Local District B Reading First Principals’ Presentation April 2, 2003

Introduction California’s Reading First plan invited LEA’s to apply for funding to improve reading instruction in California’s highest need K-3 classrooms. The plan requires schools to:  Use scientifically researched and standards based instructional materials  Train teachers to use these material  Train administrators about reading instruction so they are able to support teachers  Gear classroom assessments to the instructional materials

Introduction LAUSD is in the beginning stages of implementing many of the reforms outlined in California’s Reading First plan focusing on the following components to improve student achievement:  Literacy Coaches  Content Experts  Use of Assessment results to guide instruction  Professional development (Governor’s Reading Institutes and Passport)

Introduction (cont.)  LAUSD’s continued success over the next few years relies upon strengthening the improvement model currently in place and on using Reading First funds to accelerate efforts at the schools that need targeted assistance most, augmenting services to a level that results in accelerated improvement in student achievement at the District’s lowest performing and most needy schools  Additional technical assistance needed

Selection of Eligible Schools Federal Criteria: Eligible school must:  Be in an eligible LEA  Have 40% or more of second and third grade students scoring “below basic” and “far below basic” on the California Standards Test  Be a Program Improvement school or have 50% or more of student counted for Title I / Part A funding

Selection of Eligible Schools Local District Selection was based on:  Commitment of faculty to attend advanced training aligned to the adopted materials  Commitment to participation in eighty hours of follow-up practicum  Evidence of existing coach capacity to support Reading First program components  Evidence of a collaborative, self-reflective environment

Summary Characteristics of Selected Schools  Range of percent of students in 3 rd grade scoring “below basic” and “far below basic” on the English/Language Arts portion of the California Standards Test:  Median percentage of students in 3 rd grade scoring “below basic” and “far below basic” on the English/Language Arts portion of the California Standards Test: 53  Range of percent of minority students at selected schools:  Median percent of minority students at selected schools: 100

Summary Characteristics of Selected Schools  Range of percent of English learners at selected schools:  Median percent of English learners at selected schools: 63  Number of schools identified as Title I School- wide/Targeted Assistance: 145  Number of schools identified as “Program Improvement” schools: 45

Site Personnel Roles and Responsibilities  Principals and assistant principals who are well versed in the requirements and components of the reading program will provide instructional leadership through increased program knowledge and through the use of data analysis to plan for improved instruction  Highly trained Literacy Coaches and Content Experts will provide direct, daily support to teachers and support administrator professional development

State Standards Adopted Instructional Materials Professional Development Assessments

Professional Development Plan For Teachers and Administrators  Five-day institutes (40 hours) for teachers - provided through the state approved provider with 80 hours of on-site follow-up and up to 40 additional (optional hours) - Leveled professional development: New; Advanced; Mastery; Mastery II  Five-day institute for administrators (AB75 Module I) and monthly evening sessions (40 additional hours)  All professional development tied to full implementation of the State adopted reading / language arts program, Open Court  Focus on using assessment data to guide teaching and learning

Administrator Professional Development  Analyzing assessment results  Planning for effective professional development  Facilitating effective grade level meetings  Supervising instruction to support high-level implementation of the reading program  Creating coherence at the school site through a focused school vision

Assessment Driven Instruction  Use of assessment each six weeks to monitor instruction and guide professional development  Use of SOAR system - including technology support to facilitate teacher access to assessment data and speed collection and reporting process  Additional diagnostic assessment available as needed  Assessment driven intervention for students - with in- class intervention as the primary preventative measure for struggling students

Assessment Driven Professional Development Assessment results will be used to guide all aspects of ongoing professional development and to plan for, and implement appropriate interventions for individual students and groups of students

Technical Assistance from Local District  Placement of Literacy Coaches at school sites  Obtain grant funding for Content Experts (one for every coaches)  Intensive, ongoing professional development aligned to the adopted materials

Technical Assistance from School  Regular, facilitated grade-level meetings  Intensive, ongoing professional development aligned to the adopted materials  Content Focused Coaching

Current Barriers  The mobility of students results in inconsistency of instruction received  Teachers exhibit lack of fidelity to the state approved research-based reading program  Teachers do not remain in one grade level long enough to master the reading program  Teachers do not use time effectively, and omit important program components

Current Barriers (cont.)  The 163-day calendar and split-grade classes reduce instructional effectiveness  Teachers do not differentiate instruction sufficiently for students with reading difficulties  Parents need additional training to fully support the reading program  There is little coherence between the reading program and after-school tutorial programs

Strategies to Address Barriers  Focused professional development for teachers and administrators  Consistent, district-wide full implementation of State adopted reading / language arts materials  Specific strategies to address the needs of ELs and SELs  Focused intervention  Leveled classroom libraries  Improved implementation of the Waterford Early Reading Program  Effective use of diagnostic assessments

Coordination With Library Programs  District funded library aides work with teachers to identify resources and materials aligned with Open Court themes  Leveled classroom libraries to support Open Court themes  Site / Local District / Central Office efforts to support enhanced coordination with public libraries

Evaluation Plan Internal evaluation - contracted with LAUSD’s Program Evaluation and Research Branch or outside provider Data SourceWhen Collected Unit Assessments (Grades 1-5)Every 6 weeks Mid-year and End-of-year Assessments (K) Fall Semester, Spring Semester CAT-6 / California Standards TestSpring Semester California English Language Development Test (CELDT)Fall Semester

Data Collection Assessment Measure Kinder- garten Grade 1Grade 2Grade 3 Mid-year, End-of- year Unit Assessments CAT 6 California Standards Test CELDT Absences Referrals for Special Ed.

Leveraging of Funding Sources

Implementation Challenges Impacting Funding Request  Size square miles  Size - number of schools  Large proportion of economically disadvantaged students  High percentage of English learners  Large number of non-credentialed teachers  Diverse community needs

Budget Expenditures Aligned to Needs  Classroom libraries – central purchase – shipped to schools  Content Experts – approximately 1 Expert for each 7 schools  Technology Support – direct teacher access to enter SOAR data  Waterford support materials – central purchase for K-1 classes  Teacher professional development – Reading Implementation Center (Governor’s Reading Institute) – Beginning / Advanced / Mastery / Mastery II levels  Substitute release time for professional development – 1 substitute day per school  Teachscape on-line professional development for teachers  Administrator professional development

Budget Expenditures - Use of Funds Federal law allows Reading First funds to be expended on reading assessments, scientifically based reading programs, instructional materials, professional development, evaluation strategies, reporting, and access to reading materials. California’s approved plan focuses these uses on supporting and fully implementing the State adopted reading program. The reason California’s plan was written and approved with this focus is that the Reading First program holds states accountable for ensuring that any expenditures of Reading First money by an LEA are spent on scientifically research based materials and activities. Since California’s adopted reading programs are scientifically researched, and LEA assurances require full implementation, expenses for State oversight are minimal. From: Reading First Subgrant Application

Reading First - A final thought… “One can never consent to creep when one feels an impulse to soar.” -Helen Keller