1. Framing the conversation
Grade Level by Eight
Framing the conversation

2. Increase student achievement
Objective: Close the achievement gap

3. Achievement gap associated with poverty

4. 3 Prong approach Early literacy Chronic absenteeism
Summer literacy instruction

5. Early literacy Increase Kindergarten readiness Focus on Birth to Five
Need community engagement and assistance

6. Preschool Students Meeting Benchmark on Fall IGDI's

7. Kindergarten Students Meeting Benchmark on Fall FAST

8. Total Words (in millions) Heard by Child by Age 4
Hart & Risley

9. Brain Research Child’s brain is 80% developed by age 3
Talking and listening to a child will advance the linguistic skills

10. Chronic absenteeism Analyze attendance data
Change attendance behavior patterns early
Develop supportive systems for students and families

11. Average daily attendance
District ADA is 95.46% (95.46% of the students attend school on a typical day)
Every building has ADA ranging from 91.73% to 97.28%
There are 4.54% of students absent from school on any given day

12. 4.54% of students absent from school
That’s 635 students
Lawton-Bronson’s enrollment is 644
Akron-Westfield’s enrollment is 580
Whiting’s enrollment is 215

13. Chronic Absence
Definition - When a student misses 10% or more of the school days in a school year for any reason, excused or unexcused.
In , there were approximately 1,800 SCCSD students who were chronically absent or 1 out of 8.

14. Effect of chronic absences on student achievement

15. Absences in Preschool and Kindergarten FAST Assessment Scores

16. Absences in Kindergarten and 1st Grade FAST Assessment Scores

17. Absences in 1st Grade and 2nd Grade FAST Assessment Scores

18. Absences in 2nd Grade and 3rd Grade FAST Assessment Scores

19. Absences in 3rd Grade and 4th Grade FAST Assessment Scores

20. Absences in 4th Grade and 5th Grade FAST Assessment Scores

21. Subgroups most affected by chronic absenteeism:
Low income students
Native American students
Black students
Hispanic students
Special education students

22. Summer literacy instruction
Response to Iowa Code
If a student is substantially deficient by the end of 3rd grade in reading, they will be required to attend an intense summer literacy program or be retained
Goes into effect May 1, 2018
There are good cause exemptions

23. Substantially deficient
Using FAST assessment (aReading component) for determination
Three testing windows each year
Need to be below the benchmark score in two consecutive testing windows

24. Current summer school program
Offering summer school to 1st and 2nd grade students who are substantially deficient
About half of the eligible students attend
Unless there is a change in funding, we will discontinue summer school for 1st and 2nd graders to provide summer school to 3rd graders as required by law
Recognize there are other summer school programs within the city

25. Iowa Department of education providing guidance
Work with community partners to ensure that summer programs are coordinated and meet the DE requirements
Participated in the 3rd grade Intensive Summer Reading Program Study conducted by the Iowa Reading Research Center