Transcript A Parent’s Guide to the Oklahoma Reading Sufficiency Act

Understanding the
Oklahoma Reading
Sufficiency Act
SB 346 – Third-Grade Graduation
Amendments to SB 364 - HB 2511 HB 2526 HB 2306 HB2625 HB 2497
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This information is provided for parents of
OKCPS Kindergarten - Third grade students,
as well as community stakeholders.
It is designed to help explain
the requirements for K-4th grade
reading instruction.
It will address the State Requirements
for promotion to fourth grade.
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The Reading Sufficiency Act in its entirety,
SDE resources, and a complete description
of district, school, and teacher responsibilities
are available at:
http://www.ok.gov/sde/reading-sufficiency-act.
Questions, concerns, or comments
regarding the law or it’s implementation
can be emailed to [email protected].
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Parent Help Center
http://okcpscurriculumteam.weebly.com/
OKCPS Parent Information Page
http://tinyurl.com/okcps-rsaparents
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Read!
You are
your child’s
first teacher.
Talk!
Play!
Ask Questions!
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The “Big Five”
Teachers in the early grades focus
on strengthening students’ skills in
five key components of reading:
1) Phonological
Awareness
2) Phonics
3) Fluency
4) Vocabulary
5) Comprehension
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Phonological Awareness
Phonological awareness is the ability
to hear and manipulate the sounds
of spoken language.
This includes noticing rhyme
and recognizing the separate, small
sounds in words (phonemes).
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Phonological Awareness
http://www.readingrockets.org/helping/target/phonologicalphonemic/
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Phonics
Phonics is understanding the relationships
between the written letters of the alphabet
and the sounds of spoken language.
This knowledge allows a reader
to “decode” words by saying correct
sounds as they see the letters.
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Phonics
http://www.starfall.com/
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Fluency
Fluency is the ability to read
at the appropriate rate
to allow for accuracy, expression,
and comprehension.
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Fluency
Wolf!
By Becky Bloom
.
http://www.education.com/reference/article/building-fluency-home/
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Vocabulary
Vocabulary includes all the words
the reader can understand and use.
The more words a child knows, the better
he or she will understand what is read.
Knowing how words relate to each other
is a building block that leads to
comprehension.
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Vocabulary
http://www.spellingcity.com/parent-spelling-resources.html15
Comprehension
Reading comprehension is the ability
to understand what has been read.
This includes understanding
the plot of a story or
the main information in an article.
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Comprehension
http://okcreac3hcoaches.weebly.com/comprehension-at-home.html
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Writing
A sixth critical component of reading
your student should practice each day
is putting their thoughts into writing
so they can be shared with others.
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Writing
http://www.readwritethink.org/parent-afterschool-resources/
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Early Check Ups
Schools use a screener
to measure the reading proficiency
of all elementary students.
These tools “check up” on a student’s level
of success with key early reading skills.
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Oklahoma City Public Schools
use the screener, easyCBM
to assess all elementary students
for risk of reading difficulties.
Watch this brief video to get an idea of what
it is like for a student to take these tests:
http://www.easycbm.com/training/training.php?taskid=1
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Time on Task
The Reading Sufficiency Act requires
an increase in the amount of instructional time
devoted to reading.
All students are provided with a
90 minute reading block.
Students who are determined to be at risk for
reading difficulties are provided with an additional
30 minute strategic intervention block.
• Students who experience the greatest difficulty
learning to read are also provided with a
30 minute intensive intervention block.
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Student Attendance is Critical
K-3 students who need the most intensive
assistance learning to read receive
a minimum of 150 minutes
of reading instruction every day.
Every school day is filled with instruction.
Students who routinely do not attend
school, arrive late, or are checked out early
cannot make adequate progress as a result
of the instruction missed during
their absences.
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Planning for Growth
Each K-4th grade student in OKCPS is provided
with an Academic Progress Plan (APP).
The APP describes the child’s level of reading
proficiency and the instructional supports
and services used to help the child.
The signature section of the APP
notifies parents that their child must meet
the Third-Grade Graduation Requirements
in order to be promoted to fourth grade.
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OK Requirements
for Third Grade Graduation
The Reading Sufficiency Act
now provides third-grade students
four ways to satisfy the proficiency
requirements for promotion
to fourth grade.
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Why Third Grade?
As students progress through the grades,
the texts that they are required to understand
become more complex.
A substantial reading deficiency must be
addressed before students can successfully
move on to the more difficult schoolwork
of fourth grade and beyond.
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Reading Growth Patterns
Are Established Early
Reading
Achievement
Early intervention is more
effective, because there
is less to “catch up.”
Intervention often occurs here.
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(Good, Simmons, & Smith, 1998)
The Purpose of Retention?
Retention does not mean that the child is a
failure. It does not mean that teachers or
parents are not working hard enough.
The purpose of retention is to give children
who have substantial reading deficiencies
more time and the intensive instruction
they need to catch up in reading.
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More Time Now Can Prevent
Long-Term Disability
Intensive intervention early in school is much more
effective than waiting until students are older.
In much the same way as a physical therapy,
the best intervention may be inconvenient
or frustrating at the time.
However, providing our kids with the correct
intervention and adequate time to master the skills,
can prevent a lifetime of trying to overcome
the crippling effects of early weakness.
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OK Requirements
for Third Grade Graduation
1. Proficiency Demonstrated
through a Reading Screener
2. Score of Limited Knowledge (or higher)
on the Reading OCCT
3. Good-Cause Exemption
4. Conference- Based Promotion*
* This method is only effective
for the 2013-2014 and 2014-2015 school years.
Specific details for each of these requirements
are provided in the following sections.
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Proficiency Demonstrated
through a Reading Screener
A student who demonstrates grade-level proficiency
in reading through a SDE approved screener
is qualified for promotion.
The screener used in OKCPS is easyCBM.
A student whose composite risk level
is low/white for the Fall, Winter, or Spring
Benchmark has satisfied the requirements
of the Reading Sufficiency Act for promotion
to fourth grade.
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PRF
VOCAB
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The Oklahoma Criterion-Referenced Tests
a.k.a the Oklahoma Core Curriculum Tests
are designed to measure students’ progress
on the Oklahoma Academic Standards.
Students in Grade 3 (and above)
take the Reading OCCT each spring.
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How Reading is Graded by
The Oklahoma State Test
Advanced
Proficient
Limited Knowledge
Unsatisfactory
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A student who scores Proficient or Advanced
on the third-grade Reading OCCT
has satisfied the requirements
of the Reading Sufficiency Act
for promotion to fourth grade.
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A student who scores Limited Knowledge
on the third-grade Reading OCCT
may qualify for promotion to the fourth grade.
Prior to promotion the parent(s) of the child will be provided:
- notice that the child is not reading at grade level
- the option for retention in third grade
- the student’s most recent grade level of reading proficiency
- Information regarding summer reading programs,
school and/or community based reading tutoring.
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A student who scores Unsatisfactory
on the third-grade Reading OCCT
are at-risk for RSA Retention.
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Some third graders who score Unsatisfactory
on the Reading OCCT can be exempted
from the retention requirement
and be promoted to fourth grade.
This is called a Good-Cause Exemption.
Good-Cause Exemptions are only given
to the following students:
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Good-Cause Exemption #1
Students
who are identified as English Language Learners
(ELL) on a screening tool approved by OSDE
department of Bilingual/Migrant Education
and have a Language Instructional Educational
Plan in place prior to administration of the OCCT
and have less than two years of instruction
in an ELL program.
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Good-Cause Exemption #2
Students
with disabilities who are assessed with
alternate achievement standards- OAAP.
The student must be identified as needing special
education services prior to the administration
of the third grade criterion referenced test;
The student must have an Individualized Education
Program (IEP) in place prior to the administration
of the third grade criterion referenced test;
and the student’s IEP must: direct that the student
is to be assessed with alternate achievement
standards through OAAP.
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Good-Cause Exemption #3
Students
who score a minimum of the 45th percentile
on an alternative standardized reading
assessment approved by the SDE.
Approved alternative assessments include:
Stanford Achievement Test (SAT 10)
Iowa Test Basic Skills (ITBS)
ITBS Core Battery
TerraNova, Third Edition
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Good-Cause Exemption #4
Students
who demonstrate through a student portfolio*,
evidence of mastery (beyond the retention level)
of the third grade state standards for reading
and
evidence of reading on grade level or higher
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Good-Cause Exemption #5
Students
with disabilities who take the OCCT and
who have an Individualized Education Plan (IEP);
who have received intensive remediation in reading
for more than two years but still demonstrate
a deficiency in reading;
and were previously retained or in a transitional
grade during pre-kindergarten, kindergarten, first,
second, or third grade.
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Good-Cause Exemption #6
Students
who have received intensive remediation
in reading through a program of reading instruction
for two or more years but still demonstrate
a deficiency in reading;
and who were previously retained
or in a transitional class during pre-kindergarten,
kindergarten, first, second, or third grade
for a total of two years.
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Good-Cause Exemption #7
Students
who have been granted an exemption
for medical emergencies
by the State Department of Education.
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If you believe your child may qualify
for a good-cause exemption,
please contact the building principal.
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A student not otherwise qualified for promotion
may be evaluated for "probationary promotion"
by the Academic Team.
The student’s Academic Team is composed of:
(1) the student’s parent(s) and/or guardian(s)
(2) the student’s primary reading teacher
(3) a teacher in reading who teaches in the subsequent grade level
(4) the school principal
(5) a certified reading specialist
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The student will be promoted to the fourth grade
if the Academic Team members unanimously
recommend "probationary promotion."
The recommendation for conference-based
promotion will be made to the school district
superintendent.
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If a student is approved for “probationary
promotion,” the team will continue to review
the reading performance of the student
and determine grade-level placement
each academic year until the student
demonstrates grade-level
reading proficiency for their current grade.
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Midyear Promotion Policy
RSA retained students may receive
midyear promotion based on evidence
of grade-level reading proficiency
on an alternative assessment.
Midyear promotion may only occur
prior to November 1, after district approval,
and only upon agreement of the
parent/guardian and the school principal.
What Good is Another Year?
Students who are retained must be provided
with intensive instruction in reading
to accelerate their progress.
Schools are required to increase services
provided to students who have been
retained in third grade.
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What to Expect This Year
All students are provided with a
90 minute reading block.
Students who are determined to be at risk for
reading difficulties are provided with an
additional
30 minute strategic intervention block.
Students who experience the greatest difficulty
learning to read are also provided with a
30 minute intensive intervention block.
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What to Expect This Year
 Small group instruction
 Progress monitoring
 Homework
 Home Reading Log
 Intersession - Fall, Winter, Spring
 Summer Academy Reading
 Mentoring
 Before school tutoring
 After school tutoring
 Saturday School
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Parents are Encouraged to Address
OKCPS Concerns Regarding RSA to:
1)
Your student’s classroom teacher
2) Your
student’s building principal
3)
Amy Walls
OKCPS RSA Coordinator
[email protected]
(405) 587-0000
4)
Ms. Watson-Hunt
Director of Elementary Education
[email protected]
(405) 587-0000
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Parents are Encouraged to Address
State-Level Concerns to:
Oklahoma RSA Director
Stephanie Fraiser
[email protected]
Executive Director of Literacy
Teri Brecheen
[email protected]
Assistant State Superintendent of Special Services
Rene Axtell
[email protected]
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To contact your district’s Oklahoma
Senators and Representatives:
http://www.oklegislature.gov/
To contact your district’s OKCPS
Board of Education Representative:
http://tinyurl.com/okcps-boe
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