Pam Betten Director of School Improvement March 31, 2012

Demographics District Student Enrollment17,763 Hispanic87.7% Anglo 5.6% Native American 4.1% African American 2.1% Asian/Pacific Islander 0.5% English Language Learners Grades K-542.1% Grades % Grades % K % Eligible for free and reduced meals 14,434 students83.6% Homeless5.8% Graduation Rate70% Staff1,128 Certified School site administrators37 Central administrators29 Support staff1,044

Challenges and Barriers ELL 4 Hour Model S.B anti-immigration Segregated Schools 49th out of 50th in State Funding Dropout Factory image Low literacy rates No sense of urgency

Literacy Counts “Adolescents entering the adult world of the 21 st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens and conduct their personal lives.” Richard Vacca

Reading By 3 rd Grade Matters 4X88%89% Students who cannot read by the end of the 3 rd grade are four times more likely to drop out of high school Eighty-eight percent of students who failed to earn a high school diploma were struggling readers in 3 rd grade Eighty-nine percent of low-income students who achieved proficient reading skills by the3rd grade graduated.

Rising Literacy Demands 25 fastest growing professions have far greater than average literacy demands 25 fastest declining professions have lower than average literacy demands Approximately 70% of new jobs will require post secondary education

Key Advances in new 2010 ELA Standards Reading Balance of literature and informational texts Text complexity, depth of knowledge Writing Emphasis on argument and informative/explanatory writing Writing about sources Speaking and Listening Inclusion of formal and informal talk Focus on student presentations Language Stress on general academic and domain-specific vocabulary

A.R.S Reading Delivery System Presently being implemented by LEAs in K-3 programs: Select and administer screening, ongoing diagnostic and classroom based reading assessments Evaluate and adopt a scientifically based reading curriculum that include essential components Devote reasonable amount of time to explicit instruction and independent reading Provide intensive reading instruction of 3 rd grade students who do not meet or exceed the standards

Comprehensive Assessment System Monitor student progress to inform instruction Use data to make decisions Use of assessments: Outcome Universal screening Diagnostic Progress Monitoring

A.R.S Move On When Reading A student shall not be promoted from the third grade if the student obtains a score on the AIMS reading test that demonstrates he or she is reading far below the third grade level Takes effect in the School year Will impact this year’s 1 st graders

Intervention Children who are having difficulty learning to read do not, as a rule, need completely different instruction The differences are primarily in intensity, quantity, and the maintenance of high quality literacy interactions.

Instructional Elements Effective early interventions provide 4 essential instructional elements: Alphabetic principle Guided and independent reading of progressively more difficult texts Engaging students in practicing comprehension strategies while reading text Writing exercises

Critical Components for Remediation Plan Comprehensive assessments Evidence based instructional materials Explicit, systematic instruction Data driven instructional/intervention model TIME Exit plan

Time Allocations for the Remediation Year Tier 1 – grade level core 90 minutes per day uninterrupted instruction AND Tier 2 – targeted intervention minutes per day OR Tier 3 – intensive intervention minutes per day Total Time /50 = 135/140 minutes/day (Tier 1 & 2) /75 = 150/165 minutes/day (Tier 1 & 3)

Sunnyside’s Literacy Initiative

Walk-to-Read Sunnyside’s Literacy Initiative Walk-to-Read K-5 Students are grouped by reading and language proficiency to accommodate ELD needs. 90 to 120 minute block of reading instruction Based on NRP Big 5: phonetic awareness phonics vocabulary comprehension fluency Walk-to-Read in Middle School Students are grouped by reading proficiency ELD students grouped separately by language proficiency according to AZELLA Homogeneous grouping allows for focused instruction

Literacy Interventions Sunnyside’s Literacy Initiative Interventions K-5 Mind Play, reading Plus, Lexia, DynEd (Technology) SFA, Read Well, REACH, Voyager Interventions Middle and High School Reading Plus, DynEd, Read 180, System 44 Inside (MS), Edge (HS)

Thank you Mr. & Mrs. Ronald Cohn $25,000 Kindle Literacy Program