Read to Achieve Portfolio for Third Grade Students

1. Read to Achieve Portfolio for Third Grade Students 2015-2016School Year

2. Purpose for Third Grade Portfolio Process Opportunity for students to show proficiency other than just the one-day End-of-Grade Reading test Provides formative assessment information to teachers Equitable and uniform processacross the state

3. N.C. Read to Achieve Law According to the N.C. Read to Achieve State Law, for a student to be accepted as meeting the N.C. Third Grade Reading Portfolio option for demonstrating mastery of required reading skills, the individual student portfolio must contain two essential components.

4. Two Components of N.C.Third Grade Reading Portfolio Component 1: Evidence of benchmarking and progress monitoring with mClass Reading 3D. Teachers should print summary pages and include in individual student portfolio.

5. Secured passages with 5 questions Based on 12 reading standards 15 passages for each standard; 6 passages will be issued initially; an additional 6 will be released Mid-March 2015. Student shows proficiency by demonstrating mastery on 3 passages for each standard; once proficient, student does not need to be assessed on remaining passages for the proficient standard 70% proficiency over 3 passages (11 or more correct out of 15 possible). (See Implementation Guide Appendix B for complete list of Guidelines and Appendix C for the Reading Standards) Component 2: 36 Passages

6. The portfolio is not required for all students. The portfolio is not mandated. The portfolio may be developed for students receiving a Good Cause Exemption (i.e. LEP or SWD) The portfolio should be used when it is determined that the student’s developmental reading level is appropriate for understanding and applying grade-level standards. The portfolio is an opportunity for struggling readers to show proficiency over a period of time. Students to Consider for Portfolio Opportunity

7. Students Qualifying for a Good Cause Exemption 1. Limited English Proficient students with less than two school years of instruction in an English as a Second Language program. 2. Students with disabilities, as defined in G.S. §115C‐106.3(1), and whose individualized education program indicates (i) the use of the NCEXTEND1 alternate assessment, (ii) at least a two school‐year delay in educational performance, or (iii) receipt of intensive reading interventions for at least two school years. 3. Students who demonstrate reading proficiency appropriate for third‐grade students on an alternative assessment approved by the State Board of Education. 4. Students who demonstrate, through a student reading portfolio, reading proficiency appropriate for third‐grade students. 5. Students who have (i) received reading intervention and (ii) previously been retained more than once in kindergarten, first, second, or third grades.”

8. Student Accommodations in Portfolio Process Documentation of accommodations within student plans IEP, 504, ELL No Read Alouds can be administered (Refer to Approved Accommodations for the Grade 3 Student Reading Portfolio Chart on page 6 in Implementation Guide)

9. Instructional Passages (p. 7) Administering the Passages (p. 7) Portfolio Procedures (p.8-9)

10. Portfolio Guidelines for Teachers All teachers administering or scoring the portfolio must sign the Teacher Signature Sheet (Appendix F) Only 3 Read to Achieve passages can be administered per week (Nov-May 15) – DPI recommends only 2 per week Read to Achieve Passages must be a cold read Students complete passages independently Untimed Can’t be sent home for homework

11. Proper Use of Reading Passages • Must match timeline of instruction on standards being taught-based on student needs • Reading passages can be completed by students as a literacy assignment or during intervention time • Passages can only be attempted ONCE

12. Scoring Student Portfolio • Student’s primary teacher scores passage • A secondary scorer must verify the scores when the portfolio is complete. • Answer keys will be posted to the secure testing website. • All attempts are scored, dated and recorded on Score Summary Sheet • All hard copies of attempts stored in student portfolio • Passages and Student Portfolios are kept in secure, limited access location

13. Summary Score Sheet

14. Combined Standards

15. End- of- Year Portfolio Process • Teacher stops administering passages and documents evidence for completed student portfolio (May 10, 2016) • The promotion recommendation form for the student portfolio must be signed by primary teacher, the second reader (certified, instructional staff) verifying student responses and the principal that verifies reading portfolio is an accurate assessment of the required reading skills. (refer to Implementation Guide, p. 15, Appendix D )

16. End- of- Year Portfolio Process • The Portfolio Promotion Roster form for the student portfolio must be signed by the principal and superintendent (refer to Implementation Guide, p. 16, Appendix E ) • Completed student portfolio score sheets and a copy of the promotion recommendation form will be placed in cumulative folders.

17. End- of- Year Portfolio Process • Last 10 days of schools students take EOG tests, retakes EOG test or Read to Achieve Test (only students that do not qualify for Good Cause Exemption) • After administration of EOG tests, the documentation of Good Cause Exemptions occurs • Principal sends proficiency form to superintendent via K-8 Curriculum Supervisor to approve Good Cause Exemptions • Summer Reading Camps begin for students who have not shown proficiency on standards. Incomplete portfolios can be continued in Summer Reading Camps (Mid June- Late June) • Further instruction about the administration of the portfolio during summer reading camp will be shared in Spring 2016.