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North Carolina Read to Achieve and Reading 3D K-3 Literacy Carolyn Guthrie, Director Regional Consultants Excellent Public Schools Act.

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Presentation on theme: "North Carolina Read to Achieve and Reading 3D K-3 Literacy Carolyn Guthrie, Director Regional Consultants Excellent Public Schools Act."— Presentation transcript:

1 North Carolina Read to Achieve and Reading 3D K-3 Literacy Carolyn Guthrie, Director Regional Consultants Excellent Public Schools Act

2 North Carolina Read to Achieve Adopted July 2012 (state budget act) 7 basic components Effective at the beginning of the school year

3 North Carolina Read to Achieve Comprehensive Plan for Reading Achievement –Improve reading achievement –Effective reading instructional practices based on current empirical research –Stakeholder input –Standard Course of Study / Common Core –Teacher licensure and renewal standards –Teacher education

4 North Carolina Read to Achieve Developmental Screening and Kindergarten Entry Assessment ( ) –5 essential domains Language and literacy, cognition and general knowledge, approaches toward learning, physical well-being and motor development, social and emotional development –Early language, literacy, math within 30 days

5 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

6 mClass Reading 3D Formative and Diagnostic 2 components –DIBELS Next (universal screener) –TRC (Text Reading Comprehension)

7 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

8 Good Cause Exemptions Limited English Proficient students Students with IEPs that include alternate assessments and reading interventions Proficiency on an alternate assessment after EOG or summer reading camp Proficiency through a reading portfolio Previously retained more than once

9 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

10 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

11 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

12 K-3 Literacy Division Director 8 Regional Consultants In districts and schools Support, not compliance Professional Development PLCs, data analysis for teachers and administrators Components of Read to Achieve

13 Facilitating Early Grade Reading Proficiency August 2012 – State Board adoption of Reading 3D : 480 state funded : –411 BOY –183 MOY : 310

14 North Carolina 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 K1234

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17 Speedboat vs. Oil Tanker You do an intervention with a second grader, you’re changing direction on a speedboat, but when you do an intervention with a fifth grader, you’re changing direction on an oil tanker. – Catherine E. Snow, Professor of Education, Harvard Graduate School of Education

18 Building Fundamentals of Literacy Phonemic Awareness Phonics Fluency and Accuracy Comprehension Vocabulary

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25 Diagnostic Reading Assessment Six DIBELS ® measures LNF, FSF, PSF, NWF, DORF, Daze + Two Early Literacy Diagnostic (ELD) Measures TRC + WR = A balanced approach to reading assessment


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