1

R-2 Report: Read and write at the end of third grade

Work session on Strategies to meetResults Targets

A presentation to the Board of Educationby

Brad Stam, Chief Academic OfficerInstructional Services Staff

Allendale Elementary School StaffApril 9, 2008

2

SECTION 1: Monitoring Progress of R-2  Academic Achievement:  READING

All students will meet or exceed rigorous standards in all academic disciplines. Monitoring of performance will include milestone assessments:

– All students read and write at or above grade level by the end of third grade

3

Staff Recommendation

• The Oakland Unified School District has made some progress toward the achievement on the Results Policies, but the staff does not consider this progress reasonable in most cases and there is no evidence of accelerated progress.

4

Key Findings: 2005-06

Baseline 2006-07 Actual

2006-07 Growth Target

Met or Not Met Target

3rd Grade Overall: % 3rd graders proficient in ELA

28%

28%

33%

Did Not Meet

Achievement Gap: % African American 3rd graders proficient in ELA % of Latino 3rd graders proficient in ELA % of English Learner 3rd graders proficient in ELA

22% 14% 9%

21% 14% 7%

29.5% 21.5% 16.5%

Did Not Meet Did Not Meet Did Not Meet

2nd Grade Overall: % 2nd graders proficient in ELA

37%

42%

42%

Met Target

Achievement Gap: % African American 2nd graders proficient in ELA % of Latino 2nd graders proficient in ELA % of English Learner 2nd graders proficient in ELA

31% 22% 29%

37% 24% 32%

38.5% 29.5% 36.5%

Did Not Meet Did Not Meet Did Not Meet

5

Where We Are: Current Data• CST showing gains the past 3 years in grades 2-5: 2nd (+9%), 3rd (+7%), 4th (+4%), 5th (+2%)

• Open Court Benchmark ~ – Grades 2-5 46% at P/A in comprehension for past two years

• % of African American students scoring proficient and above on District assessments is flat so far this year

• English Learners have made gains in CELDT, Mid-Year benchmark, and OCR benchmarks. There is a strong correlation between gains and the level of implementation of ELD programs.

• % of English Learners scoring proficient and above has increased in Midyear (+4%) and Open Court Benchmark 3 Comprehension(+5%)

6

Where We Need To Go

1. Continue implementation, support and monitoring of explicit ELD instruction.

2. Support all teachers to use instructional strategies that respond to the cultural strengths and language needs of their students on a daily basis.

3. Support all schools to establish tiered intervention systems for students who are struggling.

4. Strengthen the writing program.5. Increase opportunities for students and their families to

read and write outside of the regular school day.

7

1. ELD ImplementationCorrelation between level of implementation and higher EL

student achievement on CELDT, Mid-Year benchmarks, and Open Court benchmarks.

1. 52/64 schools implementing explicit ELD instruction.2. 38/64 schools completed the 20 hour Frontloading

training for 391 teachers.3. Transferability from Foro Abierto to Open Court.4. EL PLC established and PD provided for EL Leads from

51 sites to provide site support and EL PD. 5. Ongoing site-based support and monitoring to ensure

effective implementation.

8

2. Reading/ELD Intervention• Definition: Systems and strategies to help meet the needs of students

not achieving at proficient and advanced on district and state assessments.

• Components: – Diagnostic assessment to identify needs.– Instructional plan of action which typically includes

• Tier 1: small group in classroom with teacher during ELA block (focus for pre-teaching, workshop, differentiation)

– Tier 2 interventions if Tier 1 interventions are not yielding results in terms of student learning.

• An SST is called• Tier 2: pull out w/ intervention teachers, reading specialists, instructional aide;

before/after school w/classroom teachers or others.– Tier 3: alternative core program (Voyager, Kaleidoscope)– Tier 4: referral to Special Education– Progress monitoring for all Tiers, with students returned to base program

when/if ready, based upon results.

9

3. Cultural and Linguistically Responsive Instructional Strategies

1. Standards Based Teaching Using Culturally Relevant Literature

2. Systematic Teaching of Situational Appropriateness in Language and Behavior

3. Building on Cultural Behaviors For a Positive Classroom Community

4. Expanding Academic Vocabulary Through Conceptually Coded Words

5. Creating a Validating and Affirming Learning Environment

10

4. Strengthen Writing Program

• Continue implementation, support, and monitoring of writing instruction in core program.

• Continue support of Writing Proficiency Initiative– 62 teachers from 19 schools currently enrolled.

• Continue support of Writing Progress Assessment– 1700 students in 62 classrooms in 15 schools are

participating in this field test.

11

5. Extended Literacy Opportunities

• Site-based “Family Literacy Nights”

• School-wide focus on daily extended reading and writing opportunities.

• Expand classroom libraries K-5– Culturally relevant– Language specific

• Stimulating literacy interactions in the home.