Framing the conversation Increase student achievement Objective Close the achievement gap Achievement gap associated with poverty 3 Prong approach Early literacy Chronic absenteeism Summer literacy instruction ID: 575028
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Slide1
Grade Level by Eight
Framing the conversation Slide2
Increase student achievement
Objective: Close the achievement gapSlide3
Achievement gap associated with povertySlide4
3 Prong approach
Early literacy
Chronic absenteeism
Summer literacy instructionSlide5
Early literacy
Increase Kindergarten readiness
Focus on Birth to Five
Need community engagement and
assistanceSlide6
Preschool Students Meeting Benchmark on Fall IGDI'sSlide7
Kindergarten Students Meeting Benchmark on Fall FASTSlide8
Total Words (in millions) Heard by Child by Age 4
Hart &
RisleySlide9
Brain Research
Child’s brain is 80% developed by age 3
Child’s brain is 90% developed by age 5
Talking and listening to a child will advance the linguistic skillsSlide10
Chronic absenteeism
Analyze attendance data
Change attendance behavior patterns early
Develop supportive systems for students and families Slide11
Average daily attendance
District ADA is 95.46% (95.46% of the students attend school on a typical day)
Every building has ADA ranging from 91.73% to 97.28%
There are 4.54% of students absent from school on any given daySlide12
4.54% of students absent from school
That’s 635 students
Lawton-Bronson’s enrollment is 644
Akron-Westfield’s enrollment is 580
Whiting’s enrollment is 215Slide13
Chronic Absence
Definition - When a student misses 10% or more of the school days in a school year for any reason, excused or unexcused.
In 2014-2015, there were approximately 1,800 SCCSD students who were chronically absent or 1 out of 8.Slide14
Effect of chronic absences on student achievementSlide15
Absences in Preschool and Kindergarten FAST Assessment
ScoresSlide16
Absences in Kindergarten and 1st Grade FAST Assessment ScoresSlide17
Absences in 1st Grade and 2nd Grade FAST Assessment ScoresSlide18
Absences in 2nd Grade and 3rd Grade FAST Assessment ScoresSlide19
Absences in 3rd Grade and 4th Grade FAST Assessment ScoresSlide20
Absences in 4th Grade and 5th Grade FAST Assessment ScoresSlide21
Subgroups most affected by chronic absenteeism:
Low income students
Native American students
Black students
Hispanic students
Special education studentsSlide22
Summer literacy instruction
Response to Iowa Code 279.68
If a student is substantially deficient by the end of 3
rd
grade in reading, they will be required to attend an intense summer literacy program or be retained
Goes into effect May 1, 2018
There are good cause exemptionsSlide23
Substantially deficient
Using FAST assessment (
aReading
component) for determination
Three testing windows each year
Need to be below the benchmark score in two consecutive testing windowsSlide24
Current summer school program
Offering summer school to 1
st
and 2
nd
grade students who are substantially deficient
About half of the eligible students attend
Unless there is a change in funding, we will discontinue summer school for 1
st
and 2
nd
graders to provide summer school to 3
rd
graders as required by law
Recognize there are other summer school programs within the citySlide25
Iowa Department of education providing guidance
Work with community partners to ensure that summer programs are coordinated and meet the DE requirements
Participated in the 3
rd
grade Intensive Summer Reading Program
Study conducted
by the Iowa Reading Research Center