Report to the North Carolina General Assembly Read to Achieve Data – State Level Summary SL 2012-142, SL 2015-241, SL 2017-102, SL 2018-5 (SB 99) Date Due: December 15, 2018 Report # 56 DPI Chronological Schedule, 2018-2019 STATE BOARD OF EDUCATION SBE VISION: Every public school student will graduate ready for post-secondary education and work, prepared to be a globally engaged and productive citizen through access to needed resources and rigor. SBE MISSION: The State Board of Education will use its constitutional authority to lead and uphold the system of public education in North Carolina that guarantees every student in this state an opportunity to receive a sound basic education. ERIC DAVIS Chair: Charlotte – At-Large JILL CAMNITZ Greenville – Northeast Region ALAN DUNCAN Vice Chair: Greensboro – Piedmont-Triad Region REGINALD KENAN Rose Hill – Southeast Region DAN FOREST Lieutenant Governor: Raleigh – Ex Officio AMY WHITE Garner – North Central Region DALE FOLWELL State Treasurer: Raleigh – Ex Officio OLIVIA OXENDINE Lumberton – Sandhills Region MARK JOHNSON Secretary to the Board: Raleigh JAMES FORD Charlotte – Southwest Region TODD CHASTEEN Blowing Rock – Northwest Region WAYNE MCDEVITT Asheville – Western Region PATRICIA N. WILLOUGHBY Raleigh – At-Large J.B. BUXTON Raleigh – At-Large NC DEPARTMENT OF PUBLIC INSTRUCTION Mark Johnson, State Superintendent :: 301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825 In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. Inquiries or complaints regarding discrimination issues should be directed to: Maria Pitre-Martin, Ph.D., Deputy Superintendent of District Support 6307 Mail Service Center, Raleigh, NC 27699-6307 / Phone: (919) 807-3759 / Fax: (919) 807-4065 Visit us on the Web: www.ncpublicschools.org M1018 § 115C-83.10. Accountability measures. (a) Each local board of education shall publish annually on a Web site maintained by that local school administrative unit and report in writing to the State Board of Education by September 1 of each year the following information on the prior school year: 1. (1) The number and percentage of third grade students demonstrating and not demonstrating reading proficiency on the State-approved standardized test of reading comprehension administered to third grade students. 2. (2) The number and percentage of third grade students who take and pass the alternative assessment of reading comprehension. 3. (3) The number and percentage of third grade students retained for not demonstrating reading proficiency. 4. (4) The number and percentage of third grade students exempt from mandatory third grade retention by category of exemption as listed in G.S. 115C-83.7(b). 5. (5) The number and percentage of first grade students demonstrating and not demonstrating reading comprehension at grade level. 6. (6) The number and percentage of second grade students demonstrating and not demonstrating reading comprehension at grade level. (b) Each local board of education shall report annually in writing to the State Board of Education by September 1 of each year a description of all reading interventions provided to students who have been retained under G.S. 115C-83.7(a). The local board of education shall also include in the report the number of first and second grade students attending a reading camp offered by the local board. (c) The State Board of Education shall establish a uniform format for local boards of education to report the required information listed in subsections (a) and (b) of this section and shall provide the format to local boards of education no later than 90 days prior to the annual due date. The State Board of Education shall compile annually this information and submit a State-level summary to the Governor, the President Pro Tempore of the Senate, the Speaker of the House of Representatives, and the Joint Legislative Education Oversight Committee by December 15, 2016, and annually thereafter. (d) The State Board of Education and the Department of Public Instruction shall provide technical assistance as needed to aid local school administrative units to implement all provisions of this Part. (2012-142, s. 7A.1(b); 2014-115, s. 81; 2015-241, s. 8.48(c); 2017-102, s. 48(g).) The accountability measures for school year 2017-2018 are listed on the following pages. NC G.S. §115C-83.10 requires each local board of education to publish annually State on a Web site maintained by that local school administrative unit and to report 2017–18 in writing to the State Board of Education (SBE) by September 1 of each year Read to Achieve Grade the following information on the prior school year: 3 End-of-Year Results Note: The denominator for calculating the required percentages for Rows 1, 2, and 3 is all students Percentage Number in membership at grade 3 for the first day of spring testing. For 2017-18 this number is 121,567 of Students Demonstrated reading proficiency on the Beginning-of-Grade 3 (BOG3) ELA/Reading Assessment, the End-of-Grade (EOG) ELA/Reading Assessment, or the EOG ELA/Reading Retest (i.e., scored Level 3 or higher). 68,397 2 Did not demonstrate reading proficiency on the BOG3 ELA/Reading Assessment, the EOG ELA/Reading Assessment, or the EOG ELA/Reading Retest. 53,170 3 The number and percentage of students exempt from mandatory retention in third grade for 13,198 good cause. Students may be counted in this category only once. The denominator for Row 4 is the number of students from Row 2 minus the number of students from Row 3. The number and percentage of students who took and passed an alternative assessment 4 approved by the State Board of Education (SBE) (i.e., Read to Achieve Test or locally determined SBE-approved alternative assessment). Students may be counted in the numerator and/or the denominator only once for this category. 17,991 The denominator for Row 5 is all students in membership at grade 3 for the first day of spring testing. 5 Total number and percentage of students retained for not demonstrating reading proficiency on third-grade standards. (For 2017-18, students who are not proficient will be either: [1] retained in a third grade accelerated class, [2] placed in a transition class with a retained label, or [3] placed in a fourth-grade accelerated class with a retained reading label.) 18,901 1 56.3% 43.7% 10.9% 45.0% 15.5% MCLASS Reading 3D: TRC (Text Reading Comprehension) Grade 1 and Grade 2 2017-2018 End-of-Year Results Number and Percentage for Each Level of Proficiency The number and percentage of first grade students demonstrating reading comprehension at grade level. Level 3 Proficient 29,055 28% Level 4 Above Proficient 24,672 24% The number and percentage of first grade students not demonstrating reading comprehension at grade level. Level 1 Far Below Proficient 29,963 29% Level 2 Below Proficient 19,452 19% The number and percentage of second grade students demonstrating reading comprehension at grade level. Level 3 Proficient 28,902 27% Level 4 Above Proficient 30,226 29% The number and percentage of second grade students not demonstrating reading comprehension at grade level. Level 1 Far Below Proficient 33,318 32% Level 2 Below Proficient 12,774 12% Total Number of Students Percentage 53,727 52% 49,415 48% 59,128 56% 46,092 44% State of North Carolina District Level Report 2017-18 Read to Achieve Grade 3 End-of-Year Results District Name Students who Percentage of demonstrated Students who did Students who students Students exempt reading not demonstrate took and passed retained for not from mandatory proficiency on reading proficiency an alternative demonstrating retention in BOG3, EOG, or on the BOG3, the reading assessment third grade for the EOG Retest EOG, or the EOG proficiency on approved by the 1 good cause 1 2 3rd grade (scored Level 3 Retest SBE 1 1 or higher) standards N % N % N % N % N % State of North Carolina 68,397 56.3 53,170 43.7 13,198 10.9 17,991 45.0 18,901 15.5 Alamance-Burlington Schools Alexander County Schools Alleghany County Schools Anson County Schools Ashe County Schools Asheboro City Schools Asheville City Schools Avery County Schools Beaufort County Schools Bertie County Schools Bladen County Schools Brunswick County Schools Buncombe County Schools Burke County Schools Cabarrus County Schools Caldwell County Schools Camden County Schools Carteret County Public Schools Caswell County Schools Catawba County Schools Chapel Hill-Carrboro Schools Charlotte-Mecklenburg Schools Chatham County Schools Cherokee County Schools Clay County Schools Cleveland County Schools Clinton City Schools Columbus County Schools Craven County Schools Cumberland County Schools Currituck County Schools Dare County Schools Davidson County Schools Davie County Schools Duplin County Schools Durham Public Schools Edenton-Chowan Schools 909 211 46 116 145 180 254 77 282 66 139 502 1,097 531 1,418 484 93 376 118 672 668 7,091 409 121 57 674 124 196 622 2,258 168 216 841 312 323 1,119 79 50.3 55.8 54.1 43.8 63.6 50.6 66.8 53.5 56.1 35.5 43.6 54.6 62.1 56.0 55.7 60.0 79.5 65.7 58.1 54.8 71.1 57.8 59.8 55.3 64.0 59.0 50.6 48.0 56.7 56.6 62.0 64.5 58.8 64.1 42.2 43.2 51.3 897 167 39 149 83 176 126 67 221 120 180 417 669 418 1,127 323 24 196 85 554 272 5,182 275 98 32 469 121 212 475 1,730 103 119 589 175 442 1,474 75 49.7 44.2 45.9 56.2 36.4 49.4 33.2 46.5 43.9 64.5 56.4 45.4 37.9 44.0 44.3 40.0 20.5 34.3 41.9 45.2 28.9 42.2 40.2 44.7 36.0 41.0 49.4 52.0 43.3 43.4 38.0 35.5 41.2 35.9 57.8 56.8 48.7 209 54 10 48 24 28 22 37 110 17 91 237 193 130 144 57 * 91 11 167 79 972 60 49 27 311 13 56 100 682 31 41 113 47 203 197 * 11.6 14.3 11.8 18.1 10.5 7.9 5.8 25.7 21.9 9.1 28.5 25.8 10.9 13.7 5.7 7.1 <5 15.9 5.4 13.6 8.4 7.9 8.8 22.4 30.3 27.2 5.3 13.7 9.1 17.1 11.4 12.2 7.9 9.7 26.5 7.6 <5 333 51 22 32 32 95 55 22 31 27 43 50 178 188 510 158 21 67 24 196 86 1,561 114 36 * 61 29 68 159 515 55 41 258 50 86 610 28 48.4 45.1 75.9 31.7 54.2 64.2 52.9 73.3 27.9 26.2 48.3 27.8 37.4 65.3 51.9 59.4 >95 63.8 32.4 50.6 44.6 37.1 53.0 73.5 80.0 38.6 26.9 43.6 42.4 49.1 76.4 52.6 54.2 39.1 36.0 47.8 37.8 289 42 * 60 17 36 41 * 60 55 31 100 262 58 457 89 * 21 45 148 96 2,649 72 * * 61 52 52 180 411 * 31 156 55 124 660 39 16.0 11.1 <5 22.6 7.5 10.1 10.8 <5 11.9 29.6 9.7 10.9 14.8 6.1 18.0 11.0 <5 <5 22.2 12.1 10.2 21.6 10.5 <5 <5 5.3 21.2 12.7 16.4 10.3 <5 9.3 10.9 11.3 16.2 25.5 25.3 State of North Carolina District Level Report 2017-18 Read to Achieve Grade 3 End-of-Year Results District Name Students who Percentage of demonstrated students Students who did Students who Students exempt reading not demonstrate took and passed retained for not from mandatory proficiency on reading proficiency demonstrating an alternative retention in BOG3, EOG, or on the BOG3, the reading assessment third grade for the EOG Retest EOG, or the EOG approved by the proficiency on 1 good cause 1 2 (scored Level 3 3rd grade Retest SBE 1 1 or higher) standards N % N % N % N % N % State of North Carolina 68,397 56.3 53,170 43.7 13,198 10.9 17,991 45.0 18,901 15.5 Edgecombe County Public School Elkin City Schools Forsyth County Schools Franklin County Schools Gaston County Schools Gates County Schools Graham County Schools Granville County Schools Greene County Schools Guilford County Schools Halifax County Schools Harnett County Schools Haywood County Schools Henderson County Schools Hertford County Schools Hickory City Schools Hoke County Schools Hyde County Schools Iredell-Statesville Schools Jackson County Schools Johnston County Schools Jones County Schools Kannapolis City Schools Lee County Schools Lenoir County Public Schools Lexington City Schools Lincoln County Schools Macon County Schools Madison County Schools Martin County Schools McDowell County Schools Mitchell County Schools Montgomery County Schools Moore County Schools Mooresville City Schools Mount Airy City Schools Nash-Rocky Mount Schools 152 62 2,278 299 1,326 51 42 252 97 2,881 86 874 317 636 122 199 370 25 836 146 1,466 54 179 412 341 123 551 224 101 108 273 72 159 630 338 53 493 31.4 67.4 52.2 47.1 53.0 42.5 58.3 45.2 48.5 51.3 35.2 52.0 61.3 62.7 51.3 59.6 50.8 50.0 57.6 50.3 51.0 66.7 40.5 54.3 49.6 45.4 60.6 60.2 65.6 36.4 58.3 49.7 52.6 64.9 72.4 44.2 41.4 332 30 2,084 336 1,176 69 30 305 103 2,740 158 807 200 379 116 135 358 25 615 144 1,411 27 263 347 347 148 358 148 53 189 195 73 143 340 129 67 697 68.6 32.6 47.8 52.9 47.0 57.5 41.7 54.8 51.5 48.7 64.8 48.0 38.7 37.3 48.7 40.4 49.2 50.0 42.4 49.7 49.0 33.3 59.5 45.7 50.4 54.6 39.4 39.8 34.4 63.6 41.7 50.3 47.4 35.1 27.6 55.8 58.6 74 10 412 60 277 15 * 114 20 619 38 94 102 89 63 21 125 * 239 33 269 * * 54 134 84 101 34 34 63 96 42 77 102 20 15 142 15.3 10.9 9.4 9.4 11.1 12.5 11.1 20.5 10.0 11.0 15.6 5.6 19.7 8.8 26.5 6.3 17.2 <5 16.5 11.4 9.4 9.9 <5 7.1 19.5 31.0 11.1 9.1 22.1 21.2 20.5 29.0 25.5 10.5 <5 12.5 11.9 95 * 679 130 440 22 * 31 28 924 32 275 67 181 19 46 98 * 118 76 782 * 30 125 105 24 134 53 17 45 47 * 12 137 72 24 250 36.8 25.0 40.6 47.1 48.9 40.7 18.2 16.2 33.7 43.6 26.7 38.6 68.4 62.4 35.8 40.4 42.1 16.0 31.4 68.5 68.5 47.4 11.8 42.7 49.3 37.5 52.1 46.5 89.5 35.7 47.5 16.1 18.2 57.6 66.1 46.2 45.0 131 * 889 78 396 26 18 133 35 1,117 69 425 26 58 22 62 119 19 204 29 227 * 194 167 88 36 95 45 * 67 49 18 23 71 25 16 199 27.1 9.8 20.4 12.3 15.8 21.7 25.0 23.9 17.5 19.9 28.3 25.3 5.0 5.7 9.2 18.6 16.3 38.0 14.1 10.0 7.9 9.9 43.9 22.0 12.8 13.3 10.5 12.1 <5 22.6 10.5 12.4 7.6 7.3 5.4 13.3 16.7 State of North Carolina District Level Report 2017-18 Read to Achieve Grade 3 End-of-Year Results District Name Students who Percentage of demonstrated students Students who did Students who Students exempt reading not demonstrate took and passed retained for not from mandatory proficiency on reading proficiency demonstrating an alternative retention in BOG3, EOG, or on the BOG3, the reading assessment third grade for the EOG Retest EOG, or the EOG approved by the proficiency on 1 good cause 1 2 (scored Level 3 3rd grade Retest SBE 1 1 or higher) standards N % N % N % N % N % State of North Carolina 68,397 56.3 53,170 43.7 13,198 10.9 17,991 45.0 18,901 15.5 New Hanover County Schools Newton Conover City Schools Northampton County Schools Onslow County Schools Orange County Schools Pamlico County Schools Pasquotank County Schools Pender County Schools Perquimans County Schools Person County Schools Pitt County Schools Polk County Schools Randolph County Schools Richmond County Schools Roanoke Rapids City Schools Robeson County Schools Rockingham County Schools Rowan-Salisbury Schools Rutherford County Schools Sampson County Schools Scotland County Schools Stanly County Schools Stokes County Schools Surry County Schools Swain County Schools Thomasville City Schools Transylvania County Schools Tyrrell County Schools Union County Public Schools Vance County Schools Wake County Schools Warren County Schools Washington County Schools Watauga County Schools Wayne County Public Schools Weldon City Schools Whiteville City Schools 1,296 137 52 1,306 247 46 231 344 79 212 937 121 692 272 91 733 468 722 348 362 198 367 247 366 66 70 178 24 2,086 267 8,274 82 51 264 659 23 82 62.4 54.6 35.6 57.4 48.8 51.7 49.7 54.3 57.7 53.4 49.2 74.2 55.3 45.9 41.0 39.4 48.3 47.1 58.4 60.1 41.1 53.8 60.5 60.5 48.2 36.3 63.8 49.0 67.7 46.2 65.1 44.6 37.0 71.5 47.4 31.9 46.3 782 114 94 970 259 43 234 289 58 185 968 42 559 321 131 1,127 500 810 248 240 284 315 161 239 71 123 101 25 993 311 4,427 102 87 105 731 49 95 37.6 45.4 64.4 42.6 51.2 48.3 50.3 45.7 42.3 46.6 50.8 25.8 44.7 54.1 59.0 60.6 51.7 52.9 41.6 39.9 58.9 46.2 39.5 39.5 51.8 63.7 36.2 51.0 32.3 53.8 34.9 55.4 63.0 28.5 52.6 68.1 53.7 275 74 * 470 45 * 16 39 * 33 251 14 95 75 32 242 85 53 169 134 90 131 77 46 22 16 39 * 235 19 750 44 25 62 165 * 15 13.2 29.5 <5 20.7 8.9 10.1 <5 6.2 6.6 8.3 13.2 8.6 7.6 12.6 14.4 13.0 8.8 <5 28.4 22.3 18.7 19.2 18.9 7.6 16.1 8.3 14.0 12.2 7.6 <5 5.9 23.9 18.1 16.8 11.9 <5 8.5 161 15 28 272 85 15 128 109 26 96 363 * 237 121 33 334 224 203 27 36 69 58 52 129 13 14 24 11 364 114 1,727 19 28 20 365 * 29 31.8 37.5 32.2 54.4 39.7 44.1 58.7 43.6 53.1 63.2 50.6 28.6 51.1 49.2 33.3 37.7 54.0 26.8 34.2 34.0 35.6 31.5 61.9 66.8 26.5 13.1 38.7 57.9 48.0 39.0 47.0 32.8 45.2 46.5 64.5 <5 36.3 314 * 49 189 103 18 54 118 19 48 253 11 198 100 59 541 191 535 10 53 109 106 25 30 29 86 19 * 354 157 1,810 27 33 21 121 41 42 15.1 <5 33.6 8.3 20.4 20.2 11.6 18.6 13.9 12.1 13.3 6.7 15.8 16.9 26.6 29.1 19.7 34.9 <5 8.8 22.6 15.5 6.1 5.0 21.2 44.6 6.8 10.2 11.5 27.2 14.3 14.7 23.9 5.7 8.7 56.9 23.7 State of North Carolina District Level Report 2017-18 Read to Achieve Grade 3 End-of-Year Results District Name Students who Percentage of demonstrated students Students who did Students who Students exempt reading not demonstrate took and passed retained for not from mandatory proficiency on reading proficiency demonstrating an alternative retention in BOG3, EOG, or on the BOG3, the reading assessment third grade for the EOG Retest EOG, or the EOG approved by the proficiency on 1 good cause 1 2 (scored Level 3 3rd grade Retest SBE 1 1 or higher) standards N % N % N % N % N % State of North Carolina 68,397 56.3 53,170 43.7 13,198 10.9 17,991 45.0 18,901 15.5 Wilkes County Schools Wilson County Schools Yadkin County Schools Yancey County Schools 383 471 244 89 55.2 49.3 58.7 59.7 311 485 172 60 44.8 50.7 41.3 40.3 139 114 83 16 20.0 11.9 20.0 10.7 92 225 55 35 53.5 60.6 61.8 79.5 54 104 32 * 7.8 10.9 7.7 <5 1 2 The denominator for calculating the required percentage is all students in membership at grade 3 for the first day of spring testing. The denominator is the number of students who did not demonstrate reading proficiency minus students exempt from mandatory retention in 3rd grade for good cause. An * indicates that the student population number is too small to report the value. The percentage and number of students are not shown if the percentage is greater than 95 percent (>95) or less than 5 percent (<5). State of North Carolina Charter School Report 2017-18 Read to Achieve Grade 3 End-of-Year Results Students who demonstrated reading proficiency on BOG3, EOG, or the EOG Retest (scored Level 3 or higher) Charter Name State of North Carolina A.C.E. Academy Alpha Academy American Renaissance School Anderson Creek Academy Arapahoe Charter School Aristotle Preparatory Academy ArtSpace Charter School Bethel Hill Charter Bradford Preparatory School Brevard Academy Bridges Academy Cabarrus Charter Academy Cape Fear Center for Inquiry Cardinal Charter Academy Carolina International School Carter Community Charter Carter G Woodson School Casa Esperanza Montessori Charter School Central Park School For Child Charlotte Choice Charter Charlotte Lab School Charter Day School Chatham Charter Children's Village Academy Clover Garden Coastal Preparatory Academy College Prep and Leadership Academy Columbus Charter School Community School of Davidson Cornerstone Charter Academy-CFA Corvian Community School Crosscreek Charter School Dillard Academy Douglass Academy East Wake Academy Emereau Bladen Endeavor Charter Eno River Academy Envision Science Academy Evergreen Community Charter 1 Students who did Percentage of Students who took not demonstrate Students exempt students retained and passed an reading from mandatory for not alternative demonstrating proficiency on the retention in assessment reading BOG3, the EOG, third grade for approved by the 1 proficiency on 3rd or the EOG good cause 2 SBE 1 1 Retest grade standards N % N 68,397 56.3 53,170 21 42 35 27 17 * 37 54 88 28 * 57 30 81 58 * 13 64 43 * 47 79 32 * 41 34 29 58 65 66 70 13 11 18 62 26 51 39 68 44 51.2 56.8 58.3 65.9 35.4 45.0 84.1 75.0 74.6 68.3 54.5 62.6 73.2 79.4 76.3 8.8 33.3 71.9 69.4 34.8 67.1 72.5 76.2 33.3 63.1 54.0 48.3 61.7 69.1 81.5 78.7 56.5 28.2 54.5 66.0 56.5 89.5 >95 85.0 91.7 20 32 25 14 31 11 * 18 30 13 * 34 11 21 18 31 26 25 19 15 23 30 10 14 24 29 31 36 29 15 19 10 28 15 32 20 * * 12 * % N % 43.7 13,198 10.9 17,991 % N 45.0 18,901 15.5 48.8 43.2 41.7 34.1 64.6 55.0 15.9 25.0 25.4 31.7 45.5 37.4 26.8 20.6 23.7 91.2 66.7 28.1 30.6 65.2 32.9 27.5 23.8 66.7 36.9 46.0 51.7 38.3 30.9 18.5 21.3 43.5 71.8 45.5 34.0 43.5 10.5 <5 15.0 8.3 50.0 61.5 <5 <5 68.4 50.0 50.0 38.9 56.0 53.8 10 * 22 * * * * * 11 * * 12 * * 13 21 15 * * * * * * * * 19 20 * * * * * * * * 13 * * * * 24.4 6.8 36.7 <5 6.3 <5 <5 6.9 9.3 14.6 <5 13.2 9.8 5.9 17.1 61.8 38.5 6.7 6.5 30.4 8.6 <5 <5 33.3 <5 30.2 33.3 <5 <5 7.4 5.6 13.0 20.5 15.2 <5 28.3 <5 <5 <5 <5 * * * 12 12 * * * * * * * * * * * * * * * * * * * * * * 19 * * * * * * * * * * * * % <5 8.1 <5 29.3 25.0 15.0 6.8 <5 <5 <5 45.5 <5 <5 <5 5.3 5.9 <5 <5 12.9 34.8 5.7 5.5 21.4 14.3 <5 <5 <5 20.2 <5 <5 9.0 8.7 20.5 <5 <5 <5 10.5 <5 <5 <5 N 10 16 * * 13 * * * 14 * * 19 * 11 * * 11 18 * * 13 17 * * 21 * 10 10 11 * * * 12 * 28 * * * * * 59.4 60.0 64.7 7.1 27.6 42.3 75.0 54.5 <5 68.4 70.8 >95 18.2 >95 31.0 33.3 58.8 39.3 40.0 54.5 62.5 60.0 46.7 >95 21.1 >95 88.9 66.7 State of North Carolina Charter School Report 2017-18 Read to Achieve Grade 3 End-of-Year Results Students who demonstrated reading proficiency on BOG3, EOG, or the EOG Retest (scored Level 3 or higher) Charter Name State of North Carolina Excelsior Classical Academy Falls Lake Academy FernLeaf Community Charter School Forsyth Academy Francine Delany New School Franklin Academy Gate City Charter Global Scholars Academy Greensboro Academy Guilford Preparatory Academy Haliwa-Saponi Tribal School Healthy Start Academy Heritage Collegiate Leadership Academy Hope Charter Leadership Academy Ignite Innovation Academy - Pitt Invest Collegiate - Imagine Invest Collegiate Transform Iredell Charter Academy Island Montessori Charter School Kannapolis Charter Academy Kestrel Heights School KIPP Gaston College Preparatory Lake Lure Classical Academy Langtree Charter Academy Lincoln Charter School Magellan Charter Mallard Creek STEM Academy Matthews Charter Academy Maureen Joy Charter School Metrolina Reg Scholars Academy Millennium Charter Academy Mountain Discovery Mountain Island Charter School NC Connections Academy NC Leadership Charter Academy NC Virtual Academy Neuse Charter School New Dimensions North East Carolina Prep PAVE Southeast Raleigh Charter 1 Students who did Percentage of Students who took not demonstrate Students exempt students retained and passed an reading from mandatory for not alternative demonstrating proficiency on the retention in assessment reading BOG3, the EOG, third grade for approved by the 1 proficiency on 3rd or the EOG good cause 2 SBE 1 1 Retest grade standards N % N 68,397 56.3 53,170 34 62 27 34 12 102 39 14 73 13 * * * * * 62 30 34 14 36 26 48 29 127 129 63 50 55 30 44 57 15 59 50 63 82 40 30 40 20 69.4 74.7 60.0 44.7 60.0 83.6 47.0 60.9 86.9 52.0 57.1 19.0 26.1 35.0 19.2 76.5 50.0 56.7 60.9 56.3 51.0 52.2 74.4 81.4 86.6 92.6 61.7 64.0 41.1 >95 68.7 71.4 68.6 55.6 94.0 49.7 55.6 75.0 49.4 41.7 15 21 18 42 * 20 44 * 11 12 * 34 17 13 21 19 30 26 * 28 25 44 10 29 20 * 31 31 43 * 26 * 27 40 * 83 32 10 41 28 % N % 43.7 13,198 10.9 17,991 % N 45.0 18,901 15.5 30.6 25.3 40.0 55.3 40.0 16.4 53.0 39.1 13.1 48.0 42.9 81.0 73.9 65.0 80.8 23.5 50.0 43.3 39.1 43.8 49.0 47.8 25.6 18.6 13.4 7.4 38.3 36.0 58.9 <5 31.3 28.6 31.4 44.4 6.0 50.3 44.4 25.0 50.6 58.3 20.0 11.1 53.3 66.7 50.0 >95 40.5 22.2 >95 33.3 <5 61.5 52.9 23.1 5.6 69.2 6.9 72.2 >95 23.1 20.0 27.3 <5 76.5 55.6 >95 58.1 30.0 32.6 10 * * * * * 17 * * * * * * 10 17 * 27 * * 13 12 22 * * * * * 18 24 * 17 * * 17 * 15 * * 14 24 20.4 <5 11.1 11.8 15.0 <5 20.5 30.4 <5 32.0 42.9 21.4 34.8 50.0 65.4 <5 45.0 <5 <5 20.3 23.5 23.9 7.7 <5 <5 <5 8.6 20.9 32.9 <5 20.5 23.8 <5 18.9 <5 9.1 <5 15.0 17.3 50.0 * 12 * 15 * 15 * * * * * * * * * * * * * * * * * 12 11 * * * * * * * 16 * * * * * 15 * % <5 14.5 6.7 19.7 10.0 12.3 8.4 <5 <5 <5 <5 19.0 <5 <5 11.5 7.4 <5 13.3 13.0 <5 9.8 <5 <5 7.7 7.4 <5 <5 <5 <5 <5 <5 <5 18.6 10.0 <5 <5 <5 <5 18.5 8.3 N * * * 18 * * 15 * 10 * * 16 * * * * * 13 * * * 12 * 13 * * 18 * 14 * * * * 14 * 28 29 * * * 29.2 <5 45.5 45.2 50.0 35.9 93.5 33.3 7.7 <5 State of North Carolina Charter School Report 2017-18 Read to Achieve Grade 3 End-of-Year Results Students who demonstrated reading proficiency on BOG3, EOG, or the EOG Retest (scored Level 3 or higher) Charter Name State of North Carolina Peak Charter Academy Phoenix Academy- Primary, Elem. IB MYP Piedmont Community Charter School Pine Lake Preparatory Pine Springs Prep Academy Pinnacle Classical Academy Pioneer Springs Community School PreEminent Charter Quality Education Academy Queen City STEM School Queen's Grant Community School Quest Academy Reaching All Minds Academy Research Triangle Charter River Mill Academy Rocky Mount Preparatory Sallie B Howard School Shining Rock Classical Academy CFA Socrates Academy South Brunswick Charter Southeastern Academy STARS Charter Sterling Montessori Academy Success Institute Charter Sugar Creek Charter Summerfield Charter Academy Summit Charter The Academy of Moore County The Arts Based School The Capitol Encore Academy The Expedition School The Exploris School The Institute Development Young Leaders The Learning Center The Mountain Community Sch Thomas Jefferson Class Academy Thunderbird Preparatory Academy Tiller School Torchlight Academy Triad Math and Science Academy 1 Students who did Percentage of Students who took not demonstrate Students exempt students retained and passed an reading from mandatory for not alternative demonstrating proficiency on the retention in assessment reading BOG3, the EOG, third grade for approved by the 1 proficiency on 3rd or the EOG good cause 2 SBE 1 1 Retest grade standards N % N 68,397 56.3 53,170 54 74 78 106 56 49 26 31 19 44 60 16 * 37 38 36 68 17 61 36 19 35 65 * 62 72 17 40 46 20 37 26 10 13 14 106 13 26 25 54 64.3 64.3 76.5 86.9 83.6 55.1 61.9 47.0 40.4 62.9 71.4 >95 19.1 47.4 52.8 36.7 50.7 43.6 79.2 81.8 76.0 76.1 89.0 50.0 45.3 84.7 65.4 87.0 73.0 48.8 84.1 86.7 31.3 61.9 63.6 >95 44.8 78.8 36.8 58.7 30 41 24 16 11 40 16 35 28 26 24 * 38 41 34 62 66 22 16 * * 11 * * 75 13 * * 17 21 * * 22 * * * 16 * 43 38 % N % 43.7 13,198 10.9 17,991 % N 45.0 18,901 15.5 35.7 35.7 23.5 13.1 16.4 44.9 38.1 53.0 59.6 37.1 28.6 <5 80.9 52.6 47.2 63.3 49.3 56.4 20.8 18.2 24.0 23.9 11.0 50.0 54.7 15.3 34.6 13.0 27.0 51.2 15.9 13.3 68.8 38.1 36.4 <5 55.2 21.2 63.2 41.3 <5 92.5 39.1 92.9 36.4 30.0 10.0 57.1 <5 23.1 70.6 24 * 14 * * 28 * 11 17 15 * * 18 13 17 35 32 15 * * * * * * 41 * * * * * * * 21 * * * * * 30 13 28.6 <5 13.7 <5 10.4 31.5 11.9 16.7 36.2 21.4 6.0 <5 38.3 16.7 23.6 35.7 23.9 38.5 <5 <5 <5 <5 <5 16.7 29.9 <5 7.7 6.5 <5 19.5 13.6 <5 65.6 23.8 13.6 <5 20.7 <5 44.1 14.1 * * * * * * * * * * * * 19 * 15 19 16 * * * * * * * 11 * * * * * * * * * * * * * * 13 % <5 <5 <5 <5 <5 <5 14.3 10.6 19.1 <5 8.3 <5 40.4 7.7 20.8 19.4 11.9 12.8 9.1 <5 <5 19.6 8.2 33.3 8.0 <5 11.5 <5 <5 <5 <5 <5 <5 <5 13.6 <5 24.1 18.2 <5 14.1 N * 37 * 13 * 12 * 16 * * 12 * * 22 * * 18 * * * * * * * * * * * 12 11 * * * * * * * * 13 11 5.3 62.9 10.5 14.0 36.0 5.9 55.6 57.1 83.3 <5 <5 <5 9.4 77.8 66.7 40.0 85.7 55.0 <5 >95 <5 28.6 40.0 33.3 22.2 <5 30.2 44.0 State of North Carolina Charter School Report 2017-18 Read to Achieve Grade 3 End-of-Year Results Students who demonstrated reading proficiency on BOG3, EOG, or the EOG Retest (scored Level 3 or higher) Charter Name State of North Carolina Triangle Math and Science Academy Two Rivers Community School Union Academy Union Day School Union Prep Academy at Indian Trail United Community School Vance Charter School VERITAS Community School, CFA Voyager Academy Wake Forest Charter Academy Washington Montessori Water's Edge Village School Wayne Preparatory Academy Williams Academy Willow Oak Montessori Wilmington Preparatory Academy Wilson Preparatory Academy Winterville Charter Academy Woods Charter Youngsville Academy Z.E.C.A. School of Arts and Technology 1 1 Students who did Percentage of Students who took not demonstrate Students exempt students retained and passed an reading from mandatory for not alternative demonstrating proficiency on the retention in assessment reading BOG3, the EOG, third grade for approved by the 1 proficiency on 3rd or the EOG good cause 2 SBE 1 1 Retest grade standards N % N 68,397 56.3 53,170 63 16 88 44 59 26 43 16 75 61 25 * 33 * 23 * 37 35 33 24 * 84.0 80.0 78.6 63.8 67.8 65.0 71.7 55.2 75.0 69.3 71.4 71.4 45.2 46.2 82.1 5.9 66.1 47.3 91.7 72.7 14.3 12 * 24 25 28 14 17 13 25 27 10 * 40 * * 16 19 39 * * 12 % N % 43.7 13,198 10.9 17,991 % N 45.0 18,901 15.5 16.0 20.0 21.4 36.2 32.2 35.0 28.3 44.8 25.0 30.7 28.6 28.6 54.8 53.8 17.9 94.1 33.9 52.7 8.3 27.3 85.7 25.0 >95 40.0 27.3 14.8 16.7 16.7 20.0 69.2 >95 77.8 * * * * 18 10 * * * * * * 16 * * * 15 30 * * * <5 <5 <5 10.1 20.7 25.0 5.0 17.2 <5 <5 <5 <5 21.9 15.4 <5 <5 26.8 40.5 <5 18.2 42.9 * * 19 14 * * 11 * 12 * * * * * * * * * * * * % 10.7 10.0 17.0 20.3 <5 5.0 18.3 10.3 12.0 5.7 <5 28.6 9.6 15.4 10.7 <5 <5 <5 8.3 <5 21.4 N * * * * * * * * * 22 * * 12 * * 16 * * * * * 36.4 20.0 >95 >95 21.1 15.4 22.2 33.3 The denominator for calculating the required percentage is all students in membership at grade 3 for the first day of spring testing. 2 The denominator is the number of students who did not demonstrate reading proficiency minus students exempt from mandatory retention in 3rd grade for good cause. An * indicates that the student population number is too small to report the value. The percentage and number of students are not shown if the percentage is greater than 95 percent (>95) or less than 5 percent (<5) b) Each local board of education shall report annually in writing to the State Board of Education by September 1 of each year a description of all reading interventions provided to students who have been retained under G.S. 115C-83.7(a). The local board of education shall also include in the report the number of first and second grade students attending a reading camp offered by the local board. A review of reading interventions implemented and reported by each Local Education Agency (LEA) follows. LEA Description of Reading Interventions Provided to Students Retained under G.S. 115C-83.7(a) LEA Name ABSS Alexander County Schools Alleghany County Public Schools Anson County Schools Ashe Asheboro City Schools Asheville City Schools Avery County Schools Beaufort County Schools Evidence-based interventions implemented Additional, daily ELA instruction (increased to 180 minutes) Reading Foundations Reading Recovery (Wilson) Florida Center for Reading Research; Moby Max; Mentoring Minds, Learning A to Z; Ready, Double Close OG, Orton Gillingham; MClass resources 1. Frequent progress monitoring and benchmarks 2. Small group intervention grouping 3. 90 minutes of daily usage of Imagine Learning (ELA) 4. Use of Finish Line and Language Nut program for ELL's Small group differentiated instruction One-on-One instruction I-Ready Accelerated Reader Florida Center for Reading Research Activities Reading 3D progress monitoring individualized homework activities Centers/Workstations Co-teaching Online programs - www.learnzilla.com Leveled readers Reading Anthology and Reading/Writing Workshop Reading Wonders Tier 2 Activities Your Turn Workbook Additional literacy instruction outside literacy block HillRAP - Tier 3 Literacy Intervention Corrective Reading - Tier 2 Literacy Intervention Focused Reading Intervention by Teacher Created Materials - Tier 2 and 3 Literacy Intervention - Recipe for Reading (phonics instruction based on Core Phonics Survey) - FCRR (Florida Center of Reading Research) activities that match students deficits. - Words Their Way - Vocabulary strategies - Extended Guided Reading- 25 minutes a day. - Guided Reading Plus: This intervention allowed for double dipping in guided reading. Some groups had instruction provided by classroom teacher, some by the reading specialist, some by ESL teachers, and others by tutors or IAs. Incorporated an inclusion model for EC and ESL students in the regular classroom during literacy blocks. - Intervention block (30 minutes every day) offered for all students—focusing on deficits as identified by benchmarks and other common assessments. - ExC-ELL vocabulary strategies were used in 3-4 Transition Classrooms. - Double the amount of time that students work with reading or ESL teachers with the specific skill deficit. - Scaffolding of 3rd grade standards to reach proficiency. - Parent education classes were offered for at-risk students, three times per year that focused on helping students with targeted reading skills. - After school tutoring opportunities in literacy that focused on fluency, comprehension, and power standards. Leveled Literacy Intervention - The Fountas & Pinnell Leveled Literacy Intervention is a powerful, short-term intervention, that provided daily, intensive, and small-group instruction, which supplements classroom literacy teaching. Florida Center for Reading Research - Fluency Interventions with Written and oral comprehension practice. Jennifer Serravallo Reading Strategies - Comprehension strategies based on ELA standards being taught in the regular classroom setting. Wilson JustWords - a highly explicit, multisensory decoding and spelling program for students in grades 4 and higher. Comprehension Toolkit and Toolkit Intervention Book - a series from Stephanie Harvey and Anne Goudvis that helps students understand, respond to, and learn from nonfiction text. Avery County Schools had 4 students (2 EL students, 1 dually identified EL/EC student, and an EC student retained following the 2016-17 School year. In the 2017-18 school year, each of the students received fluency interventions 2 times per week as well as 45-minute sessions 3 times per week to work on vocabulary and text instruction. These interventions took place during their EL and EC intervention blocks. Hill Rap, iReady, Guided Reading. Language, Reading Mastery Bertie County Schools Bladen County Schools Brunswick County Schools Buncombe Burke County Cabarrus County Schools Corrective reading, teacher tutoring, small group and one-on-one instruction, flex grouping, after school tutorials, extended and additional digital learning time, accelerated reader, student data notebooks The programs listed use specific steps, lesson plans and strategies to improve reading skills. The intervention track and monitor student progress. Now What Tools Burst AR Reading mCLASS Reading 3D RAZ Kids Learning A-Z SPIRE Reading Wonders Curriculum 90 minutes uninterrupted daily instruction for reading, RAZ Kids, SRA Reading Mastery, mCLASS Progress Monitoring, Reading A-Z, iReady, Florida Research Center for Reading, Read to Achieve Portfolios with designated reading passages, Guided Reading groups, Flocabulary, Seeds of Science: Roots of Reading kits with reading comprehension questions, Pull-out support with literacy or EC teachers 5 days a week, Small, intensive reading groups with application of skills, Moby Max with reading component and interventions, Words Their Way, Reading Research to Classroom Practice strategies, Double dose of Guided Reading, Volunteer tutors, Learning Focused Lesson Planning/Graphic Organizers, Vocabulary, Reading 3D Listed below are examples from each of the 21 schools in Buncombe County with 4th grade transitional students. Not all these interventions were applied at each school. Items 1-3 were provided at each school. 1. Uninterrupted 90-minute block for reading instruction per day 2. Oneon-one and small group instruction 3. Monthly written reports detailing each student's progress towards specific reading proficiency 4. Leveled Literacy Intervention (LLI) 5. Reading 3D/mCLASS PM data used to target specific skill deficits in a one-on-one setting to monitor student performance 6. Lexia Core 5 for diagnostic purposes 7. Us of Literacy Council Tutors to work with students in small groups and one-on-one 8. Wilson Reading Program 9. Focused intervention block based on common formative ELA assessments for 30 minutes daily (in addition to the 90-minute block. 10. Students kept their own data notebooks to graph and document their progress towards their goals. 11. Explicit instruction and modeling of Writing about Reading 12. Reader's Theater (fluency) 13. Reading Research to Classroom practice training 14. Fundations - systematic phonics instruction 15. Language! (EC/EL Intervention) 16. Wit and Wisdom curriculum for core instruction 17. iReady and Imagine Learning 18. Florida Center for Reading Research (FCRR) interventions mCLASS item analysis’ suggested activities from Burst Reading, etc. • McGraw Hill Triumphs Comprehensive Intervention Program • McGraw Hill Treasures Tier 2 Supplemental Intervention Materials • Intervention Activities from Florida Center for Reading Research • Reading A-Z Intervention Resources/RAZ Kids Individualized accounts • Orton-Gillingham Phonics • Ticket to Read and Velocity, self-paced online programs for foundational skills, fluency, vocabulary, and comprehension • SchoolNet Instructional Resources, at the student’s instructional level • Online Differentiated reading practice provided through ReadTheory, Newsela, Study Island, and ReadWorks The interventions used were aimed at developing students' foundational skills to improve reading comprehension. These interventions include: Reading Mastery, Leveled Literacy Intervention (LLI) kits, Wilson Fundations Florida Center for Reading Research (FCRR) games Reading Mastery, Readers' Theatre, Guided Reading, Comprehension Toolkit Words Their Way, Helping Early Literacy with Practice Strategies (HELPS), Great Leaps, Read Naturally, and I-Ready. Caldwell County Leveled Literacy Interventions, Imagine Language and Literacy, Guided Reading Camden Camden had students at two schools, Grandy Primary School (Grade 3 retention) and Grade 4 (fourth grade accelerated reading class). Each of the schools implemented research-based interventions for those students. Ninety-minute uninterrupted reading classes were provided for these students. At Grandy Primary School, the student who was retained was also instructed through the Corrective Reading Program 4 days a week for 30 minutes. Many Computerized programs were used to help build comprehension, fluency, and sight word recognition. Programs included Razz Kids, Reading Eggs, Moby Max, and Accelerated Reading. These programs were utilized 3-4 days a week for 30 minutes. In addition to small group instruction and one-on-one reinforcement, the student was provided spiral reviews with portfolio instruction utilizing the instructional portfolios provided by the state. Teachers also used the interventions built into the 3D progress monitoring system. Phonics was also reviewed daily in small group. Students at Camden Intermediate School worked in small groups during their ninety-minute reading block. These groups included vocabulary studies, fluency centers, and choral reading. Books studies, story mapping, and activating prior knowledge were part of the reading instruction daily. Students used the Reading Eggs Program to help build reading comprehension and fluency as well as phonics skills. Carteret County Public Schools Caswell Catawba County Chapel HillCarrboro City Schools Charlotte Mecklenburg Schools Chatham County Schools Cherokee County Schools Small Group Instruction Guided Reading Hill Center Read Live Leveled Literacy Intervention Rewards Lower Teacher-Student Ratio SPIRE 6 Minute Solutions • Levelled Literacy Intervention • Corrective reading • 90-minute reading block • Remediation is offered in addition to the 90 minutes of classroom reading instruction • Guided reading • Fundations • Small group reading instruction • HillRAP • Reading Mastery Guided Reading Groups – Teachers utilized Balanced Literacy within the guided reading block. Students participate in literacy stations that focus on phonemic awareness, phonics, vocabulary, fluency, and written comprehension. Leveled texts using Close reading strategy – Students work in small groups to complete close reads and discuss vocabulary and text. Fountas and Pinnell reading kits – Students participate in small group instruction of reading texts to target skills to increase fluency and comprehension. Words Their Way – Students work with words to gain word meaning and build understanding of base words and word parts. This knowledge increases fluency from recognition of word patterns. Seeing Stars – Students, within small groups, participate in systematic phonemic awareness and phonics instruction from individual letter sounds to multisyllabic words. Visualizing and Verbalizing – Students participate in small group instruction in creating visual images based on text to build comprehension. Comprehension Groups – Leveled text groups to target specific comprehension strategies. Students learn to use strategies to go back in the text to answer questions and make predictions. Within the groups, students also identify key vocabulary to assist in answering higher order questions. LLI - Literacy Leveled Intervention, intervention time varies among schools, so both are noted below. Some students (N=30) received 60 minutes per day in addition to the literacy block. Leveled Literacy Intervention (LLI), Sound Partners, mCLASS small group advisor, FCRR, Edgenuity MyPath, What Works Clearing House Writing Recommendations, Self-regulated strategy instruction, CASL handwriting program, Intervention Central, HELPS, Really Great Reading Students were provided small group instruction (in addition to their core instruction) with a certified reading specialist. The reading specialist used Hill rap which has been scientifically proven to be an effective program with struggling readers. She is also certified in Orton-Gillingham. Students received Tier 2 remediation based on skill need for 30 minutes/4-5 times a week with a certified teacher or instructional assistant who implemented a research-based intervention such as HELPS. Students were assessed using Reading 3D (Amplify). Based on assessment results the students were placed in small groups during which instruction was differentiated. Students were placed in a literacy block of over 90 minutes of uninterrupted instruction. K-3 teachers used Reading Recipe daily to establish reading foundational skills with students. The retained students received HillRAP lessons four days a week for 45 minutes a day. Students received 30 additional minutes of targeted research-based reading intervention from a reading specialist or special education teacher daily. Interventions were selected based on student assessment data. All students received a 90 minute or more balanced literacy block, which included whole group and small group, level-based instruction from a highly qualified teacher. All students were given benchmark assessments and progress monitored using Reading 3D/mCLASS. All 4T students received additional reading skill-based reteaching and remediation from the curriculum coach or classroom teacher once a week for 30 minutes. Teachers are Orton-Gillingham trained and use Recipe for Reading daily to establish students’ foundational reading skills. • Reader’s theater for fluency • Phonemic instruction • Word wall activities o Vocabulary Matching words with definitions Using words in conversation o Sight words Movement (punch out, march, clap, etc.) Sing words • Daily 5 Reading Model • Six minute Solution • Read Works • Wordly Wise • Individualized Reading Activities as suggested by mCLASS • Small Group Instruction to target specific needs • Reading Café Model Instruction • Graphic Organizers, Story Maps (multiple formats for various elements of reading) to aid comprehension. 5 W Graphic Organizer • Prior Knowledge Activities Prior to Reading: Activities provided from Intervention Central • Individualized Language Interventions (including describing details in a picture, categorizing, identifying • National Geographic Explorer & Scholastic News informational text comprehension strategies • Teachers Pay Teachers Close Reading Packets (comprehension) • SRA • Florida Central for Reading Research Activities• Synonym Dominoes • Vocabulary bingo • Opposites attract • Synonym-Antonym Connections• Homophone Hunt• Spin Sort• Compound Words• Affix Match • Word Wrap • Homographs • Word Dissect • Wonder Stories (comprehension) • Vocabulary • Word parts • Word knowledge • Word meaning • Morphemic elements • Word analysis • Words in context • Learning Well Games on: • Predicting outcomes • Context clues • Reading between the lines • Getting the main idea• Following directions • Inference • Sequence • Figurative Language• Drawing conclusions• Fact or Opinion • Reading Eggs • Read Theory • BURST interventions • Amplify oral language • Daze • Fundations • Quizezz • Mobymax • SchoolNet Clay County Schools Cleveland County Schools Clinton City Schools Columbus Craven County Schools Cumberland County Currituck County Dare County Schools Davidson Davie County Schools Duplin Durham Public Schools No reading retained students for 2017-18 Read Naturally GATE; Read Naturally Encore; Soar to Success; Sonday Spotlight on Comprehension; Reading Horizons; Phonics Leveled Literacy Interventions; Co-teaching Florida Center for Reading Research Interventions; FreeReading.net; District Literacy Protocols for Intervention and Core Support; Reading Mastery; Corrective Reading I-Ready Assessments, Reading Specialist, I-Ready Instructional license for teachers, Fountas and Pinnell, Scholastic Leveled Reader, dedicated Intervention time 5 days a week for 50 minutes Researched Based Reading Interventions: Soar to Success Reading Intervention Program for 3rd Grade Early Success Reading Intervention Program for grades 1-3. Road to the Code Reading Intervention Program for Grade K SuccessMaker Instructional Prescriptive Technology Program for Grades 2-3 for Math and Reading Waterford Early Learning for K-1 in Math and Reading Data Driven Interventions created by teachers and MTSS members using SchoolNet Leveled Literacy Intervention, SRA Reading (Reading Mastery and Corrective Reading), Spire, Burst, FCRR folder activities (for phonics, fluency and comprehension), Wilson Reading Program, Guided Reading (or other targeted small group instruction), Words their Way, Graphic Organizers, Learning Together, Classworks Digital Reading Support tool-Every reading retained student received an iReady license. Students were given the opportunity to work at their individual pace based upon the completion of the iReady diagnostic. The program supported students at their level and progressively offered individual lessons in reading and foundational skills. READY Common Core Practice Book- Each student received a copy of the READY Common Core Practice Workbook. These workbooks allowed students to practice with Common Core aligned skills that correlated to skills-based mini-lessons. Read to Achieve Instructional Passages-Each student received instruction in small groups utilizing the RTA instructional passages, aligned to Common Core standards to practice reading comprehension and fluency skills. Teacher Toolbox Lessons from iReady- Students received instruction in small groups from skills-based lessons in the Teacher Toolbox that were tailored to individual needs. Intensive Small Group Instruction-Students received daily intensive small group instruction based on individual need. Title I Support Services, MTSS documented intervention process, Small Group Intervention groups during enrichment blocks. • Daily guided reading instruction using text at their instructional level (Fountas and Pinnell) • Small group instruction focusing on structure of fiction/non-fiction texts • Daily writing instruction w/ small group support focusing on developing Text Dependent responses to reading • Small group intervention instruction/practice for building vocabulary, fluency and phonics based on DIBELS data • Small group intervention instruction focusing on comprehension strategies such as: o Predicting/Activating Prior Knowledge - Questioning – Visualizing - Monitoring/Self Correction (Does that sound right? Make sense?) - Inferring - Retelling/Summarizing/Responding to the text Making connections (text – text; text – self, text – world) In addition, students receive intensive reading support through Read180, an evidence-based intervention program, provided through a highly trained literacy specialist. Jan Richardson, FCRR.org HillRAP (1:4 teacher/student ratio) Moby Max (online program) - reading, vocabulary, and comprehension strategies Pull-out Groups with Reading Specialists Push-in Groups with Reading Specialists iReady (online diagnostic assessment) - used to determine reading levels, targeted standards, and grouping Differentiated classroom activities based on data Guided reading groups based on reading levels Words Their Way spelling program Open Court - Phonics, Waterford - Researched-based Reading Intervention, Afterschool tutoring, in school tutoring, Leveled Literacy Intervention, Leveled Reading Library, Designated Intervention time, Transition Classes, Computer-adaptive research-based intervention 90 minutes (or more) of uninterrupted literacy Small group reading instruction using Jan Richardson protocols; Intervention support from MTSS facilitator or interventionist; RAZ kids access to leveled texts and comprehension practice; HillRAP at two schools; Extended Day and Saturday Academics; Leveled Literacy Intervention (LLI) at three schools; Corrective Reading with tier 3 students with disabilities; Augustine Tutors; iReady diagnostic assessments EdentonChowan Schools Edgecombe County Public Schools Elizabeth City Pasquotank All students were in a monitored setting with differentiated instruction. Teachers placed students in skill-set, differentiated guided reading groups using data from mCLASS DAZE. The LLI (Leveled Literacy Intervention) program was utilized consistently. Teachers implemented the BURST program through RTA. Hill RAP Fluency program; Corrective Reading; Reading tutors; Timed Fluency passages; High Frequency Word/Dolch/Fry sight word daily practice; Florida Center for Reading Research (FCRR) activities; Peer Tutoring; Now What tools from Reading 3D; Timed repeated readings; Imagine Learning computer program for EL students Guided Reading Groups with leveled readers; MTSS classroom interventions to address specific reading deficiencies; Core Testing for all students to identify specific needs in the areas of vocabulary, comprehension, and basic reading skills; After school tutoring for at risk students; mCLASS progress monitoring to keep up to date and accurate records of student progress throughout the year; Individualized instruction for students in transition classes; Tracking progress through RTA passages throughout the year for third grade students; 1:1 tutoring; Activating prior knowledge through journaling; Anchor charts and graphic organizers to teach reading strategies; Partner read Differentiated/leveled readers and passages; Respond to text printable; Fluency and comprehension activities; Eliminating answer choices (early on); Live Binder activities (RTA & DPI); Attached picture as guide - strategies listed on the picture for lower-level students; Guided reading (scaffolding); Word Work Lessons; Read works; Extended reading passages; Reading Recovery; iStation; Cloze Reading; Making Words activities; Florida Center for Reading Research activities; Core Phonics Survey Elkin City Small group instruction, I/E time, FCRR interventions, differentiated grouping Franklin County Schools Achieve 3000, Smarty Ants Gaston Guided Reading groups and Strategy groups based on mCLASS data, iReady Learning Pathways, and individual student Reading conferences; Differentiated Word Study - "Words Their Way"; Use of Instructional Reading passages from Grade 3 Student Reading Portfolio Gates County Schools Graham County Schools Granville County Schools Greene County Schools Guilford County Schools Halifax Harnett County Schools Haywood County Guided Reading and Daily Five Small Group Instruction, iReady, Intense Instruction and Tutoring Daily leveled readers, guided reading centers, differentiated small group, Wilson Reading Program, Fundations, Reteaching Students received reading instruction through whole group and small group settings as part of a balanced literacy approach. Guided reading was provided at the students' reading level by the classroom teacher. Some students also received interventions with a reading teacher using Fountas and Pinnell Leveled Literacy Intervention kits. small group guided reading stations as part of a balanced literacy program, Read 180 and System 44, Leveled Lexile Inventory, HillRAP, I-Ready instruction American Reading Company (ARC) ARC Foundation Skills Toolkit target specific foundation reading skills and provide small group or individual instruction around those skills. ARC IRLA Leveling is an assessment which helps teachers determine specific skills needed to develop students as readers and provide information on next steps for the reader. ARC Differentiated materials for Research Labs are comprised of high interest leveled texts for students. Wilson Fluency Kits help students improve and develop student fluency skills. iReady is an online adaptive program that helps teachers target individual student reading strengths and weaknesses for designing differentiated instruction. Small groups, data-driven instructional strategies, leveled texts, tutors Students with retained label were placed in 3/4 transitional classrooms. When possible, students were in clusters and/or small classrooms. Leveled Literacy Intervention was used as a classroom intervention. At some sites, students were "double-dosed" in LLI lessons with the use of tutors and/or reading specialists. If needed, students moved through the tiers of support in the RtI process with individual strategies that targeted skill deficits. Haywood County Schools has implemented a Balanced Literacy approach to reading instruction. Students are involved in Interactive read aloud/shared reading activities using grade level material. This is the time in which the teacher is teaching a reading strategy, concept, or skill. Students are assigned to guided reading groups based on their instructional reading level and receive instruction appropriate to that level. Henderson County Public Schools Hertford County Public Schools Hickory City Schools Hoke County Hyde County Schools Iredell Statesville Schools Jackson Johnston Jones County Public Schools Kannapolis City Schools Lee County Schools Small group guided reading instruction with classroom teacher, small group work with tutor, closereading and targeted vocabulary strategies, Elkonian boxes, Letterland intervention strategies, Six minute fluency strategies and practice, extended reading passages (increasing time read and questions answered to build stamina), Tier 3 interventions (as described above or presented as strategies from research based interventions, such as Florida Center for Reading Research), one on one work with tutor when appropriate, LLI system (Leveled Literacy System from Fountas and Pinnell), Amplify Burst, utilization of targeted lessons from mCLASS based on data dive. This list of interventions includes interventions from all schools, though some choose specific strategies over others based on student needs. All interventions, and delivery methods below are school specific based on personnel, scheduling and student needs. Small group/guided reading, 90 minutes of uninterrupted reading instruction, daytime tutoring by certified reading teacher, summer reading camp (72 hours), personalized reading packets for remediation, individualized one-on-one instruction, implementation of Burst program Literacy First program, mCLASS Fast ForWord Language Series, Reading Assistant, Classworks, Reading 3D Now What Tools and Strategies, SIOP, Small group instruction, Differentiated instruction in the core and targeted instruction, Daily intervention blocks, Use of RTA Instructional Passages with evidence-based reading strategies: such as summarizing and close reading Small group instruction for struggling students provided by licensed teachers. 1:1 instruction for struggling students provided by licensed teachers. After school tutoring specific to student skill needs provided by licensed teachers. Leveled Literacy Intervention Kits completed with small groups, iReady Literacy Program, FCRR Resources based on need, Reading Foundation Course Strategies, MTSS Tier 2 and 3 interventions aligned to student need Corrective Reading • Guided reading using informational text • Direct vocabulary instruction • Wilson reading • Thinking Maps • Fundations • Reading Buddies for ¾ transition students to work on fluency by reading to younger students • Comprehension Toolkit • QAR strategies • Florida Center for Reading Research Strategies Overarching goal- To use leveled literacy instruction where students receive intensive, small group, supplementary literacy intervention daily for at least 90 minutes Fountas and Pinnell LLI- daily for 45 minutes Direct and explicit instruction of reading strategies Using effective graphic organizers to strengthen reading Questioning to check for understanding Providing effective feedback and progress monitoring often Intentional planning by teacher to focus on clear and targeted reading goals Making connections with texts and learning Incorporating intentional writing strategies to strengthen reading and writing skills Words Their Way- targeted vocabulary instruction/intervention Wilson Language- intervention to support phonics instruction Moby, Study Island, small group instruction, one on one tutoring, Letter-Land, Florida Center Activities, SRA Leveled-Literacy Intervention (LLI) Letterland Corrective Reading; Reading Mastery; iReady Florida Reading Research Institute reading strategies iReady individualized computer software Lli software Lenoir County Public Schools Students have been placed in a transitional third-fourth grade reading class. - Students have been provided a 90-minute uninterrupted instructional block of intensive reading instruction. - Students have been given the opportunity to complete the portfolio assessment based on the 12 priority standards. - Students can attend after-school tutor sessions during the last semester of school (at some schools). - Students have been extended the opportunity to attend Summer Reading Camp providing them with intensive LLI as core instruction. Lexington City schools Small group and individual reading instruction, Implementation of LLI Kits (reading intervention Lincoln Leveled Literacy Intervention Reading Standard Treatment Protocol Macon Madison County Schools 1. LMB --VV integrated with guided reading – to build a picture that will enhance comprehension 2. LMB Seeing Stars - build decoding skills 3. Comprehension Toolkit (small group lessons) – comprehension strategies 4. Read Naturally – to improve fluency 5. Six Minute solution - to improve fluency 6. SRA Comprehension - comprehension 7. Guided Reading through leveled readers 8. IReady – comprehension and fluency Leveled Literacy Intervention (LLI): The Fountas & Pinnell Leveled Literacy Intervention System (LLI) is an intensive, small group, supplementary literacy intervention for students who find reading Martin County Schools McDowell Mitchell County Schools Montgomery County and writing difficult. LLI is a short-term intervention that provides daily, intensive, small-group instruction, which supplements classroom literacy teaching in our schools. Leveled Readers/Book Rooms: Madison County Schools has bookrooms, which contain leveled readers, located in all elementary schools. Precisely leveled books enable teachers to match books to students to support differentiated instruction and classroom instruction. Fundations: Fundations is a multisensory, structured, systematic, cumulative, and explicit program in the foundational skills for reading and spelling, emphasizing phonemic awareness, phonics-word study, high frequency word study, fluency, vocabulary, handwriting, and spelling. The program focuses on student development by differentiating instruction, and actively engaging students in their learning. Early Success: Early Success is a research-based reading intervention program for students who need extra support to become proficient, grade-level readers. It is a small group model (5-7 students) that provides 30 minutes of daily instruction that is in addition to the core reading/language arts program. Reading 3D: Madison County Schools utilizes mCLASS: Reading 3D in all elementary schools. Reading 3D is a universal screener that measures the development of reading skills of all students in grades K-5 through two main assessments: Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the Text Reading Comprehension (TRC) assessments. School Net Interventions: Madison County Schools employ the Schoolnet Interventions tool to evaluate the needs of students, identify those who are struggling, and create targeted intervention plans for individuals and groups. Soar to Success: Soar to Success is a research-based reading intervention program for students in grades 3-8 who are reading significantly below grade level. It is a small group model that uses motivating literature, reciprocal teaching, and graphic organizers in fast paced lessons to help students accelerate their reading growth. Great Leaps: Great Leaps Reading is designed to assist individuals to efficiently achieve reading fluency. Students work individually with an instructor for 10 minutes a day (3-4 days a week minimum). Great Leaps reading is separated into three major areas: phonics, sight phrases and stories. Phonics is developing and mastering essential sight-sound relationships and/or sound awareness skills. The sight phrase section is mastering high frequency words while developing and improving focusing skills and the ability to "chunk" small pieces of meaning. The stories section is focused on reading fluency by using age-appropriate stories specifically designed to build reading fluency, reading motivation, and proper intonation. This section also includes an important intervention in developing expressive language and reading comprehension. Each story has at least 3 depth of knowledge questions for each of the four depth of knowledge levels: recall, skill/concept, strategic thinking and extended thinking. HELPS (Fluency Intervention): The Helping Early Literacy with Practice Strategies (HELPS) Programs is specifically designed to strengthen students reading fluency. As students improve reading fluency, they are better able to focus on and improve other important reading skills, including comprehension. Reading Horizons Phonics Based Program: Focuses on helping students master decoding skills. Builds phonics, vocabulary, spelling, grammar, pronunciation, fluency, and comprehension skills through an exercise, activity, and gaming approach. - mCLASS Interventions and Florida Center for Reading Research Strategies and Inventions interwoven - Benchmark Education's (StartUp, BuildUp, Spiral Up, and Text Connections): Instructional materials and high interest leveled texts for striving readers. Assessments help identify needs, target teaching, and monitor progress. Whole-group resources aid the teaching of comprehension strategies while Leveled texts provide the basis for differentiated small-group instruction. - Sundance Newbridge: Leveled readers enhance students' developing literacy skills and support differentiated learning with Below-Level and OnLevel Fiction and Nonfiction Leveled Readers that meet curriculum needs. Each set reaches back 1 - 2 grade levels for students who are considerably below grade level and features a combination of Fiction and Nonfiction titles. These are great for small group and guided reading. - Jan Richardson's Guided Reading Practices: Materials are organized around Richardson's "Assess-Decide-Guide" Framework. The resources include prompts, discussion starters, teaching points, word lists, intervention suggestions, and more to support all students, including dual language learners and struggling readers. Also included are 29 comprehension modules that cover essential strategies monitoring, retelling, inferring, summarizing, etc. mCLASS: Reading 3D - small group instruction and progress monitoring- used to guide small group instruction Title I Services - Fontas & Pinnell - Leveled Literacy Intervention and Leveled Readers Florida Center of Reading Research - activities Words Their Way SPIRE- an explicit, direct instructional program in all areas of foundational reading Small group and/or one-to-one instruction iReady-Adaptive Diagnostic that provides online lessons for gap areas. mCLASS interventionsInterventions provided within mCLASS for targeted skill gaps. Florida Center for Reading Research Interventions-Evidenced based interventions that teachers align to student literacy needs. NCDPI State approved literacy interventions that are implemented school-wide. Moore County Schools Mooresville Graded Schools Mount Airy City Schools Nash-Rocky Mount Public Schools New Hanover County NewtonConover City Schools Northampton Onslow County Schools Orange County Schools Pamlico County Schools Pender County Schools Leveled Literacy Instruction (LLI), SPIRE, Read 180, System 44, Corrective Reading LLI, HillRAP, CSI, & Read Naturally Corrective Reading, iReady Reading, Guided Fluency Practice and Assessment, Close Reading and Comprehension Strategies, Learning Focused Extended Passages, Word Build - Context Clues Framework, Reading A-Z, After School Remediation, Summer Literacy Camps Accelerated Reader, Corrective Reading and Reading Mastery School-based decision 45 minutes of scheduled intervention time in each elementary school - Used Reading A - Z products to enhance reading skills while in reading groups Intervention Central - used products to work on fluency, phonics, reading comprehension. Florida Center for Reading Research - used to work with Phonological Awareness, Phonics, Fluency, Vocabulary, and Comprehension Student Center Activities Used Letterland intervention strategies Used ReadWorks.org for other reading passages to zone in on specific skills Hired an additional teacher assistant to work with these students weekly Hired tutors 90 minutes of Reading Instruction Guided Reading with A-Z and Fountas and Pinnell Leveled Books Daily 5 and Cafe All stations were surrounding the 5 components of reading - Florida Research Center and Vocabulary A-Z Words Their Way used in a center Reading Tutors materials used with several students Guided reading method was used to teach reading skills to students in small groups based on their level of performance; Burst, a support of Reading 3D provides systematic and explicit lessons based on student performance in TRC; iReady reading lessons based on student performance in the assessment portion of iReady diagnostics and the instructional performance; Text Talks were used by reading specialists in pull out, small group setting; mCLASS Now What Tools were other reading lessons based on student performance to provide instruction in deficient skill areas; Letterland is used to support the phonetic skills that are negatively impacting reading comprehension 90 minutes of uninterrupted reading instruction Placement with a teacher with a proven record of effectiveness Guided reading including small groups and individual instruction Leveled texts Leveled Literacy Intervention Tutoring (during and/or after school) Reading specialist support Supplemental pull out Push in for team teaching Literacy coach support Data analysis Instructional planning Benchmarking and Progress Monitoring Reading 3D TRC Fountas and Pinnell Benchmark and Assessment System Problem Solving Team Individual Education Plan implementation EL plans and tutoring Computer-assisted instruction/assessment through Edmentum suite of products Additional reading support based upon student need has been provided. If students had need in early literacy skills, specific direct instruction has been provided during small group time. Additional support in fluency and comprehension has been provided to included: repeated readings, paired readings, choral reading, and echo reading. In addition, for comprehension the following strategies have been utilized: monitoring comprehension, metacognition, graphic organizers, explicit strategy instruction. Ultimate Phonics Program Reading A to Z Fluency Building Program Reading A to Z Comprehension Materials Common Core Coach -Targeted Comprehension All Pender County Schools are engaged in implementing a Multi-Tiered System of Support (MTSS) framework of student support and success. Evidenced based interventions include the use of tutors, reading interventionists, additional time above and beyond a district required 90-minute reading block, co-teaching partnerships with a variety of programmatic support staff, along with specific intervention strategies used from credible sources such as the NC Reading Foundations Course, Florida Reading Research Center, Letterland. Perquimans County Schools 45 minutes of daily individualized intervention Small group instruction 90-minute reading block Person mCLASS Reading 3D accounts where teachers progress monitored and benchmark these students. Differentiation through iReady which delivers individualized student instruction based on performance on student diagnostics and progress based on Common Core Standards. Differentiation through Achieve3000 (Kidbiz). Kidbiz is a differentiated nonfiction reading and writing instructional tool which is precisely tailored to each student's Lexile reading level. -Now What Tools from Amplify: mCLASS Reading 3D system -Florida Center for Reading Research (FCRR) Foundational Skills/Comprehension Activities -Lexia Learning-adaptive instruction Pitt County Schools Polk County Schools Public Schools of Robeson County Randolph County School System Richmond County Schools Roanoke Rapids Graded School District Rockingham County Schools provides skill lessons to teachers to administer to students who fall below the mastery threshold. Hill Rap was provided to students to target individualized instruction for students. Reading 3D Now What Tools/Flex grouping for intensive reading instruction/Instructional Coach support/Academic vocabulary strategies/Extended Reading Passages Leveled Literacy Intervention through Title I Reading Specialists Use of research-based reading strategies to increase skills as it relates to foundational reading skills such as phonemic awareness and fluency. Emphasis placed on vocabulary. Strategies used include: Repeated reading, choral reading, silent reading, paired, reading, and shared reading (ISR guides). Academic vocabulary, word walls, and pre-reading vocabulary strategies. Anticipation guides, close readings, cooperative learning, inferencing, comparing, contrasting, and classifying. Achieve 3000 Achieve 3000 is an interactive, online program that delivers differentiated, nonfiction reading and writing instruction on individual Lexile reading levels. Based upon the data from the program screener, students are provided access to text and comprehension questions on an appropriate reading level, and the program adjusts the level of text based upon individual student data. Specialized and individualized instruction provided by certified reading specialists - Certified reading specialists met with individual and small groups of struggling readers. Individual areas of need were identified prior to placing students into flexible reading groups. Tutoring provided by certified teachers Certified teachers met with individual and small groups of students based upon areas of need in reading. Dr. Jan Richardson's guided reading lesson structure and leveled texts were utilized in tutoring groups. Jan Richardson Reading Strategies (comprehension scaffolds) were used during small group guided reading lessons by certified classroom teachers. Strategies were chosen based upon individual student areas of need in reading. The Fountas and Pinnell Guided Reading structure was used to meet the reading needs of students. Teachers used multiple sources of data to form flexible groups that were based upon the strengths, needs, and background knowledge of the students. Fountas and Pinnell Leveled Literacy Intervention System (LLI) LLI is a small-group, supplementary literacy intervention designed to help teachers provide powerful, daily, small-group instruction for struggling readers. Journeys Write-In Readers (Houghton Mifflin Harcourt) The Journeys Write-In Reader is a component of the Journeys basal program. It is a consumable workbook that assists struggling readers with the development of vocabulary and provides opportunities for them to apply reading skills and strategies. Soar to Success Soar to Success is a reading intervention program that uses quality literature, proven strategies, and graphic organizers to promote reading growth. The program focuses on foundational skills and reading strategies using fiction and nonfiction trade books. Education Galaxy Education Galaxy is an online program that helps students build mastery toward the NCSCOS by having students work on their individual Study Plan to practice important concepts while teachers pull formative assessment reports to identify the strengths and weaknesses of their classroom and individual students. iReady uses a gradual release model to help students get modeled and guided instruction to build confidence and mastery of the ELA SCOS with an emphasis on close reading of complex, authentic texts from a wide range of genres. iReady, Florida Center for Reading Research, Reading Mastery, What Now? Tools in mCLASS, Sight Words, Small Group Instruction, Data Notebooks, Core Literacy Library Teaching Reading Source Book and Assessing Reading Multiple Measures, The Missing Link Phonics Program, Vocabulary Initiative- Word Walls, Explicit teaching academic vocabulary through multiple methods, prefix-suffix-root words, vocabulary anchor charts, focus on synonyms and antonyms, vocabulary gradient, semantic mapping, semantic feature analysis, compound word work, context clue strategies, Daily Fluency Checks, Paired Reading, Reader's Theater, Choral Reading, Differentiated Lexile Text, Maze Practice-Cloze Reading Passages, Paragraph Shrinking, RuleBased Summary, Moby Max, Imagine Learning, Discovery Education. Students with a retained reading label were placed in a ¾ transitional class with additional reading interventions and support given daily by a reading teacher. Instructional Coaches and Reading Specialists guided and directed teachers in facilitating research-based instructional practices daily utilizing Guided Reading, Florida Center for Reading Research, and Words Their Way. They offered additional support for data analysis and with determining appropriate intervention strategies and tracking. There was continuous mCLASS benchmark assessments and continuous progress monitoring until students achieved a level P TRC or higher. Small group instruction within the classroom during uninterrupted blocks of time. Small group instruction with intervention specialists and tutors in addition to classroom instruction in ELA. Supplemental diagnostic and formative programs that differentiate to meet student needs and support growth while incorporating core content. Guided reading and balanced literacy incorporating targeted comprehension and fluency strategies. RowanSalisbury Rutherford County Schools Sampson County Schools Scotland Stanly County Stokes County Schools Surry County Schools Swain County Schools - Guided Reading - Small group pull-out intensive support - LLI - 90 minutes uninterrupted reading instruction - supplemental support provided by title-1 specialist - focused tutoring support provided by title-1 tutor - additional support from OG instruction - digital programs provided to give additional time outside of the normal reading class - RtA instructional passages Teachers utilized Florida Center for Reading Research lessons and interventions. Lessons were selected from the 3 primary areas in FCRR targeting fluency, vocabulary, and comprehension. Six Minute Solutions, consisting of fluency partners, practice passages, and regular progress monitoring, was implemented to build fluency. Teachers referenced the Small Group Advisor in mCLASS for ideas they could utilize with students to enhance both foundational and reading comprehension skills. Word maps and other graphic organizers, along with an introduction to Greek and Latin root words and affixes, were strategies used to enhance students' acquisition of vocabulary. Teachers utilized The Comprehension Toolkit (Harvey & Goudvis) to help students improve their reading comprehension by understanding, responding to, and learning from nonfiction text across any content area. • Modeling • Read Aloud • Anchor Charts • Reading Skill Intervention Groups for the following: Phonemic Awareness-sound Manipulation Activities, Sound Sorts, etc.; Alphabetic Principlesound/letter correspondence, sound sorts, word sorts; Fluency-repeated reading, sight word phrase practice; Vocabulary and Comprehension-Thinking Maps, Story Maps, Questioning, Summarizing • Imagine Learning- This computer-based intervention program allows instruction for the five reading components to be customized to the student’s need. • Differentiated Learning Stations • RACE Format- To assist with written response to text, students complete the following: Restate the question, Answer the question, Cite the evidence and Explain their answer. • Strategies from The Next Step Forward in Guided Reading by Jan Richardson • Focused Reading Intervention KitsTeacher Created Materials • Chunking • FCRR Strategies • Graphic Organizers and other visual clues • Skill based games and task cards • Daily 5 • Shared reading • One on one instruction • Project Based Learning • Flex Grouping After School Tutoring: Students are kept after school and placed in small groups with reading teachers to review and remediate literacy skills. After school tutoring provides extra learning time and opportunities for previewing of future material to students. Differentiated instruction: Differentiated instruction utilized Florida Center for Reading Research intervention strategies during small group settings, one on one instruction, and reading centers. The FCRR is an open source resource that is touted for its strong interventions by NCDPI Literacy trainers. Step sheets and student contracts: Step sheets and student contracts provided student processes for procedural selftalk to help to enhance their learning through organizing their thought processes and analysis of text and vocabulary. Words Their Way: Words Their Way is a spelling and decoding program based on research related to invented and developmental spelling, the framework is keyed to the five stages of spelling and orthographic development. Graphic organizers and mental models: Graphic organizers and mental models help students to enhance their learning through organizing their thought processes and analysis of text and vocabulary. SPIRE: SPIRE is an intense research-based intervention program for Non-Readers Corrective Reading Fundations: Multisensory, Structured Language Program Leveled Literacy Intervention (Fountas and Pinnell): Small Flexible Reading Program Comprehension Tool Kit: Comprehension Reading Strategy Program Words Their Way: Word Study Approach to Instruction Reading A-Z: Small Flexible Reading Program - Fluency Passages and Leveled Readers Florida Center For Reading Research (fcrr.org): Research Based Interventions for Foundational Skills Reading 3D/mCLASS: Benchmark Progress Monitoring and Home Connect Letters ReadWorks (readworks.org): Fiction/Non-Fiction Passages Journey's Kits: Comprehensive K-6 ELA Program Close Reading: Teaching Critical Analysis of text to focus on deeper meaning of text Afterschool tutoring: Individualized tutoring based on student needs using evidence based interventions Tutoring during school: Individualized tutoring based on student needs using evidence based interventions Leveled Readers: Small Flexible Reading Program Summer Reading Camp during summer 2018: Small group instruction/Intensive Intervention and use of Seeds of Science for integration of reading skills through science practice Flexible Group Differentiation Third/Fourth Transition Class: 90 minutes uninterrupted reading Instruction iReady, EC Class, ESL Class, First Steps Reading Intervention Program, Tutoring Sessions, Now What Tools? Fluency Passages, Fry Word Phrase Drills, Leveled Text during Guided Reading 1. STAR Assessment/Intervention - assess for reading mastery and provides evidenced based instruction for use in classrooms. 2. Achieve 3000 - assess for reading mastery and provides leveled text for instructional purposes. 3. Station Rotation - a model of blended learning that provides Thomasville City Schools Transylvania County Schools Tyrrell County Schools Union County Public Schools Vance County Schools Wake County Public School System Warren County Schools Washington County Watauga County Schools Wayne County Public Schools Weldon City Whiteville City Schools opportunity for differentiation for every student based on assessment data. Students are provided whole group instruction as well as small group and computer-based learning. LLI (Level Literacy Intervention/Fountas and Pinnell); ARC - American Reading Company/Foundational Kits Targeted small group instruction; After school tutorial; Adaptive computer programs in reading; Individual tutoring; Guided reading groups; Provided instruction using Wilson Phonics and Spotlight on Comprehension; Seeds of Science Reading Curriculum; Corrective Reading: Decoding; Corrective Reading: Comprehension; Comprehension Toolkit; Open Court Phonics; SRA Summer Reading Camp Moby Max; Tutoring- Small group and 1:1 with teacher and instructional assistant; Words Their Way; After School Tutoring- Second semester • Guided Reading – the classroom teachers work with a small group of students who demonstrate similar reading behaviors. The teacher provides support as students apply the strategies to a new text. • Leveled Literacy Intervention (LLI) – the teacher provides small group instruction with leveled texts through systemically designed lessons to support students in reading and writing. • Strategy Groups – the teacher provides small group instruction to students on a specific strategy. Students apply the strategy to their own leveled text. • Individual student reading conferences – the teacher provides one-on-one instruction and feedback to address each student’s individual needs.• Shared Reading – the teacher explicitly models strategies/skills of proficient reader. Letterland is a district wide initiative in all K-2 classrooms. The district also implemented I-Ready for all K-8th graders in reading and math. All Vance County schools were provided with a copy of the student's most recent Reading 3D results outlined individual student needs. Students were then clustered together in transitional classrooms where they were given more opportunities for individualization by using small group instruction. Through a partnership with the local United Way the web based motivational reading program, we continued usage of RAZ kids to facilitate an increase in student time spent interacting with text. Subscriptions to Studies Weekly were also given to all teachers of third grade and transitional fourth grades. Recipe for Reading Lessons (for word work including morphology and syllabication) Anchor Comprehension Program Strategies from Notice and Note (close reading strategies) Mini-lessons on standards not yet mastered Repeated Readings for fluency Targeted Guided Reading Instruction: Use of Leveled reading materials (Scholastic, Fountas & Pinnell, etc.); Think-Aloud, QAR; Graphic organizers, sequencing activities, etc. to build comprehension; word studies to support phonics and phonemic awareness that involve manipulation of phonemes to make new words; blending and segmenting phonemes; activities that build lettersound associations; phonetic contextualizing, activities and resources to build fluency such as modeling, practice, repeat reading, reading with expression and prosody; building student vocabulary through activities that focus on direct vocabulary instruction, for example activities on compound words, synonyms and antonyms, homophone and homographs, multiple meaning words, etc.; use of semantic mapping; standards based instructional passages (Literary and informational text) Corrective Reading for all grades 3-5, extra 90 minutes in ELA instruction at Grade 3, Reading Horizons K-2 90-minute uninterrupted reading block, conducted balanced literacy approach support students using phonemic awareness/phonics, fluency, vocabulary and comprehension. 1. Guided Reading - The use of leveled readers was used in small group instruction to provide instruction at the appropriate level of text complexity to students. 2. Peer Tutor - Students were partnered with a peer in various activities to help learn new material. 3. Title I Tutors - Students were provided individualized remediation with a hired tutor to help close gaps in their reading skills. 4. Computer Assisted Instruction - Online programs were used as a supplement to core instruction for additional practice in all literacy skills. 5. Cooperative Groups - Students worked in small teams, consisting of students with different levels of ability, to complete a variety of learning activities to improve their ELA skills. 6. Small Groups - Students were placed in groups of 4-6 members and instructed by the teacher on literacy skills needing to be further developed. 7. Classworks - Students worked on Individual Learning Paths created through this online program which used test data as a basis for developing appropriate instruction. 8. Imagine Learning - This online program was used to facilitate language skills of students. Teachers provided students with interventions during I/E blocks in reading, TA's pulled small groups of students to provide interventions during designated I/E school-wide block. Whiteville City School used Reading Wonders Series during a 90 Minute uninterrupted reading block. Reading Wonders offers a parallel intensive intervention program. They use an integrated Wilkes County Schools Wilson County Schools Winston-Salem Forsyth County approach to build all learners into strong readers. It consists of explicit instruction of phonological awareness, phonemic awareness, phonics, fluency, word recognition, practice, and assessment to monitor progress and mastery. Whiteville City School K-4 also used the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) which is a set of procedures and measures for assessing the acquisition of early literacy skills. It is designed to assess the Big Ideas in Reading. MClass and DIBELS offers teachers designed interventions for each at risk trait indicated. HELPS-a free research-based program that assists with fluency and accuracy; Reading A-Z - Cloze passages to assist with comprehension; Corrective Reading-direct instruction for remedial readers; Triumphs-leveled readers from Treasures reading series; ReadWorks-leveled online reading passages; mCLASS What's Next-used for fluency and comprehension; FCRR-fluency building activities; Reader's Theater Partner Scripts-fluency building; Read to Achieve Portfolio Instructional Passages-comprehension; Moby Max-phonics instruction Reading Horizons (DIP)-phonics instruction; Great Leaps-reading fluency practice; Repeated readings-fluency building; Text Dependent Questioning-comprehension Ask-retell Model-lead-teach Reciprocal teaching Reading Mastery Florida Center for Reading Research interventions in fluency, vocabulary, comprehension, and phonics. "Click or Clunk?" Word Attach Hierarchy Core Phonics Resources Reading Mastery; Corrective Reading; Letterland; Orton Gillingham; Wilson Reading; Guided Reading; iReady Reading; after-school tutoring; skill-based small group instruction; Now What Tools; Leveled Literacy Instruction; Repeated readings; Lexia Core 5; Florida Center for Reading Research materials Yadkin Intervention period with Reading Specialist Yancey 90 minutes of 4th grade reading block and 90 minutes of 3rd grade reading/literacy instruction; portfolio selections; very structured progress monitoring schedule Statewide Reading Camp Data 2018 (as of September 14, 2018) School Year Students Invited to Third Grade Reading Camp Students Attending Third Grade Reading Camp 2018 30,904 13,489 (43.6% of invited students) Number of Students Proficient after Attending Reading Camp 3,228 (23.9% of those attending camp) A change in reporting was made in 2017-18 to include some good cause exemptions in the eligible for reading camp numbers. Good cause exemptions now included are: Students with Disabilities, English Learners and students who have been previously retained. Due to this change, a new chart has been created to delineate the change in reporting. Statewide Reading Camp Data 2014 – 2017 School Year Students Eligible for Third Grade Reading Camp after Good Cause Exemptions 2014 18,373 2015 20,240 2016 21,410 2017 21,428 Students Attending Third Grade Reading Camp 12,827 (69.8% of eligible students) 12,586 (62.2% of eligible students) 12,703 (59.3% of eligible students) 12,640 (59.0% of eligible students) Number of Students Proficient after Attending Reading Camp 3,426 (26.7% of those attending camp) 4,151 (33.0% of those attending camp) 3,816 (30.0% of those attending camp) 3,701 (29.3% of those attending camp) b) The local board of education shall also include in the report the number of first and second grade students attending a reading camp offered by the local board. The following table shows the total number of first and second grade students reported by each LEA who attended Summer Camp in 2018. First and Second Grade Students Who Attended Summer Camp in 2018 LEA Name First Grade Second Grade Total ABSS Alexander County Schools Alleghany County Public Schools Anson County Schools Ashe Asheboro City Schools Asheville City Schools Avery County Schools Beaufort County Schools Bertie County Schools Bladen County Schools Brunswick County Schools Buncombe Burke County Cabarrus County Schools Caldwell County Schools Camden Carteret County Public Schools Caswell Catawba County Chapel Hill-Carrboro City Schools Charlotte Mecklenburg Schools Chatham County Schools Cherokee County Schools Clay County Schools Cleveland County Schools Clinton City Schools Columbus Craven County Schools Cumberland County Currituck County Dare County Schools Davidson Davie County Schools Duplin Durham Public Schools Edenton-Chowan Schools 269 55 22 100 30 141 37 20 91 20 50 245 267 142 178 82 27 81 57 183 1 307 88 19 15 155 25 100 113 517 87 55 175 20 124 294 15 268 52 28 79 43 90 26 20 102 24 31 221 239 160 213 79 25 68 62 258 2 345 199 30 13 152 29 96 117 377 71 56 132 25 125 284 16 537 107 50 179 73 231 63 40 193 44 81 466 506 302 391 161 52 149 119 441 3 652 287 49 28 307 54 196 230 894 158 111 307 45 249 578 31 Edgecombe County Public Schools Elizabeth City Pasquotank Elkin City Franklin County Schools Gaston Gates County Schools Graham County Schools Granville County Schools Greene County Schools Guilford County Schools Halifax Harnett County Schools Haywood County Henderson County Public Schools Hertford County Public Schools Hickory City Schools Hoke County Hyde County Schools Iredell Statesville Schools Jackson Johnston Jones County Public Schools Kannapolis City Schoolq Lee County Schools Lenoir County Public Schools Lexington City schools Lincoln Macon Madison County Schools Martin County Schools McDowell Mitchell County Schools Montgomery County Moore County Schools Mooresville Graded Schools Mount Airy City Schools Nash-Rocky Mount Public Schools New Hanover County Schools Newton-Conover City Schools Northampton Onslow County Schools Orange County Schools Pamlico County Schools Pender County Schools Perquimans County Schools 86 66 11 120 509 25 14 126 63 504 46 222 85 176 64 32 97 3 84 44 376 29 54 113 69 67 76 14 20 59 90 13 70 179 42 14 216 397 48 48 341 84 6 79 13 90 68 6 120 418 31 7 108 94 602 38 197 45 166 57 38 117 10 82 52 338 30 59 131 46 74 113 21 15 41 76 16 98 159 41 32 279 342 45 37 295 97 18 77 32 176 134 17 240 927 56 21 234 157 1106 84 419 130 342 121 70 214 13 166 96 714 59 113 244 115 141 189 35 35 100 166 29 168 338 83 46 495 739 93 85 636 181 24 156 45 Person Pitt County Schools Polk County Schools Public Schools of Robeson County Randolph County School System Richmond County Schools Roanoke Rapids Graded School District Rockingham County Schools Rowan-Salisbury Rutherford County Schools Sampson County Schools Scotland Stanly County Stokes County Schools Surry County Schools Swain County Schools Thomasville City Schools Transylvania County Schools Tyrrell County Schools Union County Public Schools Vance County Schools Wake County Public School System Warren County Schools Washington County Watauga County Schools Wayne County Public Schools Weldon City Whiteville City Schools Wilkes County Schools Wilson County Schools Winston-Salem Forsyth County Schools Yadkin Yancey 74 291 20 299 233 98 22 193 182 81 60 87 112 113 74 20 33 33 13 392 109 1080 35 29 32 222 25 45 132 143 277 36 46 67 283 33 311 193 80 40 164 213 73 92 117 95 82 41 17 28 28 6 404 103 1005 24 19 34 142 31 22 88 120 338 32 37 141 574 53 610 426 178 62 357 395 154 152 204 207 195 115 37 61 61 19 796 212 2085 59 48 66 364 56 67 220 263 615 68 83 Total 13,742 13,377 27,119