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Luther Burbank School District Report on Literacy Achievement
- 3. Fernando Elizondo Superintendent Jan Kaay Director of Instructional Services March 2009 Luther Burbank School DistrictLuther Burbank School District Learning Through LiteracyLearning Through Literacy
- 4. 583 students 27 teachers Kindergarten – Grade 8 • 90% Hispanic • 4% White • 6% Filipino, Black, Pacific Islander, Asian San Jose California
- 5. 0 100 200 300 400 500 600 2001 2002 2003 2004 2005 2006 2007 2008 2009 EnrollmentEnrollment
- 6. Through effective leadership and excellence in teaching and learning, our mission is to graduate all students prepared for successful academic futures and to become contributing and responsible citizens
- 7. Improve Teaching and LearningImprove Teaching and Learning • Is Data-Driven • Provides Best First Teaching • Includes Effective Language Acquisition • Is Standards Based • Is Focused on Reading, Language Arts and Mathematics
- 8. Luther Burbank School District Academic Performance Index/English Language Learners/National School Lunch Program 661 638 583 530 694 749 726 763 API 47% 40% 59% 68% 73% 70% 73% 69%ELL 9.6% RFEP 77% 85%84%86% 79% 70% 90% 91%NSLP 200 250 300 350 400 450 500 550 600 650 700 750 800 850 900 950 1000 2001.02 2002.03 2003.04 2004.05 2005.06 2006.07 2007.08 2008.09
- 9. English Learners Spanish SpeakersEnglish Learners Spanish Speakers Hard WorkersHard Workers
- 10. Guiding StrategiesGuiding Strategies • Involve teachers, parents and the community in supporting academic Achievement • Maintain an Instructional Focus, and align support resources, including targeted professional development
- 11. Reading is theReading is the fundamentalfundamental building blockbuilding block for successfulfor successful learning in alllearning in all content areas.content areas.
- 12. California Standards Tests ACADEMIC PERFORMANCE INDEXACADEMIC PERFORMANCE INDEX 20012001 530530 20022002 583583 20032003 638638 20042004 661661 20052005 694694 20062006 745745 20072007 726726 20082008 763763
- 13. 0 1 2 3 4 5 6 7 8 9 10 2001 2002 2003 2004 2005 2006 2007 California’sCalifornia’s Similar School RankingSimilar School Ranking
- 14. 2008-20092008-2009 96% minority students 90% students living in poverty 48% Proficient in English/Language Arts
- 15. 2008-20092008-2009 96% minority students 90% students living in poverty 68% Proficient in Mathematics
- 16. Reading Fluency: Each student will improve their reading rate score by 5-10 more words per minute each 6-8 weeks until they read fluently at grade level. Reading Comprehension: Each student will improve their reading comprehension scores by 10% each 6-8 weeks until they demonstrate understanding of text. District Academic GoalsDistrict Academic Goals
- 17. Math Comprehension: Each student will improve their mathematical understanding as demonstrated by 10% increase in scores each 6-8 weeks. Math Fluency: Each student will improve their recall of math facts rate by 5-10 more facts per minute each 6-8 weeks until they have memorized the appropriate math facts. Writing: Each student will improve their written communication scores by 1 or more performance levels each 6-8 weeks until they demonstrate proficiency with English conventions and written communication of idea.
- 19. ““We love to read on computers!”We love to read on computers!” So…why choose theSo…why choose the Waterford Early Literacy Program?Waterford Early Literacy Program?
- 20. PreventionPrevention So…why choose theSo…why choose the Waterford EarlyWaterford Early Literacy Program?Literacy Program?
- 26. PHONEMIC AWARENESSPHONEMIC AWARENESS The Waterford curriculumThe Waterford curriculum:: Level 1 = Kindergarten • Phonemic Awareness • Letter Recognition • Concepts of Print
- 27. PHONICSPHONICS
- 28. FLUENCYFLUENCY The Waterford curriculumThe Waterford curriculum:: Level 2 = Grade 1 • Blending/Segmenting/Deco ding • Word Recognition • Comprehension Strategies • Language Conventions
- 29. COMPREHENSIONCOMPREHENSION The Waterford curriculumThe Waterford curriculum:: Level 3 = Grade 2 • Word Patterns • Spelling and Writing • Comprehension Strategies • Fluency VOCABULARYVOCABULARY
- 31. EOY 2008 = 68% at 80% Grade 1 READING COMPREHENSION
- 32. 2008-20092008-2009 October 35% Proficient December 18% Proficient January 79% Proficient Grade 2 READING COMPREHENSION EOY 2008 = 51% at 80%
- 33. Waterford Early Literacy ProgramWaterford Early Literacy Program CURRICULUM • May 2002 Grades K-3 - Waterford Reading • September 2002 Grades K-6 - Houghton Mifflin Reading • September 2002 Grades 7-8 - Prentice Hall Timeless Voices, Timeless Themes TECHNOLOGY May 2002 -15 PCs, WaterfordWaterford softwaresoftware 2003 – 5 more computers 2004 – 30 PC Laptop Lab 2005 – 30 Mac Laptop Lab 2006 - 76 Desktop PCs, SuccessMaker software 2006/07 – 27 Smartboard/Laptop Presentation Stations 2009 – Upgrade Reading Lab
- 34. Grades K-2 - All Students Grades 3-8 Novice ELL • 30 minutes 4x weekly • 11 daily sessions • 20 stations • Routines and Procedures
- 35. Teacher Participation 15:5 Small Group Instruction
- 37. Based on theirBased on their LiteracyLiteracy AchievementAchievement Luther BurbankLuther Burbank K-3 students rankK-3 students rank #30 of 884 Reading#30 of 884 Reading First schools inFirst schools in California.California.
- 38. Analyze student needsAnalyze student needs MonitorMonitor progressprogress Assessment
- 39. Assessment • Class Summary Report • Individual Student Reports • Student Recordings • Classroom Performance • District Benchmarks • READING FIRST assessments • California’s Standardized Testing and Reporting Congratulations Certificates! Congratulations Certificates!
- 40. Parents • Daily • 8-8:30 am • 20 stations FamilyFamily LiteracyLiteracy
- 41. • Room Space • Electrical/Wiring • Computers • Software • Training • Ongoing Caretaking of Equipment • Ongoing Support in Using Software • Daily Schedule • Lab Procedures • Teach Technology Skills • Regular Assessment • Use the Data MakeMake ItIt Work!Work!
- 42. • Inclusion Special Education • Child Development Center • Full Day Kindergarten • Afterschool Program • READING FIRST • Technology – Edusoft, Powerschool, United Streaming • Achievement Project- Model Schools
- 43. • APANGEA Algebra • Leadership Team • Breakfast/Lunch/Snack Program • K-2 Morning Reading Groups • Student Interviews • Flexible Scheduling • Extended Instructional Hours • SUCCESSMAKER
- 44. •SCHEDULED! •20 minutes/day •Daily Session Report •Daily Score Recognition •Frequent Prescriptive Scheduling Report •Dedicated Equipment •Dedicated Lab Aide •Involved Teachers Technology Intervention ImpactsTechnology Intervention Impacts Student AchievementStudent Achievement
- 45. 530 583 638 661 694 749 726 763 800 0 50 100 150 200 250 300 350 400 450 500 550 600 650 700 750 800 850 900 950 1000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Luther Burbank School District Academic Performance Index
- 48. 5 13 17 23 26 35 45 55 65 75 0 20 40 60 80 100 PercentProficient 10.06.08 10.27.08 11.14.08 12.1.08 2.1.09 2.20.09 3.1.09 4.1.09 6.1.09 7.1.09 Successmaker Reading 2009
- 49. 2 11 20 22 29 35 38 50 59 62 0 10 20 30 40 50 60 70 80 90 100 PercentProficient 11.1.07 12.1.07 1.9.08 2.1.08 3.1.08 4.1.08 4.25.08 6.1.08 6.24.08 7.11.08 Successmaker Math 2007-2008 17 28 39 50 53 59 70 76 84 0 10 20 30 40 50 60 70 80 90 100 PercentProficient 10.06.08 10.27.08 12.1.08 2.1.09 3.1.09 4.1.09 5.1.09 6.1.09 7.1.09 Successmaker Math 2008-2009
- 50. Waterford Early Reading ProgramWaterford Early Reading Program Pearson Digital LearningPearson Digital Learning LutherLuther BurbankBurbank SchoolSchool DistrictDistrict ……WhereWhere ChildrenChildren ComeCome FirstFirst
Notes de l'éditeur
- Our intent is for our students – all 520 of them to read fluently for information and enjoyment. We practice every day! The majority, 81%, of the children are Hispanic, 70% are English Learners, 85% are Economically Disadvantaged, 32% are new to the district (excluding K). 35% of our kindergarteners have joined us since December, after the first Trimester of school, and 30% of the initial students have moved on.
- We live the creed of Teaching Reading relentlessly because it is THE gateway SKILL for later academic success. We’re a Reading First district with full implementation of our Houghton Mifflin Legacy of Literacy curriculum. The 1-3 grade students experience 3 hours of core language and reading, full day kindergarten does 2 hours formally. Additionally ALL students participate in English language development classes 4 days a week.
- This is what the lab looks like with students actively learning. Some first graders are telling us “We love to learn on computers!”
- The first tier of our reading program involves best first teaching for all. By systematically attending to all of the components of effective reading instruction we plan to prevent initial reading difficulties. The software the students use takes them step-by-step through skills and concepts lessons…and doesn’t “pass them on until they achieve 80% mastery.
- Our kindergarten students start working in the lab in January. They’ve made relationships with their teachers and made friends with their classmates. About 80% have not attended preschool, and they don’t have computers at home – so they’re excited to learn in the lab…and we’re convinced that we’re stimulating early academic achievement…
- …through preview and review lessons offered in an engaging computer environment. Prevention of reading difficulties, early and accelerated achievement in literacy and sustained growth at a rapid rate for every student are our goals for our youngsters. This is our 4th year of differentiated instruction using technology and we know that it’s working.
- Our students have a long way to go in writing. As an area of need, we’re looking to get even deeper into computerized lessons as we get a little more organized each year.
- The students are fascinated with anything to do with computers! A high priority goal for us is to provide access to technology to foster success in our competitive world. In our quest for true engagement…the literacy lab experience is truly motivating!
- The individualized instruction – there are 3 levels roughly equating to three years of lessons for grade kindergarten, one and two – puts each student at a pace and level of optimal learning. Children who join us late in the year…can easily start at the earliest levels in the software.
- They are learning to discriminate the sounds of the English language. They know that words are composed of sounds and can manipulate these sounds. In the computer lab they each wear earphones so that they can hear without interruption.
- Just as the children listen to excellent models as their teachers read aloud, they also get fluency practice in the lab. The computer “reads” to them expressively and they read back! It’s interesting to listen to the whole group in the lab – attending to their lessons, reading away with headphones on and microphones and recorders in action!
- Of course…understanding written academic text is our number one objective whether in the lab or the classroom, the library, or working with Accelerated Reader. The
- The literacy lab does not replace a competent and caring teacher, but it does allow that teacher some extra time with fewer children – so everyone benefits. The activities in the literacy lab are varied. Children might be practicing a reinforcement skill or might be participating in another form of the guided reading lessons that your’re seeing here.
- Here you see a second grade teacher working with a small group of students. The rest of her class is using the Waterford software in the Early Literacy lab. Teachers find the children eager and excited to participate in the reading lab.
- The on computer literacy lessons provide even more immediate feedback than is possible in a full classroom of little ones. In addition to teacher observation and testing, we use the assessment features to add to our information about what students know and can do.
- And a big part of their success is due to the magical lady who runs the literacy lab. We’re celebrating Maria Ortiz tonight along with the literacy program. Her dedication behind the scenes to set up the lessons, and during instruction to monitor 20 students and 20 computers, and after the students engage to provide weekly feedback to the classroom teachers is phenomenal, and well appreciated.