K-3 LITERACY
PROGRAM
Karen Robinson, Associate Director
Granite School District
January 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 learning
o There is an ever increasing demand for literacy in the
highly technological society we live in
o Students who do not learn to read will be
economically and socially disadvantaged
o Reading problems exist in almost every classroom
o Almost all reading failure is preventable if reading
difficulties are diagnosed and treated early
o 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 schools
o Approximately 20,000+ students impacted
USOE English Language Arts CRT Data
Impact of K-3 Funding Over Time
Language Arts
Proficiency Rate
90.%
85.%
2004 (control)
2005 (1 year)
2006 (2 years)
80.%
2007 (3 years)
75.%
3rd
4th
5th
6th
7th
8th
9th
GSD English Language Arts CRT Data
Impact of K-3 Funding Over Time
Language Arts
Proficiency Rate
90
80
2004 (Control)
2005 (1 year)
2006 (2 years)
2007 (3 years)
70
2008 (4 years)
60
3rd
4th
5th
6th
7th
8th
9th
K-3 Legislative Requirements
• Uniform growth goals
for each district
• Parent notification of
student reading level
o Three times each year
o Letter includes:
Reading level
Interventions provided
by the school for
students below level
Suggestions for home
support
Uniform Growth Goal
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
Professional
Development
3%
Assessment
1%
School/District
Literacy Coaches
96%
Of the $4.9 million budget 96% of the funding is
allocated to
K-3 School/District Literacy Coaches (68 people)
District Implementation
Focus: 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
o
o
o
Application of district non-negotiables
Text dependent questions
Depth of Knowledge
Close reading strategy (1st and 2nd read)
o Follow up coaching
• Session 2 – Reading Literature
o
o
o
o
Application of district non-negotiables
Review of session 1 content
Close reading strategy (3rd read)
Purposeful lesson planning
o Follow up coaching
• Session 3 – Speaking/Listening and Writing
o Application of district non-negotiables
o Assessment
o Integration of informational text and literary text with speaking/listening
and writing
o Follow up coaching
2nd Grade
Professional Development Participants
•
•
•
•
Second Grade Teachers
School Literacy Coaches
Instructional Coaches
Special Education Teachers
225
60
23
27
335 total participants
attending 3 full days = 1,005 days of
professional development offered
nd
2
Grade
Professional Development
Survey Results
GSD Non-Negotiables
95%
67%
33%
5%
Before
After
Limited to Some Knowledge/Little Implementation
Knowledge/Some to Full Implementation
Utah ELA Core Standards
94%
70%
30%
6%
Before
After
Limited to Some Knowledge/Little Implementation
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
97%
81%
19%
Before
3%
After
Limited to Some Knowledge/Little Implementation
Knowledge/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 1
Recall and Reproduction
Level 2
Skills and Concepts
Level 3
Short-term Strategic
Thinking
Level 4
Extended Thinking
Application of Depth Of
Knowledge Standards
88%
65%
35%
12%
Before
After
Limited to Some Knowledge/Little Implementation
Knowledge/Some to Full Implementation
Close Reading
Process of uncovering layers of meaning that
lead to deep comprehension
 1st Read:
 2nd Read:
 3rd Read:
Determine what the text says
Key Ideas and Details
Determine how a text works
Craft & Structure
Evaluate the quality and value of
the text
Integration of Knowledge & Ideas
Close Reading Strategy
st
1 Read
90%
71%
29%
10%
Before
After
Limited to Some Knowledge/Little Implementation
Knowledge/Some to Full Implementation
Close Reading Strategy
2nd Read
88%
74%
26%
Before
12%
After
Limited to Some Knowledge/Little Implementation
Knowledge/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 Using
Text Dependent Questions
90%
58%
42%
10%
Before
After
Limited to Some Knowledge/Little Implementation
Knowledge/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