Reading Sufficiency Act - Watonga Public Schools

Report
The Reading Sufficiency Act
and
3rd Grade Reading
Leadership Advisory
January 24, 2014
Teri Brecheen
Executive Director of Literacy
[email protected]
The Reading Sufficiency Act (RSA)
“Each student enrolled in K, 1st,
2nd, and 3rd grade of the public
schools of this state shall be
assessed at the beginning of each
school year using a screening
instrument approved by the State
Board of Education for the
acquisition of reading skills
including, but not limited to,
phonological awareness, phonics,
spelling, reading fluency,
vocabulary, and comprehension.”
The Reading Sufficiency Act
Grades K-3
 Students are assessed using
a state and district
approved reading screening
instrument at the beginning
of the school year
 Students are monitored
throughout the year; further
diagnostic assessments
given as needed
 Those not on grade level will
receive extra an Academic
Progress Plan (APP)
The Reading Sufficiency Act (RSA)
Academic Progress Plan (APP)
 These are individual reading
plans, developed in
collaboration with the parent,
prescribing interventions
aimed at removing specific
reading deficiencies.
 Parental notification by the
school of the student’s
reading intervention plan or
APP is required
The Reading Sufficiency Act
 RSA ends the practice of
social promotion.
 Social promotion is the
practice of promoting a
student to the next grade
level based on age.
 This practice leads to
missing skills in later
years.
Ending Social Promotion
3rd Grade Only
3rd Graders who score Unsatisfactory on
the Oklahoma Core Curriculum Test (OCCT)
in Reading may not be promoted to the 4th
grade unless they meet one of six good
cause exemptions.
Good Cause Exemptions
1.
Students identified as Limited-English Proficient
(LEP)/English Language Learner (ELL) on a screening tool
approved by the Oklahoma State Department of
Education Office of Bilingual/Migrant Education and have
a Language Instruction Educational Plan (LIEP) in place
prior to the administration of the third grade criterion
referenced test; and the student must have had less than
two (2) years of instruction in an English Language
Learner (ELL) program.
Good Cause Exemptions
2.
Students with disabilities who are assessed with alternate achievement
standards (AA-AAS) under the Oklahoma School Testing Program (OSTP) with the
Oklahoma Alternative Assessment Program (OAAP) qualify for the good cause
exemption. The student must be identified as needing special education services prior
to the administration of the third grade criterion referenced test; The student must
have an Individualized Education Program (IEP) in place prior to the administration of
the third grade criterion referenced test and the student’s IEP must direct that the
student is to be assessed with alternate achievement standards through the
Oklahoma Alternative Assessment Program (OAAP) based upon the OSDE Criteria
Checklist for Assessing Students with Disabilities on State Assessment.
Good Cause Exemptions
3.
To promote a student using an alternative standardized reading assessment, the
following criteria shall apply: The student must score an acceptable level of performance on an
approved alternative standardized reading assessment. The following are approved alternative
standardized reading assessments that may be used to justify a good cause promotion. The listed
score constitutes an acceptable level of performance, and the student must score at or above the
following percentiles:




Stanford Achievement Test, Tenth Edition, (SAT 10) - 45th Percentile
Iowa Test of Basic Skills (ITBS) Complete Battery Form A,C or E, Level 9, Reading Comprehension - 45th Percentile
Iowa Test of Basic Skills (ITBS) Core Battery, Form A, C, or E, Level 9, Reading Comprehension – 45th Percentile
TerraNova, Third Edition Complete Battery Level 13, Reading - 45th Percentile
Alternative standardized reading assessments may only be administered following the
administration of the Reading portion of the Grade 3 third grade criterion-referenced
test. The spring test form of the exam shall be administered. An approved alternative
standardized reading assessment may be administered at any time prior to the start of
the next academic year, if there are at least 20 calendar days between administrations
and different test forms are administered.
Good Cause Exemptions
4.
To promote a student based on evidence from the Student Portfolio, the
Student Portfolio shall include evidence demonstrating the student’s mastery of the
Oklahoma state standards in reading equal to grade level performance on the Reading
portion of third grade OCCT. Such evidence shall be documented through an organized
collection of work representing the student’s mastery of such standards, including a
demonstration of mastery of all of the following essential components of reading:
Phonological Awareness, Phonics, Vocabulary, Automaticity/Fluency, Comprehension and
Spelling/Writing. The student portfolio shall include clear evidence that the standards
assessed by the Reading portion of the third grade OCCT have been met. Clear evidence
must include multiple choice items and passages that are 50% literary text and 50%
expository text that are between 200-600 words, with an average of 350 words. Such
evidence could consist of: chapter or unit tests from the district’s adopted core reading
curriculum that are aligned with the Oklahoma State Standards or Teacher-prepared
assessments. Each standard and objective assessed by the Reading portion of the third
grade OCCT must include a minimum of four work samples of mastery whereby the student
attained a grade of 70% or above. Demonstrating mastery of each objective for each
standard is required.
Good Cause Exemptions
5.
Students with disabilities who participate in the statewide
criterion-referenced test and have an IEP may qualify for a good
cause exemption. To qualify for this exemption, the student must
meet the following criteria: The student must have been previously
retained in kindergarten, first grade, second grade, or third grade.
The student’s IEP must identify Reading as an area of education need
for the student or identify some type of special education service in
the area of Reading and reflect that the student has received
intensive remediation for more than two years. Intensive
remediation may include any type of program offering intensive
reading instruction that is identified as appropriate by the IEP team.
Good Cause Exemptions
6.
Students who demonstrate a reading deficiency
and have been previously retained may qualify for a
good cause exemption. To qualify for this exemption,
the student must meet the following criteria: The student
must have been previously retained in kindergarten, first
grade, second grade, or third grade for a total of two
years and the student must have received intensive
reading instruction for two or more years.
After the review of the
documentation, the school
district superintendent
shall accept or reject the
recommendation of the
principal in writing.
Principal and Superintendent
If the principal determines
that the student meets
one of the good-cause
exemptions and should be
promoted, based on the
documentation provided,
the principal shall make a
recommendation in
writing to the school
district superintendent.
Documentation submitted
from the teacher of the
student to the school
principal that indicates the
student meets one of the
good-cause exemptions
and promotion of the
student is appropriate.
The principal shall
review and discuss
the documentation
with the teacher.
Principal and Teacher
Teacher
Good Cause Exemption
Documentation Process –
Implemented 2013-2014
1.
Requests to exempt students from the mandatory retention requirements
based on one of the good-cause exemptions shall be made using the following
process:
2.
Documentation submitted from the teacher of the student to the school
principal that indicates the student meets one of the good-cause exemptions
and promotion of the student is appropriate.
3.
The documentation shall consist only of the alternative assessment results or
student portfolio work and the IEP.
4.
The principal shall review and discuss the documentation with the teacher.
5.
If the principal determines that the student meets one of the good-cause
exemptions and should be promoted, based on the documentation provided,
the principal shall make a recommendation in writing to the school district
superintendent.
6.
After the review of the documentation, the school district superintendent shall
accept or reject the recommendation of the principal in writing.
The Research
95% of kids can learn to read…
 Brain research informs us
that reading is teachable
to 95 percent of our
students. Yet 10 to 40
percent of them will have
difficulty learning to read
and will need specialized
instruction.
95%
Filling in the missing pieces with
early intervention is critical.
Children who have reading
problems in 3rd grade have
reading problems in later
grades. They fall further
behind each year they do not
receive support.
More than 1/3 of poor children
enter formal kindergarten
classes already behind their
peers…
50%
By 4thgrade, more than
of these children will not meet
the standard for reading
proficiency.
Reading deficiencies, left unattended,
can have lifelong effects…
19 Year Old Dropouts by 3rd Grade Reading
Scores
88%
11%
Non Proficient Readers in 3rd grade
Proficient Readers in 3rd grade
The Double Jeopardy of Struggling Readers
Children who are not reading proficiently in 3rd
grade are 4 times more likely to not graduate high
school
Below basic readers are almost 6 times more
likely than proficient readers to not finish high
school on time
Poor Black and Hispanic students who are
struggling readers are about 8 times more likely
than proficient readers to drop out of high school
-- The Annie E. Casey Foundation
NAEP
Average NAEP 4th Grade Reading Scores,
Florida, Oklahoma, and National Average 1992-2013
230
226
224
225
220
220
215
217
220
218
216
215
215
212
208
220
225
221
220
217
217
217
214
217
214
214
213
210
220
219
227
215
207
205
205
200
195
190
1992
1994
1998
2002
2003
National Average
2005
Florida
2007
Oklahoma
2009
2011
2013
How Important is Beginning
Instruction?
Poor readers at the end of first grade are at very
significant risk for long term academic difficulty.
 88% probability of being a poor reader in fourth grade
if you were a poor reader in the first grade. (Juel, 1988)
 87% probability of remaining an average reader in
fourth grade, if you were an average reader in the first
grade.
Growth In “Phonics” Ability Of Children
Who Begin First Grade In The Bottom 20% In
Phoneme Awareness And Letter Knowledge
(Wagner, Torgesen, Rashotte, et al., 1997)
6
Reading Grade Level
5
4
5 .9
Low
Low PA
Average
A ve. P A
3
2 .3
2
1
K
1
2
3
4
Grade level corresponding to age
5
Language Processing Areas of the Brain
5-Year-Old Brains
Left Hemisphere
p. 26
Before and After Effective Intervention
for a Reading-Disabled 8-Year-Old
Before
After
LEFT
RIGHT
p. 26
Build Pathways
Resources
Reach Coaches
Literacy Team Onsite Visit
Increased RSA Support
[email protected]

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