Excellent Public Schools Act

1. Excellent Public Schools Act A Focus on Improving K-3 Literacy October 2013

2. Desired Outcomes • Receive an overview of Excellent Public Schools Act: A Focus on Improving K-3 Literacy • Understand the 7 components of the Read to Achieve Program • Make connections to what we are already doing • Understand your role in the state goal

3. 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 diploma.

4. 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

6. 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.

7. Improving K-3 Literacy The purposes of this part are to ensure that: (i) difficulty with reading development is identified as early as possible; (ii) students receive appropriate instructional and support services to address difficulty with reading development and to remediate reading deficiencies;

8. Improving K-3 Literacy The purposes of this Part are to ensure that: (iii) each student and his or her parent or guardian be continuously informed of the student's academic needs and progress. In addition, the purpose of this part is to determine that progression from one grade to another be based, in part, upon proficiency in reading.

9. What do we currently have in place that address these purposes?

11. Implementation of the North Carolina General Assembly’s Read to Achieve Program

12. 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

13. North Carolina General Assembly’s Read to Achieve Program Grade Level Implementation Plan Goal: The goal of the State is to ensure that every student read at or above grade level by the end of third grade. Personalized Education Plans (PEP) with Evidence Based Instructional Supports Notifications to Parents and Guardians 3rd/4th transition class or accelerated reading class Formative and Diagnostics Mid-year promotion Begin Portfolio Kindergarten Entry Assessment Retention/Elimination of Social Promotion • Annual Reporting: Accountability Measures (LEAs and DPI) • Website • Report Reading Interventions to SBE • SBE and DPI Technical Assistance • Reading Development for Retained Students • Summer Reading Camp • Plan for Reading at Home (if retained once) • Supplemental Tutoring (if retained twice) G.S. 115C-83.1A-I

14. 7 Components of North Carolina Read to Achieve 2013-2014 • Developmental Screening and Kindergarten Entry Assessment (KEA) • Will be in place for fall of 2014 in 50% of schools in state • Will include 5 domains of school readiness • Will replace the KIA • Will include the mCLASS assessments for literacy

15. North Carolina General Assembly’s Read to Achieve Program Grade Level Implementation Plan Goal: The goal of the State is to ensure that every student read at or above grade level by the end of third grade. Personalized Education Plans (PEP) with Evidence Based Instructional Supports Notifications to Parents and Guardians 3rd/4th transition class or accelerated reading class Formative and Diagnostics Mid-year promotion Begin Portfolio Kindergarten Entry Assessment Retention/Elimination of Social Promotion • Annual Reporting: Accountability Measures (LEAs and DPI) • Website • Report Reading Interventions to SBE • SBE and DPI Technical Assistance • Reading Development for Retained Students • Summer Reading Camp • Plan for Reading at Home (if retained once) • Supplemental Tutoring (if retained twice) G.S. 115C-83.1A-I

16. 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 Community Collaborative

17. Implementation for all schools in 2013-2014

19. WAKE Up and Read Community Collaborative www.wakeupandread.org

20. North Carolina General Assembly’s Read to Achieve Program Grade Level Implementation Plan Goal: The goal of the State is to ensure that every student read at or above grade level by the end of third grade. Personalized Education Plans (PEP) with Evidence Based Instructional Supports Notifications to Parents and Guardians 3rd/4th transition class or accelerated reading class Formative and Diagnostics Mid-year promotion Begin Portfolio Kindergarten Entry Assessment Retention/Elimination of Social Promotion • Annual Reporting: Accountability Measures (LEAs and DPI) • Website • Report Reading Interventions to SBE • SBE and DPI Technical Assistance • Reading Development for Retained Students • Summer Reading Camp • Plan for Reading at Home (if retained once) • Supplemental Tutoring (if retained twice) G.S. 115C-83.1A-I

21. 7 Components of North Carolina Read to Achieve 2013-2014 3. Parent/Guardian Notification • Regular communication • PEP • mCLASS Home Connect Letters

22. PEP

23. PEP Planning Tool

24. Home Connect Letters

25. North Carolina General Assembly’s Read to Achieve Program Grade Level Implementation Plan Goal: The goal of the State is to ensure that every student read at or above grade level by the end of third grade. Personalized Education Plans (PEP) with Evidence Based Instructional Supports Notifications to Parents and Guardians 3rd/4th transition class or accelerated reading class Formative and Diagnostics Begin Portfolio Mid-year promotion Kindergarten Entry Assessment Retention/Elimination of Social Promotion • Annual Reporting: Accountability Measures (LEAs and DPI) • Website • Report Reading Interventions to SBE • SBE and DPI Technical Assistance • Reading Development for Retained Students • Summer Reading Camp • Plan for Reading at Home (if retained once) • Supplemental Tutoring (if retained twice) G.S. 115C-83.1A-I

26. Portfolio Update (Good Cause Exemption #4) Component 1 - Evidence of benchmarking and progress monitoring using the mClass Reading 3D assessments. This is simply making hard copies of individual student summary pages and placing them in a folder which will be designated as the student portfolio.

27. Portfolio Update – 3 Components Component 2 - Documentation of the student's Personal Education Plan (PEPs). A copy of the PEP should be kept in the student's portfolio, if applicable. (follow PEP Timeline)

28. Portfolio Update - 3 Components Component 3 - Will be the compilation of the 36 proficient passages based on twelvethird grade literacy standards (3 assessments per standard) with a passing rate of at least 4 out of 5 questions for each. These will be ready in January 2014. The Testing Coordinator will need to ensure that these are secure. Students can take only 3 per week. Additional passages are available per standard.

29. North Carolina General Assembly’s Read to Achieve Program Grade Level Implementation Plan Goal: The goal of the State is to ensure that every student read at or above grade level by the end of third grade. Personalized Education Plans (PEP) with Evidence Based Instructional Supports Notifications to Parents and Guardians 3rd/4th transition class or accelerated reading class Formative and Diagnostics Mid-year promotion Begin Portfolio Kindergarten Entry Assessment Retention/Elimination of Social Promotion • Annual Reporting: Accountability Measures (LEAs and DPI) • Website • Report Reading Interventions to SBE • SBE and DPI Technical Assistance • Reading Development for Retained Students • Summer Reading Camp • Plan for Reading at Home (if retained once) • Supplemental Tutoring (if retained twice) G.S. 115C-83.1A-I

30. 4. Elimination of Social Promotion cont. - If student fails to demonstrate proficiency on 3rd grade reading EOG • Opportunity for retest/Alternative Assessment “Read to Achieve Test” • Good Cause Exemption – • 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. -SWD not on NCSCoS(only applies for students on Extend 1)

31. 4. Elimination of Social Promotion cont. • If student fails to demonstrate proficiency on 3rd grade reading EOG • Summer School - taught by teachers chosen by principal based on evaluations, walk through data, specialized licenses; WCPSS will provide to year round schools during winter and spring track-out prior to EOG -Has to be 6 weeks long, at least 3 hours per day, 4 days per week

33. North Carolina General Assembly’s Read to Achieve ProgramGrade Level Implementation Plan Goal: The goal of the State is to ensure that every student read at or above grade level by the end of third grade. Personalized Education Plans (PEP) with Evidence Based Instructional Supports Notifications to Parents and Guardians 3rd/4th transition class or accelerated reading class Formative and Diagnostics Begin Portfolio Kindergarten Entry Assessment Mid-year promotion Retention/Elimination of Social Promotion • Annual Reporting: Accountability Measures (LEAs and DPI) • Website • Report Reading Interventions to SBE • SBE and DPI Technical Assistance • Reading Development for Retained Students • Summer Reading Camp • Plan for Reading at Home (if retained once) • Supplemental Tutoring (if retained twice) G.S. 115C-83.1A-I

34. 7 Components of North Carolina Read to Achieve 2013-2014 5. Successful Reading Development for Retained Students • Starts 2014 • 3rd/4th transition class or • Accelerated reading class

35. 3rd/4th Transition Class or Accelerated Reading Class • A flowchart exists within the Read to Achieve Guidebook • District will provide guidance once the plan is finalized

36. North Carolina General Assembly’s Read to Achieve ProgramGrade Level Implementation Plan Goal: The goal of the State is to ensure that every student read at or above grade level by the end of third grade. Personalized Education Plans (PEP) with Evidence Based Instructional Supports Notifications to Parents and Guardians 3rd/4th transition class or accelerated reading class Formative and Diagnostics Mid-year promotion Begin Portfolio Kindergarten Entry Assessment Retention/Elimination of Social Promotion • Annual Reporting: Accountability Measures (LEAs and DPI) • Website • Report Reading Interventions to SBE • SBE and DPI Technical Assistance • Reading Development for Retained Students • Summer Reading Camp • Plan for Reading at Home (if retained once) • Supplemental Tutoring (if retained twice) G.S. 115C-83.1A-I

37. 7 Components of North Carolina Read to Achieve 2013-2014 6. Accountability Measures • WCPSS data will be shared with DPI • DPI reports every other year to State Board of Education

38. 7 Components of North Carolina Read to Achieve 2013-2014 7. Comprehensive Reading Plan • State Level • Local Level • Common Core ELA • Instructional practices with strong evidence of effectiveness • Professional development in area of literacy • Higher education partnerships

39. 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

40. The Big Bang Theory of • 1. Decide what is important for students to know. • 2. Teach what is important for students to know. • 3. Keep track of how students are showing what they know. • 4. Make changes according to the data and results you collect! David Tilly, 2005

41. What is your role in this process?

42. Resources • http://www.wcpss.net/what-we-teach/curriculum/read-to-achieve.html • Excellence Education Act • Read to Achieve Guidebook • Read to Achieve Parent Resources (parent letter, glossary, Read to Achieve Information Card, Parent Power point created by DPI) • Websites for parents on literacy strategies and tips

43. Revisit the Desired Outcomes • Receive an overview of Excellent Public Schools Act: A Focus on Improving K-3 Literacy • Understand the 7 components of the Read to Achieve Program • Make connections to what we are already doing • Understand your role in the state goal