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Read to Achieve NC Law

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Mandy Hutchins

on 18 June 2013

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Transcript of Read to Achieve NC Law

Special Topic Research Project
By: Mandy Hutchins
June, 2013

Read to Achieve NC Law
Read to Achieve NC Law
What is the purpose of Read to Achieve?
Component 2: K-3 Diagnostic Reading Assessment
The North Carolina Read to Achieve program is a part of the Excellent Public Schools Act which became law in July of 2012 and applies to all schools at the beginning of the 2013-2014 school year (Atkinson, 2013).
Component One: Comprehensive Literacy Plans
Plans that involve rich texts used by educators to develop high level comprehension skills that will help students be better prepared for life in the 21st century
What is the ultimate goal?
The State goal for the Read to Achieve Program is for all students to be reading at or above grade level by the end of their third grade year and continue to progress in reading proficiency (Senate Bill 795, 2012).
The Excellent Public Schools Act
The Excellent Public Schools Act is an act to provide literacy volunteer leave time; increase instructional time; strengthen teacher education programs and teacher licensure requirements; establish plans for pay for excellence; assign school performance grades and add a student growth component; and establish teacher contracts (Senate DRS35180-MK-6F, 2013).
The purposes for the Read to Achieve Program are to make sure that any deficiencies with reading are recognized right away, students receive proper instruction and support to help with any reading deficiencies, and students and parents are continuously informed of the student’s academic progress and needs (Senate Bill, 2012).
Comprehensive literacy plans
K-3 diagnostic reading assessments
Mandatory retention of third graders not performing on grade level
Summer reading camp and fourth grade transitional classes
The K-3 diagnostic reading assessment consists of the mClass Reading 3D assessment system.

The two assessments that make up the mClass Reading 3D assessment system are Dibels, which involves one minute probes to assess the big ideas of reading, and Text Reading and Comprehension (TRC), which assess reading and comprehension.

These assessments allow for immediate feedback about the needs of students and generates reports for parents that provide results of their child’s reading proficiency.
Four Major Components of the NC Read to Achieve Program
Component 3: Mandatory retention of third graders not performing on grade level
At the end of third grade, students are expected to be proficient in third grade and with the EOG. If so, they will be promoted to fourth grade (Atkinson, 2013). There are many different scenarios if a child does not meet these expectations.
Component 4: Summer reading camp and fourth grade transitional classes
Any student who isn't proficient in third grade and with the EOG will attend a summer reading camp that will consist of 6-8 weeks, 4-5 days a week, and at least 3 hours a day.

This decision will be made by the parents. If a parent does not give permission for their child to attend, they will be retained in third grade.
A little research...
Retention rates have greatly increased over the years.
Some disadvantages for the students who are retained would be embarrassment felt from being held back, being separated from their well known classmates, and a greater risk of dropping out of school before graduation (Brophy, 2013).
Some disadvantages for school districts would be the cost of larger class sizes and more responsibilities for administrators because of retention policies and defending the challenges from students and parents (Brophy, 2013).
Some disadvantages for the teachers would be classroom management issues because of the greater number of retained children and also issues that will arise in middle and high schools when children who are physically more mature than others are together in a classroom (Brophy, 2013).
Some research studies have found that out of school reading programs are more effective for the early grade levels versus the upper grade levels (Miller, Snow, and Lauer, 2013).
One of the out of school reading program research studies included at risk students in first through fourth grades. All of the students in the study showed gains, but the strongest gain was found with the first grade students (Miller et al., 2013).
Flow of The Read to Achieve Program
If a student completes 3rd grade and EOG for reading proficiently...
They are promoted to 4th grade.
If the student is not proficient...
They will take an alternate test.
*different color test
If the student is proficient on the alternate test...
They will be promoted to 4th grade.
If they are not proficient on the alternate test and do not qualify for a "good cause exemption"...
They will be enrolled in a summer camp.
After the summer camp, students will take another alternate test of reading comprehension OR have a complete student reading portfolio. If they are proficient in one of those areas...
They will be promoted to 4th grade.
If the student is not proficient...
They will move on to the next school year with a retained label on their record in PowerSchool.
*If a student has already been retained, a plan will be provided to the parents for reading at home. There will also be a contract with the parent.
If a student is retained after 3rd grade, there are two options...
A 3rd/4th transition class (meet 4th grade standards while continuing to remediate reading deficiencies).
There will be an opportunity for Mid-Year promotion. How? They will have to pass the alternate test of reading comprehension or the student reading portfolio.
Their retention label is removed. The student will continue the 4th grade curriculum with extra reading support.
*The parents can make this decision. If they decide to not let their child attend the summer camp, their child will automatically be retained in 3rd grade.
Accelerated reading class where students are pulled out for intense instructional support.
If proficient...
If they do not pass the alternate test mid-year...
Their retention label remains. They will also continue to receive intense reading support and the teacher will keep the portfolio.
Then what?

The principal analyzes the student's portfolio and 4th grade EOG.
*They will take the 4th grade EOG
The principal makes a decision on proficiency, then makes the decision to retain or promote to 5th grade.
My personal Reflections
Much needed program to help with students not reading on grade level

Unanswered questions about aspects of plan

Making students, teachers, and parents more accountable for students' education

Added work for teachers (transition class)
**Teachers will be selected based on
student outcomes in reading proficiency
“Initial academic improvements may occur during the year the student is retained. However, many research studies show that achievement gains decline within 2-3 years of retention.” (Jimerson et al. 2004 p. S3-61).
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