K-3 LITERACY PROGRAMKaren Robinson, Associate Director

Granite School DistrictJanuary 7, 2014

K-3 Legislation

It is the goal of the state to have every student in the state’s public education system reading on or above grade level by the end of the third grade.

K-3 Legislation

• The legislature recognizes that:o Reading is the most fundamental skill, the gateway

to knowledge and lifelong learningo There is an ever increasing demand for literacy in the

highly technological society we live ino Students who do not learn to read will be

economically and socially disadvantagedo Reading problems exist in almost every classroomo Almost all reading failure is preventable if reading

difficulties are diagnosed and treated earlyo Early identification and treatment of reading

difficulties can result in students learning to read by the end of the third grade

GSD History of K-3 Reading Program

• 30 schools focused on intervention (pull out)o 360 students impacted

• Intervention in all schools (pull out)o Approximately 720 students impacted

• Intervention model in all schools (push in)o Approximately 3100 students impacted

• Intervention/Coaching model option (push in)o Approximately 4,000+ students impacted

• Full coaching model in all schoolso Approximately 20,000+ students impacted

USOE English Language Arts CRT Data

Impact of K-3 Funding Over Time

3rd 4th 5th 6th 7th 8th 9th75%

80%

85%

90%

2004 (control)2005 (1 year)2006 (2 years)2007 (3 years)

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GSD English Language Arts CRT DataImpact of K-3 Funding Over Time

3rd 4th 5th 6th 7th 8th 9th60

70

80

90

2004 (Control)Linear (2004 (Control))2005 (1 year)2006 (2 years)2007 (3 years)2008 (4 years)

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K-3 Legislative Requirements

• Uniform growth goals for each district

• Parent notification of student reading levelo Three times each yearo Letter includes:

Reading levelInterventions provided

by the school for students below level

Suggestions for home support

90% OF STUDENTS AT GRADE LEVEL BY 2020

Half-way to 100% trajectory (as was used with AYP):• LEAs will close one-half of the gap between the

current grade 3 proficiency and 100% by 2020.• Transition of growth measures:

CRTs (2013)

DIBELS (2014-2015)

SAGE (2016+)

K-3 Funding

• Past 4 years ongoing funding has been progressively more tentative.

• Beginning 2013-14, legislation requires meeting of uniform growth goals to continue funding.

• Recent state meetings indicate concerns from preliminary legislative sessions.

Current Funding

School/District Literacy Coaches

96%

Professional De-velopment

3% Assessment1%

Of the $4.9 million budget 96% of the funding is allocated to

K-3 School/District Literacy Coaches (68 people)

District ImplementationFocus: Student Achievement• Long term goal: 90% of Granite School

District students at grade level in reading by 2020

• Short term goal: Meet yearly EOY uniform growth goal at the school and district level

• Action steps:o Deliver district-wide professional development

with coaching support for all 2nd grade teachers to implement the Utah ELA Core Standards

o Provide district-wide coaching support facilitating high quality instruction in all K-3 classrooms

o 2015 - deliver district-wide professional development with coaching support for all 3rd grade teachers

2nd Grade PD Content• Session 1 – Reading Informational Text

o Application of district non-negotiableso Text dependent questionso Depth of Knowledgeo Close reading strategy (1st and 2nd read)o Follow up coaching

• Session 2 – Reading Literatureo Application of district non-negotiableso Review of session 1 contento Close reading strategy (3rd read)o Purposeful lesson planningo Follow up coaching

• Session 3 – Speaking/Listening and Writingo Application of district non-negotiableso Assessmento Integration of informational text and literary text with

speaking/listening and writingo Follow up coaching

2nd Grade Professional Development

Participants

• Second Grade Teachers 225• School Literacy Coaches 60• Instructional Coaches 23• Special Education Teachers 27

335 total participantsattending 3 full days = 1,005 days of

professional development offered

2nd GradeProfessional

Development Survey Results

GSD Non-Negotiables

Before After

33%

5%

67%

95%

Limited to Some Knowledge/Little Imple-mentation

Knowledge/Some to Full Implementation

Utah ELA Core Standards

Before After

30%6%

70%94%

Limited to Some Knowledge/Little Implemen-tation

Knowledge/Some to Full Implementation

Informational Text

Text with the primary purpose of expressing information about the arts, sciences, or social studies. • Newspaper• Magazine articles• Digital information• Nonfiction trade books• Textbooks• Reference materials

Informational Text

Before After

19%3%

81%97%

Limited to Some Knowledge/Little ImplementationKnowledge/Some to Full Implementation

Depth Of Knowledge(DOK)

A structure to analyze the cognitive expectation demanded by standards, curricular activities &

tasks

DOK Title of Level

Level 1Recall and

Reproduction

Level 2 Skills and Concepts

Level 3Short-term Strategic

Thinking

Level 4 Extended Thinking

Application of Depth Of Knowledge Standards

Before After

65%

12%

35%

88%

Limited to Some Knowledge/Little Implemen-tation

Close ReadingProcess of uncovering layers of meaning that lead to deep comprehension

1st Read: Determine what the text says Key Ideas and Details

2nd Read: Determine how a text works Craft & Structure

3rd Read: Evaluate the quality and value of the text

Integration of Knowledge & Ideas

Close Reading Strategy 1st Read

Before After

71%

10%29%

90%

Limited to Some Knowledge/Little Implemen-tation

Close Reading Strategy2nd Read

Before After

74%

12%26%

88%

Limited to Some Knowledge/Little ImplementationKnowledge/Some to Full Implementation

Text Dependent Questions

A text dependent question specifically asks a question that can only be answered by referring explicitly back to the text being read.

Writing and UsingText Dependent Questions

Before After

58%

10%

42%

90%

Limited to Some Knowledge/Little ImplementationKnowledge/Some to Full Implementation

The Foundation for Life-long Success is Literacy“Early literacy (instruction) plays a key role in enabling the kind of early learning experiences that research shows are linked with academic achievement, reduced grade retention, higher graduation rates, and enhanced productivity in adult life.”

--Dorothy Strickland, Professor Emeritus – Rutgers University