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Implementation of the North Carolina Read to Achieve Program Parent Guide 2014-2015

Implementation of the North Carolina Read to Achieve Program Parent Guide 2014-2015. Goal of Legislation. A ll students proficient readers by the end of third grade. Gives students multiple opportunities to show proficiency Gives extra support to third and fourth grade students.

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Implementation of the North Carolina Read to Achieve Program Parent Guide 2014-2015

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  1. Implementation of the North Carolina Read to Achieve Program Parent Guide 2014-2015

  2. Goal of Legislation • All students proficient readers by the end of third grade. • Gives students multiple opportunities to show proficiency • Gives extra support to third and fourth grade students

  3. Reading in K-3 • Core of all instruction • Foundational reading skills build deeper comprehension skills and success in other content areas

  4. mClass Reading 3D • Teachers understand reading skill development and levels • Design instruction • NOT tests • Listening to child read from books and one-minute skill tasks • Home Connect letter

  5. Personal Education Plan (PEP) • PEP developed if student below proficiency • Must include focused interventions and goals • Development of stronger reading skills • Parents receive copy of PEP and are included in reviews • Teachers monitor student’s progress frequently • Intensive reading instruction

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

  7. Beginning-of-Grade (BOG)End-of-Grade (EOG) • Measures progress on standards • BOG for reading only • Indication if student on track • Scores range Level 1 (the lowest) to Level 5 (the highest). • EOG – reading and math • Multiple-choice tests • Read selections and answer questions

  8. Non-Promotion • Score at Level 1 or 2 in reading • Good cause exemption – identified in law • Notification in writing

  9. Reading Camps • Provided by local school district • No cost to parents • At least 72 hours of instruction (over at least 3 weeks) • After camps -Read to Achieve test and/or local alternative -completed reading portfolio • Year-round schools follow different timeline • Parent/guardian decides student attendance

  10. Retained Reading Label • Extra intensive interventions and opportunities • Extra time to catch up in reading and build stronger skills for other content areas • Reading deficiencies addressed prior to more difficult work and assignments • All students reading with proficiency

  11. Successful Reading Development • One of three situations: • Third grade accelerated class • Three/four transitional • Fourth grade accelerated class

  12. Third Grade Accelerated Class • Third-grade standards and curriculum • Receive 90 minutes of daily uninterrupted instruction outside of the classroom • Receive services all year • Take third-grade EOG

  13. 3/4 Transition and 4th Grade Accelerated Classes • 4th grade standards and curriculum • Both classes will include: • Research-based effective teaching strategies • A highly qualified teacher • a heterogeneous mix of students • At least 90 minutes of uninterrupted reading instruction each day to include: • one-on-one and small group instruction • frequent progress monitoring • intensive intervention strategies • Intensive remediation for students with “retained reading” label

  14. Successful Reading Development • Transitional classes receive interventions within regular class setting • Accelerated classes receive interventions in a pull-out setting • Parents of retained students can expect: • Monthly written reports on child’s reading progress • Take the 4th grade EOG

  15. Mid-Year Promotion • Read to Achieve test, local alternative assessment approved by the State Board of Education, or completed reading portfolio • November 1 • Retained reading label removed • Continue work on portfolio • All students remain in same classes for entire year • Fourth-grade EOG

  16. Why? • Early identification and early intervention for struggling students • Reduce 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

  17. Who to Contact • Further details and information on law and implementation • Contact your child’s school • View http://www.livebinders.com/play/play/850102

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