Excellent Public Schools Act

Excellent Public Schools ActA Focus on Improving K-3 Literacy

October 2013

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

Desired Outcomes

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.

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

All St

uden

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Female Male

Native

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can Asian Bla

ck

Hispan

ic/Lati

no

Two o

r More

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White LEP SW

D ED0.0%

40.0%

80.0%

4 Yr Grad Rate (2013) G3 Reading (2004)

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.

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;

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.

Improving K-3 Literacy

What do we currently have in place

that address these purposes?

Implementation of the North Carolina General Assembly’s

Read to Achieve Program

http://www.ncpublicschools.org/docs/k-3literacy/resources/guidebook.pdf

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 promoti

on

3rd/4th 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

2013-20141. 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





Begin Portfolio


Notifications to Parents and GuardiansFormative and Diagnostics

Mid-year promoti

on


accelerated reading

class

Kindergarten Entry Assessment

G.S. 115C-83.1A-I

K 1 2 3 4


Social Promotion


2013-20142. 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

Implementation for all schools in

2013-2014

WAKE Up and Read Community Collaborative

www.wakeupandread.org

http://www.wakeupandread.org/





Begin Portfolio



Mid-year promoti

on


accelerated reading

class


G.S. 115C-83.1A-I

K 1 2 3 4


Social Promotion


2013-20143. Parent/Guardian Notification

–Regular communication–PEP–mCLASS Home Connect Letters

PEP Planning Tool

Home Connect Letters





Begin Portfoli

o



Mid-year promoti

on


accelerated reading

class


G.S. 115C-83.1A-I

K 1 2 3 4


Social Promotion

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.

Portfolio Update (Good Cause Exemption #4)

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)

Portfolio Update – 3 Components

Component 3 - Will be the compilation of the 36 proficient passages based on twelve third 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.

Portfolio Update - 3 Components





Begin Portfolio




Mid-year promoti

on


accelerated reading

class


G.S. 115C-83.1A-I

K 1 2 3 4

Retention/Elimination of Social

Promotion

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)

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

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




Begin Portfolio


Social Promotion




Mid-year promotio

n


accelerated

reading class


G.S. 115C-83.1A-I

K 1 2 3 4


2013-20145. Successful Reading Development for Retained Students

–Starts 2014–3rd/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

3rd/4th Transition Class or Accelerated Reading Class

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




Begin Portfolio


Social Promotion




Mid-year promotio

n


accelerated reading classKindergarten Entry

Assessment

G.S. 115C-83.1A-I

K 1 2 3 4


2013-20146. Accountability Measures

–WCPSS data will be shared with DPI–DPI reports every other year to

State Board of Education


2013-20147. 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

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

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

The Big Bang Theory of

What is your role in this process?

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

Resources



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

Revisit the Desired Outcomes

Excellent Public Schools Act

Documents

Transcript of Excellent Public Schools Act