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The Law

The Law.

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The Law

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  1. The Law • Section 15-521, paragraph 3…A requirement that a pupil not be promoted from the third grade if the pupil obtains a score on the reading portion of the Arizona instrument to measure standards test, or a successor test, that demonstrates that the pupil's reading falls far below the third grade level.

  2. State Reporting Process • In the spring of 2012, the Arizona State Legislature appropriated $40 million to our elementary schools for the purpose of supporting effective reading instruction in grades K – 3.  • To receive these additional funds each school district and charter school is annually required to submit to the State Board of Education a plan for improving the reading proficiency of their K – 3 pupils • Allocated to Peoria Unified - $1,176,205.71

  3. Common Components of Site Level Plans • K-3 Core Reading Program • Arizona State Standards & PUSD Curriculum Frameworks • Adopted Textbook and Support Materials • Treasures K-5 General Classrooms • Instructional Time for K-3 Core Reading Block • 90 Minutes Every Day • Assessment Plan • DIBELS • District Developed Fluency & Comprehension Assessment

  4. Common Components of Site Level Plans • PAL Program • Professional Development Plan for CCSS and Intervention Strategies • PAL and Title I Reading Specialist are trained by C & I Curriculum Coaches to provide site level training on interventions • C & I Curriculum Coaches and Site Leadership Teams are providing training on CCSS

  5. Components Currently Determined by Site • Selection and Use of Reading Intervention Programs beyond the PAL Program • Title I Personnel and supplemental programs/resources • Technology based support programs/resources • Ticket to Read, A-Z Reading, Accelerated Reader, Study Island, Success Maker, etc. • 21st Century Grant programs and services • Teacher based before/after school tutoring • Pull Out/Push In services of a paraprofessional • Instructional Time for Intervention • Time for intervention ranges from an additional 30-90 minutes 3-5 days a week beyond the core reading instructional time

  6. Peoria Unified Data AIMS Third Grade Reading Falls Far Below Breakdown

  7. Next Steps • Based on the results from our site level plans and AIMS data for 3rd Grade Students, it was determined that a district committee will be convened to: • review our current practices, programs and assessments • research and identify specific assessments, intervention programs, materials and resources with proven results • develop a district wide tiered system of support • purchase resources/assessments for each site to implement the developed plan of intervention • build a communication plan for teachers, parents, and community

  8. Questions

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