Literacy-Based Promotion Act: What Should Every School Board Member Know? Mississippi School Boards Association Conference

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1 Literacy-Based Promotion Act: What Should Every School Board Member Know? Mississippi School Boards Association Conference February 23,

2 Agenda Literacy-Based Promotion Act Overview Reporting Requirements for Districts Statewide Supports Stakeholder Responsibilities 2 2

3 Literacy-Based Promotion Act Statute Overview: SB

4 Social Promotion A student may not be assigned a grade level based solely on age or any other factor that constitutes social promotion. Beginning in the school year, a student scoring at the lowest achievement level in reading on the established state assessment for 3 rd grade will not be promoted to 4 th grade. A 3 rd grade student who fails to meet the academic requirements for promotion to the 4 th grade may be promoted for good cause. 4 4

5 Good Cause Exemptions A. Limited English Proficient students with less than two (2) years of instruction in English Language Learner program B. Students with disabilities whose Individualized Education Program (IEP) indicates that participation in the statewide accountability assessment program is not appropriate, as authorized under state law 5 5

6 Good Cause Exemptions C. Students with a disability who participate in the accountability assessment and who have an IEP or Section 504 plan that reflects that the student has received intense remediation in reading for two (2) years but still demonstrates a deficiency and was previously retained 6 6

7 Good Cause Exemptions D. Students who demonstrate an acceptable level of reading proficiency on an alternative assessment approved by the State Board of Education E. Students who receive intensive intervention for two or more years but still demonstrate deficiency in reading, and who previously were retained for two (2) years in any grade Kindergarten through 3 rd grade 7 7

8 Interventions for Students with Good Cause Exemptions Students promoted to 4 th grade based on good cause exemptions shall be provided intensive reading instruction and intervention informed by data and delivered through specific strategies in order to meet the students needs. 8 8

9 Mississippi K-3 Assessment Support System (MKAS 2 ) The STAR assessment tool has been provided for all elementary schools. (January 2015) The screener may be given up to 3 times per year to determine which students may need Tier 2 or Tier 3 supports for students in K-3. The generated diagnostic report should be used to address specific reading deficiencies of students who perform below grade level. The Kindergarten Readiness Assessment was given in the fall of 2014 to all Kindergarten students and students in public school / collaborative Pre-K programs. 9 9

10 This 50-question assessment will determine minimum level of competency in reading for promotion to 4 th grade. computer adaptive assessment 4 ½ minutes per question allowed 2 retake opportunities 3 rd Grade Reading Summative Assessment sample items available online 10 10

11 3 rd Grade Summative Assessment Timeline Dates Activity Description April 10, 2015 April 23, rd Grade Reading Summative Assessment May 18, 2015 May 22, 2015 June 29, 2015 August 7, rd Grade Reading Summative Assessment Retest #1 3 rd Grade Reading Summative Assessment Retest #

12 12 12

13 Reporting and Notification Requirements 13 13

14 Public School Requirements Inform parents or legal guardians of the student s academic progress Provide intensive reading instruction and immediate intervention to each K - 3 student who exhibits a substantial deficiency in reading at any time, as demonstrated by performance on an MDE-approved reading screener or locally determined assessments and teacher observations 14 14

15 Parent Notification Requirements If a K - 3 student has been identified with a substantial deficit in reading, the teacher will immediately, and with each quarterly progress report, notify parents or legal guardians of the following in writing: Determination of a substantial deficit in reading Description of student services and supports presently provided Description of proposed supplemental instruction and support to remediate the student s deficit areas Strategies for parents to use to help students at home Notification that student will not be promoted to 4 th grade if reading deficiency can not be remediated by the end of 3 rd grade 15 15

16 School Board Reporting Requirements The school board of each school district must publish, in a newspaper that has general circulation within the school district, and report to the State Board of Education and the Mississippi Reading Panel the following information: School district's policies and procedures on student retention and promotion Number and percentage of students given an approved alternate standardized reading assessment and the percentage of these students performing at each competency level of the alternate standardized assessment Number and percentage of all students retained in K-8, by grade Number and percentage of students who were promoted for good cause, by each category of good cause 16 16

17 MDE Statewide Supports 17 17

18 Statewide Supports Statewide Support Administrators Teachers Parents 18 18

19 Statewide Training Supports At-a-Glance January 2014 February 2015 Parent Meetings Literacy Coach Trainings Regional Literacy Trainings (Mini- Conference) for Teachers (Pre-K-3 rd ) Regional Training for Administrators Response to Intervention Trainings Title I Mini- Conferences Dyslexia Conferences NOTE: This map does not include the 200+ LETRS training sessions hosted across the state since January Early Childhood Conference 19 19

20 Administrator Supports Principal Primer Literacy Training Learning Walks School Literacy Plan Template Webinars Administrator Supports Regional Elementary Principals Meeting Literacy Support Grants LBPA and K-Readiness Implementation Guide 20 20

21 LETRS Early Literacy Training Regional Literacy Conference Pre-K K Mississippi Early Childhood Conference Webinars Statewide Teacher Supports: Early Childhood Early Literacy and Language Skills Development of Oral Language Skills Phonology, Phonics, Fundamental Writing Skills Appropriate Assessment Practices Literacy Across the Content Areas Kindergarten Readiness Assessment Response to Intervention Differentiated Instruction High Quality Programs to Ensure School Readiness Safe and Healthy Schools Parent Engagement Differentiated Instruction Kindergarten Readiness Assessment Access Universal Screening Reports for Instructional Decisions Training Modules: Instructional Planning Report, Diagnostic Report, Parent Report, Score Summary Report 21 21

22 Statewide Teacher Supports: K-3 rd Grade Teachers LETRS Training Challenges of Learning to Read Teaching Phonology, Vocabulary, Text Comprehension, Writing Literacy Kits for Participants Interventions for Struggling Readers Regional Literacy Conference 1 st 3 rd Grade Regional Literacy Coach Trainings 90-Minute Reading Block Writing Integration Response to Intervention Differentiated Instruction Roles and Responsibilities of the Literacy Coach Modeling and Supporting Research-Based Literacy Instruction Identifying Reading Deficiencies and Providing Intensive Interventions Utilizing MDE Coaching Tools and Instruments 22 22

23 Statewide Teacher Supports: K-3 rd Grade Teachers Statewide Conferences Webinars Making Connections MS Annual Special Education Conference MS Association of Educators MS Association of School Administrators MS Black Leadership Summit MS Library MEGA Resource Conference MS Reading Association MS Speech-Language-Hearing Association National Association for the Advancement of Colored People Conference TEAAM Autism Conference 3 rd Grade Reading Test Blueprint Good Cause Exemptions Response to Intervention 90-Minute Reading Block Data Walls 23 23

24 Specialized Supports for Educators Title I Mini- Conference Monitoring Classrooms and Providing Targeted Technical Assistance Kindergarten Readiness Assessment Technology in the Classroom Literacy Across Content Areas Regional Response to Intervention Trainings Tier I High Quality Instruction for All Tier II and Tier III Implementation Data-Based Decision Making Dyslexia Defining Dyslexia and Bridging the Gap Multisensory Instructional Practices Orton-Gillingham Based Instruction Data-Based Decision Making Comprehensive Assessments for Dyslexia 24 24

25 Parental Supports Regional Parent Meetings Literacy-Based Promotion Act 3 rd Grade Reading Test Parent Read-at-Home Plan Parental Notifications Sample Letters to Parents STAR Parent Reports Parent Notification of 3 rd Grade Retention 25 25

26 Stakeholder Responsibilities 26 26

27 Then & Now 27 27

28 What Can Local Board Members Do to Support And Engage Parents? Schedule community forums to discuss literacy, school and district policies, and the importance of family involvement in building strong readers. Encourage parents to communicate regularly with teachers to know their child s reading level. Ensure that parents are notified immediately if a reading deficiency is identified. Share important dates such as parent nights/conferences, progress reports and report cards, and assessments. Spotlight successes in the local media and during local Board meetings

29 Key Questions for Local School Boards How are you leveraging resources to support literacy? How are you using internal and external support systems? What are your district s promotion and retention policies? Should they be revisited? How do you attract and retain high-performing teachers? Are school schedules and structures developed to maximize learning opportunities for students? What are some ways to intensify summer reading programs? How can acceleration classes benefit students? 29 29

30 Community Spotlights 30 30

31 Community Highlights Pascagoula Meridian 31 31

32 Community Highlights Corinth Clinton 32 32

33 The Campaign for Grade-Level Reading Gulfport and Lafayette County Community-driven efforts to address major barriers to third grade reading proficiency school readiness, chronic absence, and summer learning loss Engagement model is based on collaborative effort by foundations, non-profit partners, business leaders, government agencies, states and communities across the nation

34 Community Supports Partnerships America Reads Mississippi Barksdale Reading Institute Center for Education Innovation Excel by 5 Head Start Institutions of Higher Learning Jackson Council PTA/PTSA Mississippi Arts Commission Mississippi Department of Health Mississippi Department of Human Services/Early Years Network Mississippi First Mississippi Library Commission Mississippi Public Broadcasting MSU Social Science Research Center National Governors Association Parents for Public Schools Southern Echo University of Mississippi Medical Center 34 34

35 35 35

36 Contact Information Dr. Kim Benton, Chief Academic Officer Nathan Oakley, Executive Director Office of Elementary Education and Reading Dr. Kymyona Burk, State Literacy Director Office of Elementary Education and Reading

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