A Guide to ImplementingHouse Bill 950SL 2012142 Section 7A STATE BOARD OF EDUCATIONfrom high school globally competitive for work and postsecondary education and prepared for life in the 21st Cen ID: 471325
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North Carolina Read to Achieve A Guide to ImplementingHouse Bill 950/S.L. 2012-142 Section 7A STATE BOARD OF EDUCATIONfrom high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.NC DEPARTMENT OF PUBLIC INSTRUCTIONIn compliance with federal law, NC Public Schools administers all state-operated educational programs, employment activities andadmissions 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. Dr. Rebecca Garland, Chief Academic Ofcer :: Academic Services and Instructional Support6368 Mail Service Center, Raleigh, NC 27699-6368 :: Telephone: (919) 807-3200 :: Fax: (919) 807-4065 Visit us on the Web :: www.ncpublicschools.orgWAYNE MCDEVITTState Treasurer :: Raleigh W. WTroyJOHN A. TATE IIIPATRICIA N. 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13 JilncCPlifdhPMWPTniAScdWpWCigklWcWhmdpWLfPhailMWPTdhbAScdWpWgWhnLliSWmm HWbdmfPndpW igkihWhnCigklWcWhmdpWLfPhailMWPTdhbAScdWpWgWhntDdvdkno,hlokdldmt,WmcbnmthmunuskydvWkuWtdWbnlordgdmshvdokWmtnhlornvdrdWchmfWbghdvdldmtBWsdcnmrdWchmfhmstrubthnmWkorWbthbdswhtgstrnmfdvhcdmbdnedeedbthvdmdsshmburrdmtdlohrhbWkrdsdWrbghmrdWchmfcdvdknoldmtPdekdbtrdsdWrbgJmbkucdRtWmcWrcCnursdneRtucynrburrhbukulstWmcWrcsJmbkucdrdvhshnmnetdWbgdrkhbdmsurdWmcrdmdwWkstWmcWrcsJmbkucdrdvhshnmnetdWbgdrdcubWthnmornfrWlstWmcWrcs ASndihLfPh vailHEAmw HEAmrdfflWSWdpWncWCigklWcWhmdpWLfPhailMWPTdhbAScdWpWgWhn DdvdknoWokWmtnchstrhautdWmcbnllumhbWtdtgdPdWchmfOkWmtgrnufgnuttgdchstrhbt EladcornedsshnmWkcdvdknoldmtnmdvhcdmbdaWsdcrdWchmfhmstrubthnmWkorWbthbdswhtghm chstrhbtWmcdkdldmtWrysbgnnkODsdsshnms RuoonrttdWbgdrsaysbgdcukhmfOrnedsshnmWkLdWrmhmfCnllumhtythldtnsgWrd hmstrubthnmWkhcdWs LliSWmm vailDLGw CigkihWhnmiancWNnPnWBiPlTPTiknWTJCHdnWlPSsLfPhrdffRWomWTPmncWaiohTPndihail ncWCigklWcWhmdpWLfPhailMWPTdhbAScdWpWgWhn MddtwhtgRtWtdLhtdrWbytdWlnehmtdrmWkWmcdxtdrmWkstWidgnkcdrstncdvdkno bnlonmdmtsnetgdokWm DdvdknowghtdoWodrsnmhmstrubthnmWkorWbthbds DdvdknoornedsshnmWkcdvdknoldmtokWmtnbnllumhbWtdWmclncdkrdWchmfhmstrubthnmWk orWbthbds CnmvdmdPdWchmfSWsiGnrbdbnmshsthmfnerdordsdmtWthvdsernlLEAs,DOJ,ouakhbWmc orhvWtdJmsthtuthnmsneHhfgdrEcubWthnm,RtWtdBnWrcldladrs RuffdstrdbnlldmcWthnmsWmconkhbyhlokhbWthnmsenrrdvhshnmstntdWbgdrkhbdmsurdWmc tdWbgdrdcubWthnmornfrWls OrnlntdPdsonmshvdmdsstnJmstrubthnm(PtJ),hcdmthehdcWsWlukththdrdcerWldwnriwghbg suoonrtssbgnnkhlornvdldmttgrnufgdmfWfhmf,ghfgpuWkhtyhmstrubthnm/ MWmkihmdRdfdndWm iaNnPeWcifTWlm NnPnWt Ddvdkno Cnlordgdmshvd OkWmenrPdWchmf Abghdvdldmt DhstrhautdWmc bnllumhbWtdokWm tnLEAs NeedrornedsshnmWk cdvdknoldmt noonrtumhthdsnm rdWchmfhmstrubt hnmWkorWbthbds Dhstrhautdwghtd oWodrsnmrdsdWrbg HEAt DhstrhautdWmc bnllumhbWtdtgd okWmtndWbgsbgnnk hmLEA NeedrLEAkdvdk suoonrtWmcenkknw uotnornedsshnmWk cdvdknoldmtnm rdWchmfstrWtdfhds NSciift Rbgdcukdthldenr tdWbgdrstn oWrthbhoWtdhm ornedsshnmWk cdvdknoldmtnm rdWchmf hmstrubthnmWk orWbthbds Rbgdcukdthldenr tdWbgdrstn oWrthbhoWtdhm OrnedsshnmWk LdWrmhmf Cnllumhthds OWPScWlmt PdWctgd CnlordgdmshvdOkWm enrPdWchmf Abghdvdldmt TthkhzdcWtWWmc bnkkWanrWthvdwnri whtgOLCstn cdtdrlhmdwghbg rdWchmfhmstrubthnmWk strWtdfhdsWrd mddcdc OrnvhcdWoornorhWtd rdWchmfhmstrubthnm enrstucdmts 14 NCRtI OVERVIEW January 2013LmpsgBWpmihlWOdrnmlrhudldrrsmGlrsptbshml)LBOsG0 MSDOSGDTCdehlhshmlLCNWnkihndrWhWnnoiGhnompSodih,LCNoG/dnPMWLTJTJEREDamPgWsimescdSckmigioWnSCHOOLJMPROaEMENT ocmipbcWhbPbdhbwcdbclpPfdouJNSTRWCTJONxLCNoGWgkfiunPoWPgPkkmiPScoibpdTWWTpSPodihPfkmPSodSWnwpndhbPPROBLEMSOLaJNGgiTWfRPnWTihDATAwoiPTTmWnnnopTWhohWWTnPhTgPtdgdvWbmisocaimALLOGRGBAHBMJNMLDLRP, HWPTWmncdkPhTOcPmWTNWnkihndRdfdouCpmmdSpfpgPhTGhnompSodihAnnWnngWhoMmiRfWgOifrdhbyDPoPBPnWTDWSdndihJPedhbEPgdfuPhTCiggphdouMPmohWmncdknOpnoPdhPRdfdouPhTGhoWbmPodih HRNcEiBacN HRNcEEiGfbbSNTNWeLS HRNcEEEiEWeNWdRgN JPaASSPstcdlsrPstcdlsrlddchlfrtnnidkdlsWirtnnmpshlWcchshmlsmRhdpGhlrsptbshml)Wnnpmw/425merstcdlsr0PstcdlsrlddchlfhlsdlrhudrtnnmpshlWcchshmlsmrtnnidkdlsWiWlcRhdpGhlrsptbshml)Wnnpmw/55merstcdlsr0 JPLe LBPsWlcWpcBmtprdmePstcx)hlbitcdrsgdBmkkmlBmpdWlcDrrdlshWiPsWlcWpcr0LBPsWlcWpcBmtprdmePstcxWimlfvhsgtnnidkdlsWiuhcdlbdaWrdcnpmfpWkrWlcnpWbshbdrcdkmlrspWsdcsmhknpmudndpempkWlbdsmvWpcfpWcdidudirsWlcWpcrLBPsWlcWpcBmtprdmePstcxWimlfvhsgduhcdlbdaWrdcnpmfpWkrWlcnpWbshbdrcdkmlrspWsdcsmhknpmudndpempkWlbdsmvWpcfpWcdidudirsWlcWpcr RgpmtfgWsdWkaWrdcnpmaidkrmiuhlfkmcdiztshihydduhcdlbdaWrdcnpmfpWkrWlchlrsptbshmlWinpWbshbdrhlbitchlfkWsdphWirznWbhlfzWrrdrrkdlsrzdsb/0sgWsdlWaidrstcdlsrsmkddssgdfpWcdidudirsWlcWpcremprmbhWiWlcWbWcdkhbrtbbdrr GlrsptbsmpidcrtnnmpshrcdihudpdcsgpmtfgdwnihbhszsWpfdsdczWlccWsWcphudlhlrsptbshmlWihfldcsmsgdBmpdzsxnhbWiixhlrkWiifpmtnr GlbpdWrdepdotdlbxzctpWshmlzWlcmphlsdlrhsxmehlrsptbshml EmWi,LeSNLde625meAHH rstcdlsrpdbdhuhlfmlixRhdpG)Wbpmrrrtafpmtnr0WpdkddshlfmpdwbddchlffpWcdidudirsWlcWpcrEmWi,LeSNLde625merstcdlsr pdbdhuhlfRhdpGGhlrsptbshmlWpdrgmvhlffpmvsgsmvWpckddshlfmpdwbddchlffpWcdidudirsWlcWpcrEmWi,rstcdlsrpdbdhuhlfRhdpGGGhlrsptbshmlWpdrgmvhlfhlchuhctWifpmvsgsmvWpckddshlfmpdwbddchlffpWcdidudirsWlcWpcr Note: The NC Responsivenessto Instruction BRIEFdocument provides a visual reference in addition to this OVERVIEW. The BRIEFcan be found at: www.ncpublicschools.org/rti 15 North CarolinaResponsiveness to Instruction(NCRtI)BRIEFDEFINITIONC Responsiveness to Instruction (NCRtI) is a multitiered framework which promotes school improvement through engaging, high quality instruction. NCRtI employs a team approach to guide educational practices, using a problemsolving model based on data, to address student needs and maximize growth for all. PHILOSOPHY:We believe in Shared responsibility by all stakeholders including educators, families, students, and community partners.High levels ofcademic and socialgrowth forallstudents. Continuous reflection on and improvement of instructional practices and learning environments. Intentional partnerships with families, community members, and stakeholders.Comprehensive implementation through systematic and purposeful approachesand leadership. CRITICAL COMPONENTSof NCRtI:Leadership and Shared ResponsibilityAll school personnel work collaboratively to maximize every students potential.Family and community memberspartner with school personnel in the education process.School, district, and state leadership create systemsof supportin which resources are aligned, barriers are removed, and best practices are implemented.Leaders are knowledgeable, committed, and supportive of implementation.Curriculum & Instruction Highquality standardsbased instructionon the NC Standard Course of Studyis foundational for all students.Students learn through meaningful, engaging, and appropriately challenging experiences. Teachers and school community facilitate learning through evidencebaseddifferentiated instruction and intervention within a multitiered framework based on ata.Teachers and school personnel continually match student supports with student needs in learniAll students have academic and socialpportsthey need to be successful.Assessment A comprehensive balanced assessment system includesboth formativeand summative assessmentsused to determine instructional effectiveness and guide student learning. School/District teams continuously analyze the effectiveness of RtI implementation.Teams implement intentional assessments of the fidelity of instructional practices at all tiers.ProblemSolving/DataBased Decision Makingteam based problemsolving model for instructional design and delivery guides the process of continuous improvement at all tiers.District/School structures have been designed in order to remove barriers for effective problemsolving at all tiers.The contexts of instruction, curriculum, environment, and learner are deliberately examined during hypotheses development.Data decision guidelines are established and explicitly stated. 16 NCRtI BRIEF January 2013 Family and Community PartnershipsSchool personnel create a positive, respectful, responsive environment where student, family and community are intentionally valued. Family and community partners are actively recruited, empowered, engaged to maximize every students potential. Families, community partners, and educators collaborate and share theirexpertise about the student in support of learningSustainability and IntegrationSchool, district, and state leadership actively plan for and implement systems that support best practice, include ongoing program monitoring and evaluation, and are inclusive of all initiatives.Comprehensive implementation includes development of a full continuum of academic and socialsupport for all students.Professional development is informed by teacher and program evaluation, targets student learningand specific skill development, and is sustained by ongoing networking and coaching. Intentional scaleup at all levels is guided by fidelity of implementation, which honors local context and culture, to ensure expected outcomes.RtI is implemented as a framework for school improvement under which all initiatives are intentionally integrated. Note: The NC Responsivenessto Instruction OVERVIEWdocument provides a visual referencein additionto this BRIEF. The OVERVIEWcan be found at: www.ncpublicschools.org/rti. 17 JilncBPlifdhPMWPTniAScdWoWGdhTWlbPlnWhDhnlpAmmWmmgWhnLliSWmmuThis assessment process, occurring at kindergarten entry, will be part of a broader K3 Assessment that is under development by the North Carolina Department of Public Instructions Office of Early Learning throughthe Race to the TopEarly Learning Challenge Grant (RTTELC). 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udippmvptbkokoh ufuukpou Wufubmmpdbvkpo gwoekohvpdippuf boerwtdibuf efxkdfu Swrrptvu knrmfnfovbvkpopg vifu,uvfn PWellhw Ammpyuvifvyp TfbdiftTtbkoftubv fbdiudippmvpvtbko bmmJ7vfbdiftupo vifu,uvfn Wufuvif benkokuvtbvkxf tfrptvuvpkogptn udippmefdkukpou RbSWebnow Gnrmfnfovvifgwmm u,uvfnykvi gkefmkv,gpmmpykoh cfodinbtlkohboe rtphtfuu npokvptkoh fzrfdvbvkpou Aobm,/febvbvp efxfmprudifewmfu kefovkg,rtpgfuu kpobmefxfmprnfov offeuhwkefboe dibohfkouvtwdvkpo 19 SBE Meeting 08/2012 Atta chment : GCSEXECUTIVE SUMMARYTitle:Expansionof mClass Reading 3D Diagnostic Assessments State-Wide Type of Executive Summary: Consent Action Actionon First Reading Discussion InformationPolicy Implications: Constitution General Statute # SBE Policy #83.1F SBE Policy Amendment SBE Policy (New) APA # APA Amendmen APA (New) Other Description:Section 115C83.1F of the 20122013 budget law identifies strategies for facilitating earlygrade reading proficiency. The law states that Kindergarten, first, second, and third grade students shall be assessed with valid, reliable, formative, and diagnostic reading assessments made available to local school administrative units by the State Board of Education pursuant to G.S. 115C174.11(a)The state began a reading diagnostic initiative in 2009 with 27 pilot schools. This initiative expanded to 480 schools in 2010 and continued in 2011The schools are using mClass Reading 3D,an ongoing formative and diagnostic assessment system withthree benchmarking periodsTeachers formatively assess students throughout the year between the benchmarks and usethe assessment results toguide their instruction in the classroom. This webbased system is downloaded to an electronic touchscreen devito allow teachers ease and speed of administration. Immediate teacher reports give valuablefeedback about the instructional needs of the studentsand identify appropriate, individualized interventions and strategiesAdministrative reports allow for school administrators and central office personnel to make decisions at theschool and district levelabout successful instructional methods, intervention programsand scheduling. Informative parent reports with suggested reinforcing activities are also provided after each benchmark. The Department of Public Instruction will expand theimplementation of the mClass Reading 3Ddiagnostic system statewide for the 20132014 school year as required by legislation. Training will begin in August of 2012 for scools thatwould like to begin the assessments in the fall of 2012and training and resources will be provided throughout the year to ensure full implementation by all schools statewide by the first benchmarking period of 2013. A policy outlining the mplementation process and expectations for schools and districts is attached. Presenter(s):Dr. Rebecca Garland (Chief Academic Officer, Academic Services and Instructional Support) and Ms. Carolyn Guthrie (Director, Early Childhood/Elementary Projects, Special Assistant to Chief Academic Officer, Academic Services and Instructional Support)Resources:Student subscriptions, teacher training, student assessment kits, electronic devices for teachers, professional development by Department of Public Instruction consultants, Reading 3D Master Trainers from NC school districts and vendor consultantsInput Process:The NC Department of Public Instruction piloted this reading diagnostic system in 2009using 27 volunteer schools. In 2010, aRFP was issued for a technologybased reading diagnostic assessment system that included formative and benchmarking assessments for elementary reading. mClass Reading 3D was chosenand immediate training and implementation began in the lowest performing schools in North Carolina. In the late fall of 2010, invitations were sent out for more schools to apply and participate. By the end of 2011, 480 schools were participating. A 2011 and 2012 report indicated a very strong predictive correlation the EOG proficiency scores. The 2012 reports for individual districts and the state also show growth increases in subskills and reading levels. 20 Stakeholders:Teachers, administrators, parents, students, district administratorsTimeline For Action:This policyis being presented for Discussionat the August 2012 State Board meeting. Recommendations:The NC Department of Public Instruction recommends that the State Board of Education adopt this policy to ensure the administration of mClass Reading 3D as the state formative and diagnostic reading assessments in grades K-3for the 20132014 school year. -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Audiovisual equipment requested for the presentation: Data Projector/Video (Videotape/DVD and/or Computer Data, Internet, PresentationsPowerPoint preferred)Specify: Audio Requirements (computer or other, except for PA system which is provided)Specify: Document Camera (for transparencies or paper documents white paper preferred) -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Motion By:______________________________Seconded By:______________________________Vote:Yes____________________Abstain__________Approved__________Disapproved__________Postponed__________Revised__________-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------*Person responsible for SBE agenda materials and SBE policy updates:Susan Auton, 21 NORTH CAROLINA STATE BOARD OF EDUCATION Policy Manual Policy Identification Globally Competitive Students State-Wide Implementation of Formative and Diagnostic Reading Assessments in Grades K-3 08/02/2012 Other Historical Information: Statutory Reference: GCS 115C-174.11(a) Administrative Procedures Act (APA) Reference Number and Category: WIDE IMPLEMENTATION OF FORMATIVE AND DIAGNOSTIC READING ASSESSMENTS IN GRADES K-3 all local school districts a valid, reliable, formative and diagnostic reading assessment for kindergarten, first, second and third grade, effective with the 2013-2014 school year.developmentally appropriate individualized assessment instruments consistent with the and diagnostic assessment system for reading in grades K-3. and progress monitoring in accordance with State Board policy. diagnose difficulties, and inform instruction and remediation needs. 22 instructional practices and schedules to meet the individual needs of students. student data during benchmarking and progress and identify trends within the district and in individual schools. cumulative records at the end of each year in grades K-3. 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Numberandpercentageofthirdgradestudentswhotakeandpassthealternate testofreadingcomprehension Numberandpercentageofthirdgradestudentsretainedfornotdemonstrating readingproficiency Numberandpercentageofthirdgradestudentsexemptfrommandatoryretention bygoodcauseexemptions EstablishtimelineandplanforsubmittingannualreportstotheSBE Maintainawebsiteforreportingpurposesatthelocallevel MmkTann wbkmCMEx DevelopandprovidereportingformattoallLEAs/schoolsnolaterthan90dayspriortothe annualreportduedate(September1) CompileannualreportofalllocalreportstobesubmittedtotheGovernor,Senate,House andJointLegislativeEducationOversightCommittee(byOctober1beginningwiththe 15schoolyear) ProvidetechnicalassistanceandsupporttoLEAs/schoolsinimplementationoftheprogram andinthereportingprocess NanlkineSegeoean kbOoRfadkgWamn OoRoat Providetechnical assistanceandaid inimplementation oftheprogram Developreporting formatand templates Writeandsubmit annualreportto stakeholders HDAt Establishand maintainawebsite forreporting Providewritten reportstotheSBE Provide descriptionsofall reading interventions providedto retainedstudents OTdkkgt Trackstudent informationrelated todemonstration ofproficiencyand retention Provide descriptionsofall reading interventions providedto retainedstudents PaRTdamnt Providereading interventionsto students Documentand maintainlesson plansoutlining reading interventionsused intheclassroom 34