Read to Achieve
Portfolio for
Third Grade
Students
2013-14 School Year
Read to Achieve Third Grade
Portfolio Process
Goals for this session:
• Share the state-wide purpose for the
Third Grade Portfolio Process
• Inform educators of the 3 Components of
the Third Grade Portfolio
• Provide information and guidelines for
the implementation of the Third Grade
Portfolio Process
• Identify ways to support third grade
teachers with this new process
Purpose for Third Grade
Portfolio Process
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 process
across the state
N.C. Read to Achieve Law
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.
Three Components of N.C.
Third Grade Reading Portfolio
Component 1: Evidence of benchmarking and
progress monitoring with mClass Reading 3D.
Teachers should print summary pages and
include in individual student 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 Third
Grade Portfolio
Component 3: Successful completion of 36 Reading
Passages. 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)
Component 1: mClassResults
• 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 2: PEP
• 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 3: 36 Passages
• Begins in January of third grade
• Secured passages with 5 questions
• Based on 12 reading standards
• 10 passages for each standard; 1 will be used for instructional
purposes; 3 will be saved for summer school thus MCS will use 6
passages from Jan - May
• 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
•
4 0ut 0f 5 questions correct = mastery of passage
(See Implementation Guide Appendix B for complete
list of Guidelines and Appendix C for the Reading
Standards)
Read to Achieve
Components’ Review
With your Shoulder Partner,
review the elements of the
3 Components of the Third
Grade Portfolio
Students Participating in Portfolio Process
• Developed for all MCS students in
third grade that are taught with the
NCSCoS
• DPI recommends that ELL and
retained students being taught with
the NCSCoS have a portfolio even
though they may qualify for a Good
Cause Exemption. (Implementation
Guide, p. 5)
Students Qualifying for a Good Cause
Exemption
• Students with disabilities who have an IEP, are receiving
instruction in the Extended Content Standards, and
participate in an alternative assessment (i.e. NCExtend1)
• English Language Learners who have participated in
English as a Second Language (ESL) instruction for less
than two years by the end of their third grade year
• Students who have been retained more than once
before third grade
(Refer to Implementation Guide, Appendix A, Good
Cause Exemptions, p. 9)
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 5 in
Implementation Guide)
Portfolio Guidelines for Teachers
• Teachers must print copies of passages
• Only 3 Read to Achieve passages can be
administered per week (Jan-May)
• Read to Achieve Passages must be administered
according to the MCS standards’ timeline
• Read to Achieve Passages must be a cold read
• One Instructional Passage per standard
• Students complete passages independently
• Untimed
• Can’t be sent home for homework
Read to Achieve Passages
Lexile
Levels
Proper Use of Reading Passages
• Must match timeline of instruction on standards being
taught according to the MCS Pacing Guides
• Based on student needs
• 1 passage per standard per week can be used as an
instructional passage with all students during whole
group instruction (see handout – “Read to Achieve
Assessment Timeline and Instructional Passages”)
• Reading passages can be completed by students as a
literacy assignment or during intervention time
• Passages can only be attempted ONCE
Read to Achieve Standard Assessment
Timeline and Instructional Passages
Instructional Strategies to Help Students be
Successful with the Read to Achieve Passages
•
•
•
•
•
•
•
Use question stems in all aspects of teaching the standard - giving students a level of
comfort and familiarity with the types of questions asked will enable them to gain a better
understanding of expectations.
Always reference the passage to find evidence of the answer - a vast majority of the
questions used to assess the portfolio standards are text dependent.
Read the questions first - provides students with knowledge of what to look for as they read
the passage.
Practice stamina needed to read long passages - remind students not to be discouraged
by the length of the passage.
Replace unfamiliar proper nouns (names, places, etc) with words the student
knows - vital tip for all students that will enable them to spend less time decoding unknown
words.
Limit opportunities where students rely on pictures when practicing the use of
context clues to0 determine word and phrase meaning - passages used to assess this
skill do not include beneficial pictures.
Discuss the relationship between specific paragraphs within reading selections
across all content areas - supports the understanding of story structure, story sequence,
cause and effect, author’s purpose, main idea, supporting details and enables
students to practice reading strategies across content areas.
Scoring Student Portfolio
• Student’s primary teacher scores passage
• Passages may be scored in the classroom
• Answer keys provided to primary teacher and designated
second scorer (Answer Keys are in each standard’s folder
in Read to Achieve Toolkit)
• All attempts are scored, dated and recorded on Score
Summary Sheet (student score sheets are in Read to
Achieve Tool Kit)
• All hard copies of attempts stored in student portfolio
• Passages and Student Portfolios are kept in secure, limited
access location
Scoring and Securing Scores
• MCS will provide portfolio folders for each
student and a 31 Pocket File Folder for each
third grade teacher to use to secure
portfolios
• Scoring Summary Sheets will be placed in
the inside of the student portfolio (refer to
Implementation Guide, p. 13 Appendix D)
• Electronic Scoring Excel Spreadsheet is
optional for teachers (refer to Live Binder)
End- of- Year Portfolio
Process
• Teacher stops administering passages and
documents evidence for completed student
portfolio (May 2, 2014)
• 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. 14,
Appendix E )
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. 15, Appendix
F)
• Completed student portfolios will be placed
in cum 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 based on ESL instruction, students on
Extended Content Standards, completed portfolios and
previous retentions occurs
•
Principal sends school list to superintendent 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 2014.
Portfolio Process
• Can be completed by end of school year
• Incomplete portfolios can be continued
in Summer Reading Camps
• Incomplete portfolios can be completed
and used to show proficiency for midyear promotion
Summer Reading Camps
• Summer Reading Camps shall be 6-8
weeks long, 4-5 days per week and
include at least 3 hours of instructional
time per day
• Consecutive weeks are not required in
the law
• Use Reading 3D data and other data
points to identify students for Summer
Reading Camps before the EOG is
administered
Portfolio Support for Third Grade Teachers
January 15, 2014- Third Grade Teachers,
Instructional Coaches and Assistant
Principals attend Portfolio training.
February 4, 2014 - Anne Evans supports
third grade teachers with Portfolio Process
Portfolio Support for Parents
Parent Letter will be sent home on January 17, 2014
Reading Portfolio Presentation on website
Parent Meetings
Portfolio Resources
Grade 3 Portfolio Implementation Guide
Read to Achieve Tool Box
Read to Achieve Lexile Level of Passages
Read To Achieve Standard Assessment Timeline and Instructional
Passages
Read to Achieve Summer Passages for Reading Summer Camp
DPI Live Binder: http://www.livebinders.com/play/play/850102
Portfolio Support for Teachers
List ways in which we can
support third grade
teachers with the Portfolio
Process