Antioch School District shares what is being done to help third-graders read below grade
EDITOR’S NOTE: The email the Herald received from AUSD Associate Superintendent, Educational Services, Christine Ibarra, on Thursday, September 30, was missed until yesterday. She responded to questions sent on Monday, September 27 for the article titled “Statewide Report Shows 76% of Third-Grade Students in Antioch are Reading Below Grade Level for 2017 School Years. 18, 2018-19 “. Although they have been added to the article, it is best if they are published separately. Our apologies to Ms. Ibarra, the district staff and our readers for the oversight. Allen Payton
UPDATE 09/30/21: AUSD responds – Here are the Herald’s questions and Assistant Superintendent Christine Ibarra’s answers:
Q – What is being done to remedy this situation? What ideas, programs or suggestions did the directors come up with during their tenure on the board? Have any been approved and implemented? If so, what are the results? If yes or if no, what do you propose to do?
A – AUSD is heavily invested in a computer adaptive education program known as iReady. All students from Kindergarten to Grade 8 participate in this research-based program. This program provides three diagnostic assessments per year and produces individualized reading placement levels. Students then embark on a teaching journey that is both carried out in the computerized program itself and supported by on-campus intervention preparation teachers with direct instruction tailored to individual levels and needs. of each student. As this is our third year of using this program, we have data that shows significant growth in students’ reading levels and abilities at all grade levels, even during distance learning.
Additionally, AUSD provided each elementary school with a full-time intervention teacher who works with small groups providing intentional and focused support in areas of need, particularly in fluency skills and reading comprehension. These intervention teachers use a wide range of differentiation and support strategies to ensure that their time with student groups is maximized for the greatest impact on student growth and success.
In addition, AUSD has entered into a memorandum of understanding with the California Reading and Literacy Project at UC Berkeley for the 2021-2022 school year. This partnership provides professional learning to all teachers in TK-6e, specifically focused on developing teachers’ content knowledge and broadening their teaching strategies guided by state-adopted frameworks, standards of content and the science of reading.
Read 180 is a research-based program reintroduced in AUSD for high school students who are two years or more behind in reading.
AUSD is also heavily invested in AVID programming and the professional learning community which has provided hundreds of teachers at all grade levels with outstanding workshops focused on critical reading strategies across all content areas so that all teachers have tools and materials to support reading levels at all grade levels. . This summer alone we had 50 teachers in attendance virtually.
The iReady Program, Read 180, AVID Program, and UC Berkeley Partnership are board approved contracts and intervention teaching positions have been approved by the board through the LCAP grant and Expanded Learning Opportunities.
Q – Since education begins at home, what is done to work with parents or guardians of below grade students to help them?
A – We provided ongoing training and support during distance school closures in English and Spanish. Parent trainings were not only aimed at technology support efforts, but were also designed to increase the ability of parents to support their students at home and in their studies. iReady specifically provided parent institutes that were virtually widely attended. Since returning to face-to-face learning, we have worked closely with our English Language District Advisory Committees (DELACs) as well as our Parent Advisory Committees (PACs) and Site Boards of all schools across Canada. district to assess what parents need and are interested in. get involved in supporting the academic success of their students. Most, if not all of our elementary and middle schools, have parent training evenings that focus on both literacy and math and are working to figure out how to continue that effort with the COVID-19 protocols in place this year.
Q – For Hispanic / Latino students, is Spanish the primary language at home? How many ESL students are there in the neighborhood, please?
A – AUSD currently serves 2,687 English learners (EL) and has over 450 students tested to determine their English learner status to date. Although Spanish is the largest group of English learners in AUSD, we have over 30 different languages spoken within our EL population.
Q – Have efforts been made to work with Rocketship Delta Prep to learn about their best practices that they report show significant progress among their students and in a single school year, and implement them in district schools?
A – The AUSD Educational Services Department meets annually with Rocketship and reviews their programming efforts as needed. Good practices are shared and exchanged during these meetings. Since we haven’t had any summative state data results in the past two years, the conversation has not directly focused on improving test scores. In CAASPP 2019, AUSD students performed better in English.
Q – Who is responsible for this, the board, the superintendent, principals, teachers and / or parents?
Are there any subjects taught in class that are not compulsory and that prevent a focus on reading skills?
A – Educating students and ensuring that students get all the supports and opportunities they deserve and need is a collective responsibility. When we can work together to this end, we will see students reach their full potential.
the attachments to this post:
CAASPP ELA AUSD vs Rocketship 2018-19
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