Presentation on theme: "Read to Achieve Updates Newton Conover City Schools 2013-14."— Presentation transcript:
Read to Achieve Updates Newton Conover City Schools 2013-14
What is the Goal? The goal of the State is to ensure that every student reads at or above grade level by the end of third grade.
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
Good Cause Exemptions Any student who is a Limited Proficient Student with less than two years of instruction in ESL Any student that is assessed on NCExtend 1 or NCExtend 2 Any student that has received reading intervention and previously been retained more than once in kindergarten, first, second, or third grades Any student that received a score of 442 or higher on the 3 rd grade Beginning of Grade Assessment Any student that has a completed portfolio that includes a combined score of 70% or higher on three passages for each of the 12 standards
Alternative Assessments At its February monthly meeting, the State Board of Education approved several requests from local school districts to use alternative assessments under Read to Achieve, G.S. §115C-83.1C, provided that these requests are subject to compliance with the following conditions: 1. “the request has been approved by the local board of education and is signed by the local board chair; and 2. the request contains a statement verifying that the local board of education has determined that the requested Alternative Assessment is a valid and reliable standardized assessment of reading comprehension and demonstrates that a student is reading at or above the third grade level as required by the Read to Achieve Law.” (See the attached Motions).
The proposals that were approved subject to these conditions include: 1. Discovery Education Level 3 or 4; 2. Measure of Academic Progress (MAP) by the Northwest Evaluation Association with Rasch Unit (RIT) Score of 197 or higher; 3. STAR Reading with normal curve equivalent of 50+ or Instructional Reading Level of 3.0 or higher; 4. ClassScape/SchoolNet – Benchmark EOG 3 specifications at 70 percent or higher; (NCCS Proposition) 5. iStation Indicators with benchmarks of 3rd grade proficiency; 6. Iowa Test of Basic Skills score at or above 50th percentile; 7. CASE Assessments scoring at level 3 or above; 8. Study Island with benchmark assessments of 70 percent or higher.
NCCS Proposition for Alternate Assessment What are ClassScape Assessments? ClassScape ® Assessment System is an online assessment system that facilitates learning by focusing on curricular objectives. ClassScape ® enables North Carolina teachers to monitor individual student and class performance on the Common Core State Standards and North Carolina Essential Standards objectives. NCCS currently utilizes the benchmark assessment tool to create district wide Quarterly Assessments, as well as to analyze performance data across the district (available by grade, subject, standard or objective and subgroup).
NCCS Proposal NCCS proposes to use a ClassScape/SchoolNet Benchmark with student performance of 70 percent or higher as an Alternate Assessment for the Read to Achieve program. Region 7 leaders are creating a benchmark from ClassScape to serve the entire region.
What does the Read to Achieve Program mean for a 3rd grade student who does not pass the EOG or qualify for a "good cause" exemption? The 3rd grader has the opportunity to attend summer camp for *6- 8 weeks. Summer Camp is optional, but if a student doesn't attend, he/she is automatically retained in 3 rd grade. Students also have the option of attending another tutoring agency. If they follow this option, they are not held to the same standards as the summer camp.
Summer Reading Camp Parents or guardians of the student not demonstrating reading proficiency shall make the final decision regarding the student's summer camp attendance. Summer camps shall be six to eight weeks long four or five days per week include at least three hours of instructional time per day be taught by compensated, licensed teachers selected based on demonstrated student outcomes in reading proficiency allow volunteer mentors to read with students
Summer Reading Camp Plan June 20 Planning Day for Teachers June 23-26 (4 days) July 7-10 (4 days) July 14-17 (4 days) July 21- 24 (4 days) July 28-August 1 (5 days) 21 days = 73.5 hours + Lunch times (10 ½ hours) 8:00 – 11:30 – Student Instruction Time 11:30 - 12:00 - Lunch for students 7:30 – 12:30 – Teacher Hours – 5.0 hours a day