First things first:
R2S is NOT just for the elementary school. It's NOT just for K-3. It's NOT put in place to retain third graders. We are NOT going to have to create a new hallway to house all of our third graders who have been "held back" because they are not reading on grade level.
Also, R2S is statewide in South Carolina, so you can't "get away from it" by leaving McCormick...
Read to Succeed (R2S) was put into place because:
"The South Carolina General Assembly finds that national research has documented that students unable to comprehend grade-level text struggle in all their courses" AND research has also shown that these same students "seldom receive effective instructional intervention during middle and high school to improve their reading comprehension" AND "these are the students least likely to graduate"
(Read to Succeed Act, p.3).
This is not new information to anyone who has been in the teaching profession for a few years. It's not a "blame game", it's a chance to fix what's broken.
So, let's quit whining and fix it!
What does the General Assembly say?
Click the picture to see the full "Act"
With this new R2S Act, teachers (grades K-12, including related arts teachers) are required to take courses to become R2S certified.
Our Regional Read to Succeed coach from the state department: Fran Senn
She's awesome and she's here to help. If you don't feel comfortable coming to me, please contact her. Just don't sit there wondering....
UPDATE 3/24/17
Mrs. Wanda Anderson has obtained money for us to take the classes mentioned above for FREE as long as you take it through Virtual SC for $85/course
Click on the picture below to take you to the Virtual SC website
Winter Course Offerings (12/6/17)
UPDATE 10/2/17
The SCDE developed a series of "decision rules" to advise educators for the question that I keep getting asked at every school: When does this have to be completed??
From the Memo:
Read to Succeed (R2S) requirements for certified, in-service educators became effective July 1, 2015. As these educators renew certificates beginning July 1, 2015, they must pursue and complete the professional development or coursework associated with their certification - either the one course for the R2 S Literacy Requirement or the four courses within the first five-year renewal cycle and the additional courses within their next five-year renewal period.
(From Dr. L)**You have to file your course credit with the SCDE by November 1st for it to show up July 1st....because....well, they're slow like that.
Timelines are below:
For Early Childhood, Elementary, SPED (all categories), and Montessori
For Middle, High School (all content areas), PreK-12, Career and Technology, Library Media Specialist, Principal, Administrator, School Guidance Counselor, and School Psychologist
See full decision rules below:
What the act means for Third Grade:
Beginning the 2017-2018 School Year:
"A student must be retained in the third grade if the student fails to demonstrate reading proficiency at the end of the third grade as indicated by scoring at the lowest achievement level on the state summative reading assessment that equates to Not Met 1 on the Palmetto Assessment of State Standards (PASS)" (Read to Succeed Act, p.11)
Now wait, you might be asking yourself - "We don't have PASS or Not Met 1 anymore!" Well, there is a team of teachers and state department personnel getting together in February, 2017 to determine what the "cut score" on SC Ready will equate to for "Not Met 1"
The next issue with this mandate: 3,215 students in the state of South Carolina did not "meet standard" on the 2016 SC Ready test. Well, dang, we can't hold them ALL back. We would need hundreds more third grade teachers that we don't have money for. Also, speaking as a parent, I would be pretty ticked if my child got held back based on one test, which could have been a very bad day for her. This is NOT all there is to this mandate.
There is a very, very long part called "Good Cause Exemptions" to this law, which (just my side note) is being added to continuously:
Good Cause Exemptions (found on pages 3 and 4 of the retention document below):
- students with limited English proficiency and less than 2 years of instruction in English as a Second Language program
- students with disabilities whose Individual Education Plan (IEP) indicates the use of alternative assessments or alternative reading interventions
- students with disabilities whose IEP or Section 504 Plan reflects that the student has received intensive remediation in reading for more than 2 years but still does not substantially demonstrate reading proficiency
- students who demonstrate third-grade reading proficiency on an alternative assessment approved by the board and which teachers may administer following the administration of the state assessment of reading (more to come on this...)
- students who have received 2 years of reading intervention and were previously retained
- students who, through a reading portfolio document, the student's mastery of the state standards in reading equal to at least a level above the lowest achievement level on the state reading assessment. This evidence has to be an organized collection of the student's mastery of the state English/language arts standards that are assessed by the Grade three state reading assessment. (more to come on this... a detailed outline of what this can incorporate can be found on page 12 of the R2S Act)
- students who successfully participate in a Read to Succeed Summer Reading Camp (SRC) at the conclusion of the third grade year and demonstrate through either a reading portfolio or through a norm-referenced, alternative assessment approved by the SCDE (MAP), that their mastery of the state standards in reading is equal to at least a level above the lowest level on the state reading assessment.
Here's the plan/flowchart given in the retention document: (for the 2017-2018 school year)
- (from page 5 of the Retention Document below)
For the 2017-2018 School Year:
(from page 15 of the Retention Document found below)
What does all this mean for teachers?
- We need to make sure that our reading/writing block consists of at least 90 minutes per day uninterrupted (no resource, intervention, or other pull-outs can happen at this time). In grades K-2, the allotted time is 120 minutes.
-30 minutes of "intensive interventions" should be provided based on assessment data. This 30 minutes is OUTSIDE of the 90 minutes of uninterrupted reading.
-We need to make sure grades are matching their reading level. If they are reading 2 levels below grade level, it will be very hard to pass any test, no matter what subject. If the grades do not match, we don't blame the child, we find out what's holding them back in their reading level and fix it!
-Tests CANNOT be read to them anymore. We have got to stop giving them this crutch. It's not helping them (unless they have an IEP, of course)
-We need to keep up with data from MAP, reading benchmarks, etc. to show student progression
-We need to use the MAP learning continuum to meet the specific needs of the students
-Interventions need to be in the classroom as well as pull-outs and we have to keep notes for the child's benefit!
-Interventions should meet the needs of the kids. Don't just use the same thing you've been using forever. If they don't respond to it, use something else! It's about the kids, not the adult's comfort.
-The RTI process has to be implemented with fidelity for the benefit of the student
-Keep up with student work!! Keep tests and other work that the child worked on independently. This could help with their portfolio.
What does the act mean for teachers in grades 4-12 and teachers who don't teach reading?
-Comprehension is taught in all subject areas. We are not teaching students to read words. We are teaching them to understand what they read - in any subject!
-Data is kept on students (from progress monitoring and classroom instruction) to ensure that "each student receives targeted, effective comprehension support from the classroom teacher, and if needed, supplemental support from a reading interventionist so that ultimately all students can comprehend grade-level texts" (Read to Succeed Act, p.5). There have to be data points and an RTI process to back up the interventions these students are receiving. Think about what a big help you'll be to the student by being another reason why they get the help they need!
-Understand that EVERYONE teaches reading! What this means: "Discipline-specific literacy means the ability to read, write, listen, and speak across various disciplines and content areas including but not limited to, English/language arts, science, mathematics, social studies, physical education, health, the arts, and career and technology education"(Read to Succeed Act, p.5)
-Put the textbook down. Use evidence-based reading instruction (more to come on this)
-Make your classroom literacy friendly. Do you have anchor charts? Word walls? Print, digital, online resources in your subject area for the students to use for research?
-Use grouping! Use whole group, small group, and individual instruction for DIFFERENTIATION based on data (think TAP)
-There should be books for students to READ independently on their level. Even in content area classes, there can be science, social studies books, etc. for the students to be able to read on their level either in paper form or digitally. Independent reading levels is what the Fountas and Pinnell kits are going to help us test and progress monitor.
What the District Has to Do For You:
-Provide you professional development on evidence-based best reading practices
-Show you where to take courses for R2S certification
-Provide a district and school reading plan outlining how it expects to improve reading instruction within the district (this will be updated in April, 2017)
-Provide a summer reading camp for low performing third graders. Hopefully, this will be extended to first and second graders this year as well.
Still confused? Click the FAQ from the state department:
The main things to remember about R2S:
- It applies to ANYONE who teaches kids, K-12.
- It is a law which means that it's not going away any time soon and we HAVE to adhere to it. If you read it, you will notice that it describes best practices for kids.
- It reaches full implementation next year (2017-2018). Therefore, things may change. As they change, I will let you know as I find out. ;)
- ALL students are required to receive at least 90 minutes of uninterrupted instruction in ELA (this time may vary based on the new district/school plan in April, 2017). This means that students cannot be pulled out of the classroom for speech, resource, etc. during their ELA time.
- Interventions for students are backed up by data, are purposeful, and are at least 30 minutes of ADDITIONAL TIME each day in grades K-5. This means that an intervention student would receive small group differentiation from the classroom teacher AS WELL AS 30 minutes of intervention time by an interventionist.
- Students need to READ!!!! Independent reading time with books on their level and slightly above is how we are going to see them grow as readers.
Email me with any questions!
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