Read to Achieve Portfolio for Third Grade

Students

2014-2015 School Year

Opportunity for students to

show proficiency other than just the one-day End-of-Grade Reading

test

Provides formative assessment information to teachers

Equitable and uniform processacross the state

Purpose for Third Grade Portfolio Process

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

N.C. Read to Achieve Law

Component 1: Evidence of benchmarking and progress monitoring with mClass Reading 3D. Teachers should print summary pages and include in individual student portfolio.

Three Components of N.C.Third Grade Reading Portfolio

Component 2: Evidence of Personal Education Plan, if applicable. All updates, reviews and changes to the PEP must be documented and kept in the individual student portfolio.

Three Components of N.C.Third Grade Reading Portfolio

Component 3: Successful completion of 3 Reading Passages from each of the 12 standards (total of 36). All attempted passages must be contained in the portfolio. Before students read the passage, the teacher may discuss the multiple choice format, and explain how the students are to respond. Teacher may answer questions about the directions, but may not read the passages or explain meaning of words in the passage. Students are not allowed to use dictionaries or other aids to assists in defining words. (English Language Learners may use an English-to-heritage language dictionary)

Three Components of Third Grade Portfolio

• Evidence of benchmarking and progress monitoring from mClass Reading 3D

• Hard copies of student summary pages

• Administration of mClass Reading 3D is a requirement under the Read to Achieve Law

• Not to be used as sole source for instructional decisions

Component 1: mClassResults

• Hard copy of PEP, if applicable

• Students at risk of academic failure

• Applies to students in Grades K-12

• Doesn’t apply if students are on or above grade level in reading

Component 2: PEP

• Secured passages with 5 questions

• Based on 12 reading standards

• 10 passages for each standard; 6 passages will be issued initially; an additional 4 will be released Mid-March 2015.

• Student shows proficiency by demonstrating mastery on 3 passages for each standard; once proficient, student does not need to be assessed on remaining passages for the proficient standard

• 70% proficiency over 3 passages (11 or more correct out of 15 possible).

(See Implementation Guide Appendix B for complete list of Guidelines and Appendix C for the Reading Standards)

Component 3: 36 Passages

• The portfolio is not required for all students.• The portfolio is not mandated.• The portfolio may be developed for students

receiving a Good Cause Exemption (i.e. LEP or SWD)

• The portfolio should be used when it is determined that the student’s developmental reading level is appropriate for understanding and applying grade-level standards.

• The portfolio is an opportunity for struggling readers to show proficiency over a period of time.

Students to Consider for Portfolio Opportunity

Students Qualifying for a Good Cause Exemption

Appendix A (p. 11)1. Limited English Proficient students with less than two school years of instruction in an English as a Second Language program.

2. Students with disabilities, as defined in G.S. §115C‐106.3(1), and whose individualized education program indicates (i) the use of the NCEXTEND1 alternate assessment, (ii) at least a two school‐year delay in educational performance, or (iii) receipt of intensive reading interventions for at least two school years.

3. Students who demonstrate reading proficiency appropriate for third‐grade students on an alternative assessment approved by the State Board of Education.

4. Students who demonstrate, through a student reading portfolio, reading proficiency appropriate for third‐grade students.

5. Students who have (i) received reading intervention and (ii) previously been retained more than once in kindergarten, first, second, or third grades.”

Student Accommodations in Portfolio Process

• Documentation of accommodations within student plans

• IEP, 504, ELL

• No Read Alouds can be administered

(Refer to Approved Accommodations for the Grade 3 Student Reading Portfolio Chart on page 6 in Implementation Guide)

Portfolio Guidelines for Teachers• All teachers administering or scoring the

portfolio must sign the Teacher Signature Sheet (Appendix F)

• Only 3 Read to Achieve passages can be administered per week (Nov-May 15) – DPI recommends only 2 per week

• Read to Achieve Passages must be a cold read• Students complete passages independently• Untimed• Can’t be sent home for homework

Proper Use of Reading Passages• Must match timeline of instruction on standards

being taught-based on student needs

• Reading passages can be completed by students as a literacy assignment or during intervention time

• Passages can only be attempted ONCE

Scoring Student Portfolio• Student’s primary teacher scores passage

• A secondary scorer must verify the scores when the portfolio is complete.

• Passages may be scored in the classroom

• Answer keys will be posted to the secure testing website.

• All attempts are scored, dated and recorded on Score Summary Sheet

• All hard copies of attempts stored in student portfolio

• Passages and Student Portfolios are kept in secure, limited access location

Summary Score Sheet

Combined Standards

End- of- Year Portfolio Process

• Teacher stops administering passages and documents evidence for completed student portfolio (May 15, 2015)

• The promotion recommendation form for the student portfolio must be signed by primary teacher, the second reader (certified, instructional staff) verifying student responses and the principal that verifies reading portfolio is an accurate assessment of the required reading skills. (refer to Implementation Guide, p. 15, Appendix D )

End- of- Year Portfolio Process

• The Portfolio Promotion Roster form for the student portfolio must be signed by the principal and superintendent (refer to Implementation Guide, p. 16, Appendix E )

• Completed student portfolio score sheets and a copy of the promotion recommendation form will be placed in cumulative folders.

End- of- Year Portfolio Process

• Last 10 days of schools students take EOG tests, retakes EOG test or Read to Achieve Test (only students that do not qualify for Good Cause Exemption)

• After administration of EOG tests, the documentation of Good Cause Exemptions occurs

• Principal sends proficiency form to superintendent via K-8 Curriculum Supervisor to approve Good Cause Exemptions

• Summer Reading Camps begin for students who have not shown proficiency on standards. Incomplete portfolios can be continued in Summer Reading Camps (Mid June- Late June)

• Further instruction about the administration of the portfolio during summer reading camp will be shared in Spring 2015.