K-3 LITERACY PROGRAM Karen Robinson, Associate Director Granite School District January 7, 2014

K-3 Legislation It is the goal of the state to have every student in the state’s public education system reading on or above grade level by the end of the third grade.

K-3 Legislation The legislature recognizes that: o Reading is the most fundamental skill, the gateway to knowledge and lifelong learning o There is an ever increasing demand for literacy in the highly technological society we live in o Students who do not learn to read will be economically and socially disadvantaged o Reading problems exist in almost every classroom o Almost all reading failure is preventable if reading difficulties are diagnosed and treated early o Early identification and treatment of reading difficulties can result in students learning to read by the end of the third grade

GSD History of K-3 Reading Program 30 schools focused on intervention (pull out) o 360 students impacted Intervention in all schools (pull out) o Approximately 720 students impacted Intervention model in all schools (push in) o Approximately 3100 students impacted Intervention/Coaching model option (push in) o Approximately 4,000+ students impacted Full coaching model in all schools o Approximately 20,000+ students impacted

USOE English Language Arts CRT Data Impact of K-3 Funding Over Time

GSD English Language Arts CRT Data Impact of K-3 Funding Over Time

K-3 Legislative Requirements Uniform growth goals for each district Parent notification of student reading level o Three times each year o Letter includes: Reading level Interventions provided by the school for students below level Suggestions for home support

Uniform Growth Goal 90% OF STUDENTS AT GRADE LEVEL BY 2020 Half-way to 100% trajectory (as was used with AYP): LEAs will close one-half of the gap between the current grade 3 proficiency and 100% by Transition of growth measures: CRTs (2013) DIBELS ( ) SAGE (2016+)

K-3 Funding Past 4 years ongoing funding has been progressively more tentative. Beginning , legislation requires meeting of uniform growth goals to continue funding. Recent state meetings indicate concerns from preliminary legislative sessions.

Current Funding Of the $4.9 million budget 96% of the funding is allocated to K-3 School/District Literacy Coaches (68 people)

District Implementation Focus: Student Achievement Long term goal: 90% of Granite School District students at grade level in reading by 2020 Short term goal: Meet yearly EOY uniform growth goal at the school and district level Action steps: o Deliver district-wide professional development with coaching support for all 2 nd grade teachers to implement the Utah ELA Core Standards o Provide district-wide coaching support facilitating high quality instruction in all K-3 classrooms o deliver district-wide professional development with coaching support for all 3 rd grade teachers

2 nd Grade PD Content Session 1 – Reading Informational Text o Application of district non-negotiables o Text dependent questions o Depth of Knowledge o Close reading strategy (1 st and 2 nd read) o Follow up coaching Session 2 – Reading Literature o Application of district non-negotiables o Review of session 1 content o Close reading strategy (3 rd read) o Purposeful lesson planning o Follow up coaching Session 3 – Speaking/Listening and Writing o Application of district non-negotiables o Assessment o Integration of informational text and literary text with speaking/listening and writing o Follow up coaching

2 nd Grade Professional Development Participants Second Grade Teachers 225 School Literacy Coaches 60 Instructional Coaches 23 Special Education Teachers total participants attending 3 full days = 1,005 days of professional development offered

2 nd Grade Professional Development Survey Results

GSD Non-Negotiables

Utah ELA Core Standards

Informational Text Text with the primary purpose of expressing information about the arts, sciences, or social studies. Newspaper Magazine articles Digital information Nonfiction trade books Textbooks Reference materials

Informational Text

Depth Of Knowledge (DOK) A structure to analyze the cognitive expectation demanded by standards, curricular activities & tasks DOKTitle of Level Level 1Recall and Reproduction Level 2Skills and Concepts Level 3 Short-term Strategic Thinking Level 4Extended Thinking

Application of Depth Of Knowledge Standards

Close Reading Process of uncovering layers of meaning that lead to deep comprehension 1 st Read: Determine what the text says Key Ideas and Details 2 nd Read: Determine how a text works Craft & Structure 3 rd Read: Evaluate the quality and value of the text Integration of Knowledge & Ideas

Close Reading Strategy 1 st Read

Close Reading Strategy 2nd Read

Text Dependent Questions A text dependent question specifically asks a question that can only be answered by referring explicitly back to the text being read.

Writing and Using Text Dependent Questions

The Foundation for Life-long Success is Literacy “Early literacy (instruction) plays a key role in enabling the kind of early learning experiences that research shows are linked with academic achievement, reduced grade retention, higher graduation rates, and enhanced productivity in adult life.” --Dorothy Strickland, Professor Emeritus – Rutgers University