergarten, first, second, or third grades

10. Third Grade Process for Promotion Good Cause Exemptions include: • Students demonstrating reading proficiency through a reading portfolio • Students demonstrating proficiency on State developed alternative assessment called the Read to Achieve Test

11. Purpose of the Portfolio “To provide an alternate way for students to demonstrate mastery of the standards other than an End-of-Grade (EOG) test.” NC Read to Achieve Legislation

12. Components of the Portfolio • Component 1: Evidence of benchmarking and progress monitoring with mClass Reading 3D (DIBELS Next and Text Reading Comprehension-TRC) • Component 2: Evidence of Personal Education Plan (PEP), if applicable • Component 3: Completion and Demonstration of Proficiency on 12 reading standards

13. Components of the Portfolio • Component 1: Evidence of benchmarking and progress monitoring with mClass Reading 3D • Component 2: Evidence of Personal Education Plan (PEP), if applicable • Component 3: Completion and Demonstration of Proficiency on 12 reading standards

14. Components of the Portfolio • Component 1: Evidence of benchmarking and progress monitoring with mClass Reading 3D • Component 2: Evidence of Personal Education Plan (PEP), if applicable • Component 3: Completion and Demonstration of Proficiency on 12 reading standards

15. Component Three • Students must complete: • Three passages per standard (12 standards) • Five questions per passage • Minimum of 36 passages with 80% or higher correct on each passage • No more than 3 passages per week • Passages may not be sent home for homework

16. Concerns regarding the Portfolio Process • The amount of instructional time used to give the assessments • The number of assessments required to demonstrate mastery of grade level reading (36) • The readability levels of some passages is raising questions statewide • Local flexibility in establishing alternative assessments to demonstrate proficiency These concerns will be addressed by the State Board of Education in February. These concerns will be addressed at the February State Board of Education meeting

17. Third Grade Process for Promotion Good Cause Exemptions include: • Students demonstrating reading proficiency through a reading portfolio • Students demonstrating proficiency on State developed alternative assessment called the Read to Achieve Test

18. Third Grade Process for Promotion Achieves a scale score of at least 442 on the North Carolina Grade 3 Beginning-of-Grade English Language Arts/Reading Test OR Passes the North Carolina Grade 3 End-of-Grade English Language Arts/Reading Test OR Qualifies for a good cause exemption

19. Summer Reading Camp • Summer Reading Camp is designed for students who have not demonstrated grade level proficiency in reading and do not qualify for a good cause exemption. • The program may be for 6-8 weeks (4 or 5 days per week) and must include at least three hours of reading instruction per day. Local districts are requesting flexibility in how the minimum of 72 hours of instruction is delivered in their schools.

20. Summer Reading Camp • Students may complete their portfolio assessments and qualify for promotion during Summer Reading Camp. • Students may demonstrate proficiency on the Read to Achieve alternative assessment at the end of Summer Reading Camp and qualify for promotion.

21. Summer Reading Camp • Students who do not demonstrate proficiency at the end of Summer Reading Camp will continue to receive intensive reading interventions in a transitional 3rd-4th grade classroom and have an opportunity for a mid-year promotion. • Students who do not attend Summer Reading Camp will be retained in a third grade classroom for the 2014-2015 school year.

22. Summary