HES and Read to Achieve Legislation

1. HES and Read to Achieve Legislation

2. Your HES Team It takes all of us… but let’s introduce who is here this evening!

3. What is Read to Achieve? • Read to Achieve is a K-3 Legislation. • The focus is on 3rd grade literacy proficiency. • Overall, the goal is for all students to demonstrate proficiency in reading, so we all play a part!

4. More about Read to Achieve • Part of the Excellent Public Schools Act, which became law in July of 2012 • Revisions to the law were made during the latest Legislative session • Applies to all public schools in NC • The NC Department of Public Instruction took the legislation and developed implementation guidelines for schools

5. Why? • Early identification and early intervention for struggling students • Reduce the need for remedial classes in middle and high schools • Increase graduation rate • All students college and career ready at graduation • Proactive and offer multiple and intensive opportunities

6. What Read to Achieve is NOT! • It is not the same as Common Core- “Common Core Standards” are simply what we teach • Read to Achieve is not a testing program • Read to Achieve is not a “bad” thing

7. What should a third grader be able to do at the end of 3rd grade? Let’s see! • Read the passage and answer the questions. • How did you do?

8. Cloud Types Clouds are made of water droplets that condense when evaporated water cools. These droplets cling together and form clouds. Clouds are pushed by the wind and are many different sizes and shapes. The different types of clouds are named for their shapes and for the weather they bring. Cirrus clouds are the wispy, feathery white clouds that are high in the sky. They look like feathers or little plumes of smoke. They float along aimlessly with a clear blue sky as their background. These clouds bring fair weather. Cumulus clouds are big puffy white clouds. The base of these clouds is flat and the tops rounded. They are the clouds whose shapes seem to make pictures in the sky. When they are low, they bring fair weather. If these clouds get higher in the sky, they are called cumulonimbus. They get darker and become thunderclouds. These clouds bring thunder, lightning, and brief rain. Stratus clouds are the ones that cover the entire sky in a thick blanket. These clouds make the day look dark and dreary. They often bring a light drizzle or light snow. If the clouds are dark gray, they are called nimbostratus. These are the clouds that bring continually falling rain or snow. Fog is a special type of cloud. It is a cloud that forms near the ground. When you walk in fog, you can actually feel the water droplets that make up clouds. Knowing about the types of clouds helps us know more about the weather. Each cloud has a different type of weather associated with it.

9. 1. What is the main idea of the first paragraph? A. Clouds are named for their shape and size. B. Clouds create water droplets and form evaporated water. C. Clouds are moved by the wind and water droplets in the sky. D. Clouds are formed by cool water droplets and can be many shapes and sizes. 2. Why is the picture helpful in understanding the selection? A. It shows that puffy clouds are tall. B. It shows that dark clouds stay close to the ground. C. It shows that the sky is full of different weather clouds. D. It shows that clouds look different depending on the weather. 3. What is the main idea of the selection? A. Clouds form in different ways. B. Clouds can make pictures in the sky. C. Clouds can be used to predict weather. D. Cloud types are determined by their location in the sky. 4. Which detail from the selection supports the main idea? A. Clouds form different shapes. B. Clouds carry water droplets. C. Clouds are dark and grey. D. Clouds look like feathers.

10. What happens during the 3rd grade year? • Students take the Beginning of Grade 3 test in July. • Students participate in one-on-one reading assessment, called Reading 3D, which teachers use to plan instruction (three times a year) • Students practice taking benchmark tests at the end of each quarter to gather instructional information and to practice test-taking skills for the End-of-Grade test.

11. At the end of the year • Students will take the End of Grade Test • If a student scores a level 3, 4, 5, they are considered proficient • If a student scores a level 1 or 2, they will be remediated and given the Read to Achieve Test before the end of the school year • If a student passes this test, they are considered proficient • If a student does not pass this test, they can go to Reading Camp in June and take the test again at the end of camp

12. During the year… • Based on student performance on the BOG3 test, one-on-one assessments, benchmark assessments and classroom work, teachers can determine which students may need additional support to help them reach proficiency goals. • Students struggling to demonstrate expected proficiency can take part in “portfolio passages”, which can be used as their “back up” plan.

13. Personal Education Plan (PEP) • PEP is developed if student is below proficiency • Includes focused interventions and goals • Development of stronger reading skills • Parents receive copy of PEP- will be discussed at individual conferences • Student’s progress is monitored frequently

14. Reading At or Above Proficiency • Continue to progress in reading proficiency • Read and comprehend texts and integrate and apply information ans skills needed for secondary education and career success • Become an independent reader

15. If you have a student that does not pass the EOG, and does not qualify for a good cause exemption, and does not pass the Read to Achieve Test… what happens? Based on a plan developed by HCPS: • Students must demonstrate at least a level P (end of year expectation) on the Reading 3D assessment, or through progress monitoring on Reading 3D • Students must score a cumulative average of 70% or above on the quarterly benchmark assessments • If students do not meet the 70% requirement, they will have the opportunity to be remediated and reassessed on the specific standards in which they struggled. This will be done using the State released passages

16. What Flex Schools can do… • We are offering a Cubcat Reading Camp during our September break • During this time the teachers will work on the standards that were taught during first quarter as well as preview the standards for 2nd quarter. • Groups will be small than regular classes (approximately 10 students)

17. ELA Standards for 1st Quarter Literature- • 3.L.1- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. • 3.L.3- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. • 3.L.4- Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. • 3.L.10- By the end of the year, read and comprehend literature, including stories, dramas and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

18. Standards continued Informational Text- • 3.I.1- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. • 3.I.3- Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. • 3.I.4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. • 3.I.10- By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

19. Additionally… • We will offer before and after school tutoring to reinforce the standards being taught in class • We can offer Reading Camps during our December and March breaks • Camps must provide at least 72 hours of instruction

20. According to the legislation- • If a child does not pass either test at the end of the year, and the parents choose for their child not to take part in the reading camp, they are automatically retained in third grade • Parents may demonstrate an alternative to the reading camp, but we must have documentation • For flex-schedule, we must determine before the test who may not demonstrate proficiency and make certain supports are in place proactively

21. What happens at the end of summer camp? • If a student does not pass the Read to Achieve test at the end of summer camp • a parent may ask that their child be retained in third grade • a child may go into a “transitional” 4th grade class

22. Transitional Class • Students will be on a 4th grade roster but have a 3rd grade label on their cumulative folder • Students will be learning 4th grade curriculum standards • Students will participate in intensive literacy instruction to support reading proficiency • Students must show proficiency on Reading Portfolio or the Read to Achieve Test • Students will take the 4th grade End-of-Grade in the spring

23. Here’s what we are doing… • IME groups based on reading levels- literature and informational text • Books checked out to students that are on or slightly above their current reading level • Nightly reading log homework • Scholastic reading cards each week • Tutoring students after school

24. Reading LogsUse complete sentences and no one-liners! Explain your thinking and use evidence to support your answer!

25. 5 Levels of Achievement • Level 5 – denotes Superior Command of knowledge and skills • Level 4- denotes Solid Command of knowledge and skills • Level 3 – denotes Sufficient Command of knowledge and skill • Level 2 – denotes Partial Command of knowledge and skill • Level 1- denotes Limited Command of knowledge and skill

26. Here’s what you can do at home… • Monitor the reading level your child is reading at home • Check that your child is writing thoughtfully and completely on their reading logs (no one-liners!) • Read with your child and ask them questions about the text- use bookmarks provided • Example: Reading with Your Child