Reading by 3rd Grade Developing the Plan

Executive Summary District 3rd grade Reading Claim Data 17/18 – 35% Below Standard 16/17 – 45% Below Standard 15/16 – 43% Below Standard Indicators for improvement based on successes in LUSD and experts in the field Good first instruction Consistency throughout system On-going professional development Differentiated instruction Consistent assessments: formative, summative, progress monitoring Additional student support Administrator support Grade to grade articulation Next steps Develop plan with input from teachers and principals to address Best instructional practices Identify common assessment tools and practices Professional development Additional student support measures

From the Field Principals Teachers Rafael Ceja – Oakwood Susan Petersen – Nichols Julie Vaz - Borchardt Teachers Adrienne Radich Drouin – Nichols/Live Oak Lisa Robinson - Nichols Sarah Schluter – Borchardt Maryann Seefried – Borchardt Jeanine Valencia – Live Oak Jennifer Wendt - Borchardt

Professional Development Systematic Instruction – Delivery of instruction is consistent throughout the district Preschool-3rd grade Assessments – What Formative and Summative Assessments are used and How? Data Analysis – Teachers and Administrators must learn how to analyze data Academic Conferencing – Teach teachers how to analyze data Progress Monitoring – Teach teachers how to monitor student progress Instructional coaches focus on K-3 reading PD for administrators on supporting reading instruction

Differentiated Instruction Journeys/i-Read Phonemic Awareness Phonics Sight Words Comprehension Enhanced curriculum for students at/above grade level

Assessments – Formative & Summative DIBELS – Formative Assessments Three times per year Reading Inventory – Formative Assessments Quarterly District Benchmarks – Summative Assessments Quarterly CAASPP – Summative Assessment One time per year

Progress Monitoring - Formative Assessments Teachers monitor student progress Teachers adjust instruction Additional Support to Remediate or Enrich

Additional Student Support After School Intervention focused on K-3 Additional Adult support during Universal Access as needed

Administrator Support Administrators must see themselves as a Learner and Literacy Coach Monitor and collect data Share data at staff meetings and discuss Sets School Wide Literacy Goals Organize Academic Conferences at least two times per year Plan collaboration time for teachers (Staff Meetings/Collaboration Time) Provide release time for teachers to observe others and exemplary programs Be visible in classrooms & provide positive constructive feedback to teachers