Presented to Union County Board of Education May 6, 2014 Carolyn White, Accountability Officer Jane McNeely-Sowell, Interim Director of Elementary Ed. Dr. John Jones, Instructional Programs

Portfolios and Alternative Assessments  Began implementation in February,  Portfolio is a teaching tool for instruction.  Alternative Assessments:  UCPS Submitted Proposal for Approval in February,  ClassScape Assessments, which are aligned with the 12 instructional standards, are offered to students.

End of Grade Test  ALL third grade students will take the Ready EOG Reading test during the last 10 days.  Scores will be reported to teachers by LEA & parents will be notified when scores are ready. Students who do not score proficient on the first Ready EOG Reading test will be provided an opportunity to take the Read to Achieve test. If the parents request, a retest of the Ready EOG test will be provided. Students who do not score proficient on any of the above tests will be invited to attend Summer Reading Camp unless they meet a “good cause exemption.”

Good Cause Exemptions  Limited English Proficient with less than 2 years of instruction in an ESL program.  Students with Disabilities whose IEP indicates the use of an alternative assessment and reading interventions (Extend 1 and Extend 2).  Students who Demonstrate Proficient through a Reading Portfolio  Students who have been Retained (more than once in Kindergarten – 3 rd ).

Summer Camp  Governed by “Read to Achieve Legislation”  Currently:  24 Days  3 ½ Instructional Hours  Four Days a Week  Transportation Provided  Meal Served

Curriculum & Instruction  Research-based strategies  Differentiation  Foundational Skill Deficits  Whole group, Small group, Individual  Consistency w/ Teachers  Standards-based lesson plans  Expand vocabulary  Develop oral language comprehension skills  Leveled reading  Emphasis on comprehension, critical thinking and analysis skills

Summer Camp  Site Locations: Six Sites  Benton Heights School of Arts – Year Round Site  Fairview Elementary School  Poplin Elementary School  Rock Rest Elementary School  Rocky River Elementary School  Sandy Ridge Elementary School  Site Administrators to Be Selected  Students will attend sites based upon Schools  Teachers (TBD)  EC Support  Transportation (TBD): Mr. Kingsberry  Cafeteria (TBD): Ms. Lamar

Summer Camp: Assessments  Use all data points to place and monitor students  Portfolio  Read to Achieve Test  Personalized Education Plans (PEP)  End of Grade Data

Parent Communication  Invitations to Summer Camp  Information on the Read to Achieve Law  Provide Student Progress Reports  Provide Proficiency Status  Provide the LEA Attendance Policy  Provide opportunities to translate documents  Provide dates for all testing  Provide ideas for parents to use at home  Provide Parent Night prior to Summer Camp

Public / Private Partnerships  Develop local procedures for accepting private partnerships with organizations / private tutoring.  Create documentation/official agreement form in advance.  Develop documentation form between LEA and private organization to document proof of support in reading other than summer camp.  Identify procedures for students attending programs outside of LEA summer camp.  Provide date of End of Summer Read to Achieve test  Students participating in private tutoring must take the Read to Achieve test at the school site.  Parents are responsible for the cost of private tutoring.

“Draft” Proposal Traditional Calendar  June 23 –August 7  Staff Time: 7:30 a.m. – 1:00 p.m.  Student Time: 8:00 a.m. – 12:00 p.m. Year-Round Calendar  June 12– July 23  Staff Time: 7:30 a.m. – 1:00 p.m.  Student Time: 8:00 a.m. – 12:00 p.m.

Next Year By the Read to Achieve law, “students who do not demonstrate reading proficiency…after completing a summer reading camp shall be retained under C.S. 115C-83.1G(a) and provided with the instruction listed in subsection (b).” Subsection “b”:  teachers selected based on demonstrated student outcomes in reading proficiency,  accelerated reading classes or 3/4 transitional classes,  90 minutes of daily uninterrupted research-based reading  other appropriate instructional supports / services & interventions.  The definition of a 3/4 transitional class is “a classroom specifically designed to produce learning gains sufficient to meet fourth grade performance standards while continuing to remediate areas of reading deficiency.” By accountability standards, these students would be taught 4 th grade standards and curriculum and take the 4 th grade EOG.

Live Binder from DPI (on-going changes)

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