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Literacy

Enhance reading proficiency and academic achievement within ESRI student groups
Two kids reading a book on a rug

Every Student Reads Initiative (ESRI) strives to reach the goal of ALL students reading at grade level by the end of Grade 3. Resources align with an “all in” approach to address early literacy. Students who enter Grade 4 at or above grade level are best prepared for future success. All students reading competently by Grade 4 will change their trajectory.

Goal: Enhance reading proficiency and academic achievement within ESRI student groups

Key Performance Indicators (KPIs)
          

KPIs will be revised in the fall after the release of California Assessment of Student Performance and Progress (CAASPP) data. 

  1. ESRI Progress Indicator 1: Smarter Balanced Assessment Consortium (SBAC) Reading: Grade 3 ESRI groups: Black or African American, English Learners 12+ months in US schools, Hispanic or Latino, Hispanic or Latino and Socioeconomically Disadvantaged, Native Hawaiian or Pacific Islander, Socio-Economically Disadvantaged, and Students with Disabilities will demonstrate an increase of 5% from Spring 2024 to Spring 2025 in the percentage of students scoring "Near or Above Standard" in reading, pending Board approval in June 2024.

  2. ESRI Progress Indicator 2: SBAC English Language Arts (ELA): Grade 3 ESRI groups: Black or African American, English Learners 12+ months in US schools, Hispanic or Latino, Hispanic or Latino and Socioeconomically Disadvantaged, Native Hawaiian or Pacific Islander, Socio-Economically Disadvantaged, and Students with Disabilities will demonstrate an increase of 5% from Spring 2024 to Spring 2025 in the percentage of students scoring "Met or Exceeded Standard" in ELA, pending Board approval in June 2024.

  3. ESRI Progress Indicator 3: The following K-5 ESRI student groups will show a 3% increase in the percentage of students reading "At or Above Grade Level" on the End of Year (EOY) i-Ready Diagnostic Reading assessment from Spring 2024 to Spring 2025 pending Board approval in June 2024.

    • African American or Black

    • Pacific Islander 

    • English Learners

    • Hispanic or Latino

    • Hispanic or Latino and Socioeconomically Disadvantaged

    • Socioeconomically Disadvantaged

    • Students with Disabilities

Strategies
         

  1. Continue intentional teacher, principal, and district-level focus on ESRI groups.

  2. Progress monitoring reading growth using multiple measures.

  3. Convene principal and teacher meetings to support ESRI students reading below grade- level; review strengths and develop instructional plans to address areas for skills development.

  4. Create an individual “Stretch Growth Goal” instructional plan to accelerate students who need more than one year’s growth to reach grade-level reading proficiency.

  5. Continue Tier I reading instruction to create a comprehensive, structured literacy program for students in Grades TK-5 using: 

    1. Orton-Gillingham (OG) Methodology 

    2. Decodable and authentic texts 

    3. Morphology 

    4. Benchmark Advance/Adelante 

    5. Heggerty Phonemic Awareness 

    6. Units of Study in Writing 

  6. Implement an intervention schedule that allows students to access Tier 2 and Tier 3 instruction, without missing core Tier I lessons.

  7. Utilize diagnostic dyslexia screener data to provide Tier 1 and Tier 2 instruction and intervention.

  8. Regular progress monitoring of healthy attendance, social-emotional learning, and academics using the Panorama Platform.

  9. Emphasize interactive and engaging experiences that build background knowledge and increase language and vocabulary development. 

  10. Monitor, calibrate, and analyze the progress of ESRI groups with TK-12 principals, including discussions regarding literacy leadership practices, guided classroom observations, and i-Ready Diagnostic Reading Assessment data conversations with facilitators.

  11. Provide comprehensive professional learning opportunities for TK-12 educators to support curriculum implementation and heighten knowledge around domain-specific reading instruction. 

  12. Provide specialized training for TK-12 educators to address the nuanced needs of the students making limited progress toward meeting grade-level reading proficiency.

Goal Progress
          

Follow the progress report to the board