Vision 2020 Quality Schools in Every
Neighborhood: Report on Closing the
Achievement Gap (LCAP Goal 1)
FOCUSING ON READING AND READERS
April 12, 2016
DATA
2
2015-16 DRA Performance Cycles 1 and 2
Percent of 1st and 3rd Grade Students
Meeting or Exceeding Grade Level Standards
Two-Year Comparison
Cycle 1
Cycle 2
100%
90%
80%
70%
60%
57.0%
60.1%
59.6%
62.9%
56.5%
51.0%
52.1%
55.9%
53.9%
58.2%
55.6%
59.3%
50%
40%
30%
20%
10%
0%
Grade 1
2014-15
Grade 1
2015-16
Grade 3
2014-15
Grade 3
2015-16
Grades 1 &3
Combined
2014-15
Grades 1 &3
Combined
2015-16
The percentage of students reading at or above grade level has improved.
3
2015-16 DRA Performance Cycles 1 and 2
Percent of TK-Grade 3 Students
Meeting or Exceeding Grade Level Standards
by Student Group
Cycle 1
Cycle 2
95%
100%
87%
90%
78%
80%
70%
60%
73%
72%
66%
63%
58%
49%
47%
50%
53%56%
54%
47%
42%
40%
28%
30%
51% 49%
47%
31%
20%
10%
0%
All
TK-3
Total
Current
EL
R-FEP
English Learners
Special
Ed.
Low
Income
Other Groups
Asian
African.
Am.
Filipino Hispanic Other or
Multi
Ethnicity
Students across subgroups are performing better this year.
4
5
6
CURRENT WORK
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ELEMENTARY
•
Writing Units of Study
•
Reading Units of Study
•
Rime Magic Pilot
•
RELY Resources
•
Professional Development
8
SECONDARY
•
•
•
•
•
•
Common Reading Assessments
Reading Intervention Courses
Interventions in Students’ Day
English Language Arts Curricula
RELY Resources
Professional Development
9
NEXT STEPS
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FIVE LEVERAGE POINTS TO SUPPORT
READING AND READERS
1. Content and Pedagogical Knowledge
2. Formative Assessment, Analysis, Action
3. Intervention Strategies and Processes
4. Strategic Use of Time
5. Coherent Leadership
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1. BUILD LITERACY CONTENT AND PEDAGOGICAL
KNOWLEDGE TO IMPROVE STUDENT ACHIEVEMENT
ACROSS SUBJECT AREAS.
•
Reading process
•
Fluency
•
Reading development
•
Instructional approaches
•
Assessment and analysis
•
•
Reading strategies
Intervention and monitoring
strategies
•
Comprehension strategies
•
Standards and grade level
expectations
•
Problem-solving
Writing
•
•
Academic language and
collaborative conversations
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2. PROVIDE SUPPORTS AND SERVICES FOR SITEDRIVEN, FORMATIVE ASSESSMENTS.
Elementary
Secondary
• Running Records (TK-5)
• Gates-McGinitie
• Analyzing Student Writing
• Informal Reading Inventory
• Case study protocols
• Analyzing student writing
• Strategic conferring
• Unit assessments
• Strategic conferring
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3. SUPPORT AND MONITOR AT-RISK LEARNERS
EARLY, STRATEGICALLY, AND PERSISTENTLY.
Elementary
•
•
•
•
Professional learning for all
teachers
A focus on best first teaching
and strong early learning
Case study protocols focused
on at-risk learners
Reading specialists who can
build system capacity around
strategic interventions that
work
Secondary
• Professional learning for all
teachers
• A focus on best first teaching
and strong literacy instruction
across content areas
• Intervention strategies in place
during the student’s school day
• Reading specialists who can
build system capacity around
strategic interventions that work
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4. MAXIMIZE TIME FOR QUALITY TEACHING AND
LEARNING.
Site Level
District Level
• Student-centered master
schedules
• Well-designed instructional
schedules
• Uninterrupted time for authentic
reading and writing
• Protected instructional time
• Time for assessment
• Time for Tier 2 and 3
intervention
• Time for teacher
collaboration/study/observation
• Time for leaders to learn
• Time for data analysis
• Time to develop a year-long,
bold action plan
• Time to monitor this action plan
• Time to align resources
• Time for reflection and revision
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5. BUILD A COMMON VISION AND COMMUNICATE THIS
VISION THROUGH A STRONG LEADERSHIP VOICE.
• Align systems and structures alongside a common district focus.
• Integrate literacy within and across the four learning cycles.
• Establish clear, strong communication about this work across all
levels of learning.
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SIX ACTION ITEMS
1. Principal Institutes: Adding a lens on effective literacy instruction
2. Half-Day Conferences: Building principal and lead teachers’
content and pedagogical knowledge
3. Cluster-Wide Professional Study: Focusing on access to effective
literacy instruction
4. Area Superintendent Monitoring: Working alongside principals
and teachers to monitor student learning
5. School Walk-Throughs: Differentiating supports and resources
based on student need
6. Cluster-Wide Monitoring Meetings: Keeping a sharp eye on
student learning, highlighting success, and strategizing class,
grade level, and cluster improvement
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OUR GOAL IS TO ASSURE THAT EACH AND
EVERY CHILD LEARNS TO READ WELL.
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