1. Reading by 3rd Grade
Developing the Plan

2. 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

3. 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

4. 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

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

6. 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

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

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

9. 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