Grade 3 Portfolio

1. Grade 3 Portfolio Implementation Guide Training for School Test Coordinators and Instructional Coaches NHCS Implementation Support Discussion Group Edmodo Code: 7b8c5s LiveBinderResources http://www.livebinders.com/play/play/850102 New Hanover County Schools Testing and Accountability Department January 2014

2. Purpose p.1 The Grade 3 Student Reading Portfolio is completed for any student in Grade 3 who is taught the NCSCOS and is having difficulty in reading as determined by a comprehensive balanced assessment system including • formative, benchmark and summative assessments; • observations; • historical data; and • classroom performance.

3. The NC Read to Achieve Act p.1 Once a third grader is not proficient on the Grade 3 ELA a student may be promoted to Grade 4 at the end of the school year by demonstrating reading proficiency through one of the following: EOGELA Read to Achieve Test Grade 3 Portfolio ELA Reading Retest Proficiency is defined as Mastery of three selections/standard. There are 12 standards and 10 selections for each standard Mastery is defined as 4/5 questions correct on a selection

4. Standards Assessed in Portfolio p. 11 Reading Literature Language: Vocabulary Acquisition and Use Reading Informational Text

5. State Guidelines for Grade 3 Portfolio p.2 To be considered complete the portfolio contents consist of three basic components that are integral elements of the Read to Achieve Act. • Component I - Hard copy evidences of student summary pages from mClass Reading 3D • Component II – A copy of the student’s Personal Education Plan (PEP), if applicable, that is evaluated and updated periodically throughout the year. • Component III - Consists of the administration of reading passages and accompanying questions, based on third-grade reading standards (Beginning in January of a student’s third-grade year).

6. Eligible Students p.4 • The Grade 3 Student Reading Portfolio should be completed for any student in grade 3 who is being taught the North Carolina Standard Course of Study and is having difficulties in reading as determined by assessments, observations, and classroom performance. However, a teacher may develop a portfolio for any student in the classroom. The following students will qualify for a Good Cause Exemption under separate headings: • Students with disabilities who have an Individualized Education Program (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, and • Students who have been retained more than once before third grade

7. Students who may receive accommodations p. 4 • On a case by case basis where appropriate documentation exists, students with disabilities, including students receiving services under Section 504, and students identified as English Language Learner (ELL) students who have participated in more than two years of ESL instruction/LEP identification and meet the state testing accommodations criteria may receive testing accommodations. • The activities in the Grade 3 Student Reading Portfolio require students to demonstrate reading ability; therefore reading aloud or signing/cueing the select ions, test questions, or answer choices for the portfolio invalidates the assessment’s results.

8. Approved Accommodations p.5

9. Schedule of Activities: Timeline p. 3

10. District Plan for Administering the Passages: First Four Weeks p.16 • Administering one selection/standard to all students provides additional data for determining for which • students the portfolio option may be appropriate. • Administering the passages in this format is NOT considered formative, so the data may be used for • the portfolio once the decision is made to continue the portfolio process for a student.

11. February 10- May 28: Administering the Remaining Portfolio Passages p. 6 • Teachers may review passages weekly, as a group, in a supervised grade-level setting. • The supervisor will be an administrator or the instructional coach. • The order or sequence in which the passages are administered may be determined at the school site during the weekly passage review session. • One way to schedule the passages is to match the standard being emphasized in weekly lesson plans with the passage(s) that contain questions most related to the standard being taught. • The sequence of passages may vary between schools and/or classrooms within a school. Based on the students’ needs, each teacher should decide when the student will independently read the passages. • No more than three passages should be administered each week. • Each administration date must be recorded on the actual passage and on the recording sheet.

12. Administering the Portfolio Passages p. 6-7 • WHO: The student’s primary reading teacher is responsible for administering the passages. • HOW: The reading passages and questions must be completed in an UNTIMED classroom setting. The teacher may explain that the questions are in a multiple choice format and may review directions but • MAY NOT read the passages or explain the meaning of words; and • MAY NOT review material before or after the students read the selection. • SCORING: The student’s primary reading teacher is responsible for scoring the multiple choice questions.

13. Documentation of Student Mastery p. 7 • The primary reading teacher must keep a record in the student’s portfolio of the student’s mastery on each of the reading standards. • An electronic score summary sheet (see below) will be provided for the teacher to record passages attempted, the date of the administration, and the appropriate scores for each passage. • Portfolios may be stored in the teacher’s classroom, but they must be kept in a secure, location (e.g., file cabinet, file storage box not accessible to students.)

14. District Materials Distribution Plan Master Portfolio remains in locked testing closet Each 3rd Grade teacher must sign Security Form. Appendix H Instructional Coach will assist TC in duplicating passages. Instructional Coach will assist TC in distributing passages/ answer keys. Teachers will maintain Portfolios in the classroom in a secure, limited-access Location.

15. End of Year Procedures • TBD

16. Appendix Items • A - Good Cause Exemptions p. 9 • B - Portfolio Components p. 10 • C - 3rd Grade Reading Standards • D - Sample of Score Summary Sheet p.13 (This is a little different from the electronic score summary sheet, but required for promotion.) • E - Promotion Recommendation Form (This is used at the end of the year.) • F - Portfolio Promotion Roster (This is used at the end of the year.) • G - PEP Memo for RtI • H -Teacher Signature Sheet (Each teacher must sign)