office of the deputy superintendent of...

LosAngelesUnifiedSchoolDistrictPreschool‐2ndGrade

ElementaryLanguageandLiteracyPlan:SettingtheStage

forCollegeandCareerReadiness

OfficeoftheDeputySuperintendentofInstruction

5/4/2015

Dr. Ruth Perez, Deputy Superintendent of Instruction Maureen Diekmann, Executive Director, ECE

Dr. Susan Tandberg, Director, Early Language and Literacy

Los Angeles Unified School District Office of the Deputy Superintendent of Instruction

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Preschool‐2nd Grade Early Literacy and Language Plan

Executive Summary

The overarching goal of this plan is to ensure that all students read, write, speak and listen with

efficiency and accuracy by the end of second grade. The plan outlines recommendations regarding the

seamless articulation between preschool and TK‐2 programs in curriculum, assessment, instruction, and

professional development and makes recommendations as to TK‐2 instructional programs designed to

increase student outcomes for all students. The plan represents the combined recommendations of the

Advisory groups (AALA representatives, ESC personnel, Central Office staff, and teachers) that convened

to provide input into the work and the schools that are currently practicing the work.

The trend data indicates that little growth has occurred in either language development or literacy over

the past three years in the TK‐2nd grades. The District continues to have approximately 64% of students

attaining reading benchmarks by the end of second grade and approximately 34% of the students

meeting language benchmarks by the end of second grade. Current projections suggest that the current

year will result in similar data. The Preschool ‐2nd Grade Early Literacy and Language Plan provides

recommendations to move the bar to at least 80% of the students meeting the literacy and language

benchmarks.

The plan provides details as to the following recommendations:

1. Strengthen the articulation between preschool and K‐2 structures

A. District Superintendents must plan and facilitate study for Elementary Directors and Early

Childhood Education Directors in the Preschool Learning Foundations and the Common Core

State Standards with special attention to:

Appropriate pedagogy in preschool, TK and grades K‐2 classrooms

The role of play, centers, free choice, and teacher‐student interaction in preschool, TK

and grades K‐2 classrooms

The standards progressions in Reading Foundational Skills, Oral Language, ELD and

Mathematics.

B. Cross grade‐level classroom visitations and feedback conversations among Elementary

Directors and ECE Directors must be an ongoing activity in the Districts. These activities

would ideally include both elementary and EEC Principals and teachers.

C. Develop a data system that would allow schools, Districts, and central offices to track the

achievement of students beginning in preschool and extending through to A‐G

requirements.

D. Cross grade‐level professional development for preschool, TK, and Kindergarten teachers to

fully understand the developmental learning progressions in reading, oral language, ELD,

and mathematics.

E. Clearly articulated guidelines for transition activities between preschool and TK or

Kindergarten.

Los Angeles Unified School District Office of the Deputy Superintendent of Instruction

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2. Restructuring of the TK‐2 Instructional Program

A. All schools are grounded in a data‐driven system for informing leadership decisions, building

a multi‐tiered system of support, determining effective instructional practices, providing

professional development, and determining appropriate instructional tools.

B. All school instructional leadership teams receive professional development on the analysis

and use of multiple data points to inform decision‐making at the school and student level.

C. Phase‐in a restructured TK‐2 data‐informed process, focused on language and literacy

integration throughout the instructional day, with an initial 15% of the District elementary

schools. These schools will have flexibility in the effective use of time and instruction based

on data with high levels of accountability to increased outcomes for all students. Required

time for ELD and physical education are non‐negotiable.

3. Assessment

A. Provide ongoing professional development on the analysis of data to inform instruction,

prevention, and intervention strategies.

B. Pilot reading assessments for transitional kindergarten.

C. Provide professional development to TK, K, and 1st grade teachers on the use of the oral

language assessment on the Amplify platform.

4. Curriculum

A. Continue the pilot with Creative Curriculum and We Can curriculum in preschool and TK

programs.

B. Select a preschool curriculum in the late fall of 2015.

C. Provide professional development to teachers in the use of the curriculum.

5. Professional Development

A. Provide professional development to all school instructional leadership teams on the

effective use of multiple data points to inform leadership decisions and

instruction/intervention.

B. Provide professional development to preschool, TK, and Kindergarten teachers together on

the Preschool Learning Foundations and the Common Core State Standards.

C. Provide professional development to preschool to 2nd grade teachers on effective

instruction in teaching pre‐reading and reading skills.

Early Language and Literacy Plan

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This plan is a result of the collective thinking and engagement of two task groups that met regularly since February, 2015. These teams provided input and work on the development of this plan.

Early Language and Literacy Advisory Team TK‐2 Teacher Fellowship Team

Special thanks also goes to the six Target schools‐‐68th Street,

74th Street, Loreto, Politi, Valerio, and Western elementary

schools‐‐for their influence on this work.

Abner Lorraine Principal Avilez Barbara Specialist‐English Learners Barrett Angel Executive Director, OCISS Brower Shelly Principal Byun‐Kitayama Chiae Instructional Director‐ESC East Chazen Donna Intervention Coordinator Chou Lee Lee Instructional Director‐ESC ISIC Davalos Ilena Instructional Director‐ESC ISIC Diekmann Maureen Executive Director‐Early Childhood Diskin Karen Principal Friedrich Barbara Principal Furfari Susanna Principal Garcia Eva Instructional Director‐North Garratt Judith Coordinator‐Arts Education Gutierrez Carla Coordinator‐English Learners Inouye Diana Coordinator‐Special Education Kehrley Kerry Principal Khauo Tiffany Coordinator‐ELA Arts ESC ISIC Lawrie Dona Principal Maldonado Hilda Executive Director, MMED Maldonado Maritza Elementary School Coordinator Maravilla Julie Principal Martinez Sylvia Coordinator‐Behavior Morris Susan Specialist‐Behavior Niessen Jessica Coordinator‐ELA – ESC East Piangerelli Caroline Coordinator‐OCISS Powell Carlen Instructional Director‐ESC ISIC Puyol Lourdes Specialist – Transitional Kindergarten Rescia Lynda Principal Rock Paulina Principal Rodriguez Christina Specialist‐English Learners Roman Silvia ELA Expert‐ESC South Saldivar Lisa Coordinator‐Elementary ELA ESC South Sawyer Rachel Specialist‐Special Education Stark Lisa Response to Instruction and Intervention Tagawa Dean Coordinator, Early Childhood Takeda Suzy Response to Instruction and Intervention Yoon Ruth Administrator, Parent Network Zeff Laura Coordinator, Division of Special Education

Arballo Stacey Ballestero Nannette Barba Elva Brissett Theresa Burgoin Leticia Cagungun Rosalie Caputo Anne Cardenas‐Navarro Maria del Carmen Chazen Donna Clark Holly Clark Cheryl Edge Marci Ensley Letitia Garcia Jennifer Goldstein Juliet Gutierrez Veronica Hacker Shawn Henderson Alberta Hernandez Elvia Holguin‐Brown Pamela Inouye Diana Kremin Sarah Leong Tu Madrid Adriana Maritza Maldonado Mendoza Shelby Mora Lena Morales‐George Jennifer Namkung Pang Sol Orkin Matthew Ortega Heidy Palafox Gloria Peng Julie Picazo Peter Pizzi Alicia Proctor Marjorie Roby Alexandra Rodriguez Debra Rubio Hilda Sanchez Sandra Elizabeth Sanders Cheryl Sawyer‐Perkins Rachael Tang‐Nim Jennifer Udicki Rose Uduigwome Obehi Uduigwome George


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I. Background

The overarching goal of this plan is to ensure that all students read, write, speak and listen with efficiency and accuracy by the end of second grade. Strong literacy and language skills across the disciplines are at the center of the realization of college and career readiness for all students. The idea of emergent literacy implies a continuum between prereading and reading, in which literacy‐related behaviors and activities taking place during the preschool years are essential aspects of the course of literacy development. Storch and Whitehurst (2002) found that “code‐related skills and oral‐language skills play their most significant role at different points during the development of reading ability stressing the importance of an aligned preschool through grade two”. The authors also found that “(a) the relationship between code‐related precursors and oral language is strong during preschool; (b) there is a high degree of continuity over time of both code‐related and oral language abilities; and (c) during early elementary school, reading ability is predominantly determined by the level of print knowledge and phonological awareness a child brings from kindergarten. Code‐related skills represent children’s knowledge of the rules for translating writing into meaningful sounds, and oral language skills reflect more general ability and knowledge that support comprehension” (Chan and Sylva, 2015).

The LAUSD Board of Education passed a Board Resolution in September of 2013 requiring the “development of a framework based on educational standards, curricula, assessment and professional development that are strongly aligned across high‐quality pre‐Kindergarten, Kindergarten, first, second and third grades.” The goal of this resolution was to seamlessly align a high‐quality system of early learning across early childhood and elementary education. The resolution required an Alignment and Articulation Task Group to come together to provide input into the development of the plan. The Board Resolution aligns with the California English Language Arts/English Language Development Framework for California Public Schools: Transitional Kindergarten Through Grade Twelve (ELA/ELD Framework) and the California Preschool Learning Foundations documents which both call for the seamless transitions from preschool, transitional kindergarten, kindergarten, and 1st grade.

The Office of the Deputy Superintendent of Instruction established task groups to provide guidance and support in the development of what became the Early Language and Literacy Plan and ensure input from all stakeholders. The task groups consisted of TK – 3rd grade central office personnel, Educational Service Center personnel, parent network staff, school site administrators, TK‐ 3rd grade teachers, and preschool administrators, teachers, and community. These teams met regularly to address the alignment of curriculum, assessment, instruction, and professional development.

The framework is based on the concepts outlined in the California English Language Arts/English Language Development Framework adopted in July of 2014. The ELA/ELD Framework calls for the strands of reading, writing, speaking and listening, and


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language to be integrated among themselves and across all disciplines. It also calls for the seamless linking of the ELD standards to the ELA standards across all disciplines recognizing that language and literacy are interwoven and provide the foundation for all learning.

The Early Language and Literacy Plan was developed based on the following guiding principles:

1. Effective preschool programs set students on a pathway of successful language,

literacy, and numeracy learning. To do this preschool programs should a. Provide developmentally appropriate practice; b. Focus on oral language development, listening comprehension, and pre‐literacy

and numeracy skills; c. Provide an emphasis on developing children’s self‐regulation, engagement, and

focused attention. 2. Transitional kindergarten provides an additional year of early education to the

youngest of kindergarten age students with the goal of promoting school readiness. To do this transitional kindergarten programs should

a. Provide developmental appropriate instruction; b. Focus on oral language skills, speaking and listening standards, pre‐literacy and

literacy skills; c. Instruct using both the Preschool Learning Foundations and the California

content standards. 3. Kindergarten and 1st grade are the foundational grades for language and literacy

development. To do this K‐1 programs should a. Closely monitor assessment data in language and literacy to ensure students are

on track for meeting benchmarks; b. Explicitly teach oral language, phonological awareness, phonics and word study,

fluency, and comprehension throughout the day; c. Use a multi‐tiered system of support which supports response to instruction

and intervention programs and systematic programs.


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II. Current Reality for Early Learners

A. Preschool Programs Preschool programs in the Los Angeles Unified School District take many different

forms, all of which are designed to prepare young children for success in

Kindergarten which ultimately leads to success in meeting A‐G requirements.

In LAUSD there are 86 full day, full year Early Education Centers, 82 three hour

school year State Preschool Programs, and 173 School Readiness Language

Development Programs (SRLDP). Transitional Kindergarten is also considered to be a

preschool program.

In addition, there are multiple Special Education Preschool Programs, many of which

are situated in Early Education Centers or in elementary schools with pre‐

Kindergarten programs to allow for daily interaction with general education

students.

The Preschool programs follow the California Preschool Learning Foundations. The

Preschool Learning Foundations describe competencies ‐ knowledge and skills – that

most children can be expected to exhibit in a high quality preschool program. The

standards are grouped by Domain and Strand as described below.

DOMAIN: SOCIAL‐EMOTIONAL DEVELOPMENT

The competencies covered by the social‐emotional development foundations

underscore the multiple ways in which young children’s development influences

their ability to adapt successfully to preschool and, later, in school.

Strands:

a. Self which includes self‐awareness and self‐regulation, social and

emotional understanding, empathy and caring, and initiative in learning

b. Social Interaction which focuses on interactions with familiar adults,

peers, group participation, cooperation and responsibility.

As with all written standards for all grade levels, it is an absolute necessity that

preschool through grade 2 teachers spend time studying the narrative of the

California Preschool Learning Foundations. The domains and strands described

below are not intended to be taught only in teacher directed small and large group

settings. Outdoor activities, play, centers, child to child interaction and adult‐ child

interaction are all crucial opportunities for teachers to capture and reinforce the

learning of these standards.


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c. Relationships which addresses attachments to parents, close

relationships with teachers and caregivers, and friendships

DOMAIN: LANGUAGE AND LITERACY

The specific strands in the Language and Literacy domain reflect the knowledge and

skills that foster children’s language and literacy learning in the preschool years and

prepare them for the Foundational Reading Skills in the Common Core State

Standards.

Strands:

a. Listening and speaking which includes language use and conventions,

vocabulary and grammar limited to listening and speaking

b. Reading which covers concepts of print, phonological awareness, alphabetic

principals and word/print recognition, comprehension and analysis of age‐

appropriate text, and literacy interest and response

c. Writing which focuses on writing strategies, including the emergent use of

writing and writing‐like behaviors

DOMAIN: ENGLISH LANGUAGE DEVELOPMENT

This domain is specifically designed for children entering preschool with a home

language other than English. These standards put children on a path of acquiring a

second language. The learning task for English Learners is sequential and multi‐

faceted.

Strands:

a. Listening which includes understanding words, requests and directions, and

basic and advanced concepts.

b. Speaking which focuses on using English to communicate needs, expand

vocabulary, become skillful at engaging in conversation, use increasingly

complex grammatical constructions when speaking, understand grammar,

ask questions, use social conventions, and tell personal stories

c. Writing which includes understanding the communicative function of writing

and engaging in simple writing and writing‐like behaviors.

DOMAIN: MATHEMATICS

Preschool programs can promote young children’s learning in this domain by

encouraging children to explore and manipulate materials that engage them in

mathematical thinking and by introducing teacher‐guided learning activities that

focus on mathematical concepts.

Strands:


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a. Number Sense which includes understanding of counting, number

relationships, and operations

b. Algebra and Functions (Classification and Patterning) which focuses on

sorting and classifying objects and recognizing and understanding simple,

repeating patterns

c. Measurement which includes comparison and ordering

d. Geometry which focuses on properties of objects (shape, size, position) and

the relation of objects in space

e. Mathematics and Reasoning which addresses how young children use

mathematical thinking to solve everyday problems

Parents, teachers, and administrators at all levels need to be familiar with appropriate pedagogy and practice as it relates to the preschool classroom. Structured learning, while certainly a critical component of a quality preschool program, is only one aspect of a student’s day. The outdoors is considered a classroom and the activities within the room should be reflected in the outdoor environment. Choice is an important element in the preschool day. With all of that said, the most crucial component of a high quality preschool program is play. When adults encourage, and participate, in play with preschool children, all of the domains and strands described above can be observed, questioned, and expanded upon. The learning becomes much more of an essential function of how the child processes information and thinks critically; both essential qualities for success with Common Core State Standards and success in A‐G requirements.

B. Primary Elementary Programs—TK – 2nd Grade LAUSD serves approximately 10,281 in transitional kindergarten, and 145,644 in grades K‐2.

Effective and efficient reading, writing, and speaking skills form the basis for all other learning. The literacy trend data for the past three years has indicated stagnant growth by all subgroups at the end of 2nd grade. Attachment A contains the ELA and AMAO 1 data for the last three years. The trend data indicates that little growth has occurred in either language development or literacy over the past three years. The District continues to have approximately 64% of students attaining literacy benchmarks by the end of second grade and approximately 34% of the students are meeting language benchmarks by the end of second grade. What is most disturbing about the data is the number of students performing in the well below category. This number stays pretty stagnant from Kindergarten through 2nd grade factoring in the acquisition of increased language and literacy. We know from the earliest of grades which students are at risk of not meeting language and literacy benchmarks yet continue to struggle with how to best support these students.


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III. Seamless Articulation From Preschool through 2nd Grade

The National Association for the Education of Young Children has clearly communicated the opportunities and challenges posed as districts look to provide a seamless articulation from preschool to the early elementary years with the adoption of common core standards. It is a balance between identifying the best of both worlds and implementing that in a developmentally appropriate way. The Early Language and Literacy Plan has attempted to navigate this balance by allowing each level to influence the other. Developmentally appropriate practices must be considered in the areas of curriculum, instruction, and assessment and the field must understand the developmental continuum to appropriately teach our youngest of learners. In California and in LAUSD specifically, we are posed to effectively align the two systems providing for the seamless articulation requested in the Board Resolution. The following are examples of this alignment and Attachments B show the alignment in more detail. Assessment

Curriculum

Instruction

Preschool

Desired Results Developmental Profile

(2015 Version)

Transitional Kindergarten

Piloting Circle

K‐2

DIBELS Next

Preschool

Preschool Learning Foundations


Preschool Learning Foundations and CCSS

K‐2

Common Core State Standards


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The goals for a seamless articulation between preschool and K‐2 will be manifested at the end of 2nd grade by the following markers:

By the end of the 2017/2018 school year 80% or more of students are proficient and accurate readers, writers, and speakers by the end of 2nd grade (these do not align with the LCAP as this is a higher indicator for all students)

Reduction in the number of special education referrals and an increase in the number of students served in the least restrictive environment

Increase in the number of English learners that achieve 1 year’s language growth in 1 years’ time as measured by the CELDT.

IV. Recommendations The Early Language and Literacy Plan is grounded in the understanding that to effectively alter the language and literacy trajectory for the students of LAUSD, schools must create a culture of language and literacy. This requires a new look at Preschool and TK – 2 instruction based on a multi‐tiered system of support that integrates language and literacy throughout the school day. Language, literacy, and mathematics are the primary goals of TK‐2nd grade instruction and should be taught through all content areas. Schools must integrate the teaching of language and literacy with the content standards of History/Social Science, Science, Health, Art, and Physical Education. In addition, the specific language needs of English learners and Standard English learners must be addressed through both Designated ELD and MELD time and through integrated ELD.

A. Establishing a culture of literacy beginning in preschool

Preschool

All the domains of development and learning are closely interrelated.

Importance of active playful exploration and experimentation in developing language, cognition, and social

competence.


All the domains of development and learning are closely interrelated.

Focus on oral language development.

Play as a foundation for expanding learning.

K‐2

Integrated and interdisciplinary approach.

Focus on gradual release of responsibility.

Focus on oral language development as the

foundation for reading and writing.


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1. District Superintendents must plan and facilitate study for Elementary Directors

and Early Childhood Education Directors in the Preschool Learning Foundations

and the Common Core State Standards with special attention to:

Appropriate pedagogy in preschool, TK and grades K‐2 classrooms

The role of play, centers, free choice, and teacher‐student interaction in

preschool, TK and grades K‐2 classrooms

The standards progressions in Reading Foundational Skills, Language, ELD

and Mathematics

2. Cross grade level classroom visitations and feedback conversations among

Elementary Directors and ECE Directors must be an ongoing activity in the

Districts. These activities would ideally include both Elementary and EEC

Principals.

3. A data system must be developed that would allow schools, Districts, and central

offices to track the achievement of students beginning in preschool and

extending through to A‐G requirements

B. Structure

The task groups called for a restructuring of the elementary school day guided by the data. This calls for a paradigm shift, moving from a culture where time and instruction are constant and outcomes are varied to a construct where time and instruction is varied based on the data, and student outcomes are constant (mastery‐based learning). The new paradigm would allocate appropriate time to reading and ELD (over and above the required 60 minutes per day) based on the language and literacy data. Some students will need additional time and some may need less. This is in alignment with the California ELA/ELD Framework which states, “sufficient time should be allocated to instruction in ELA/literacy and, as appropriate ELD, as well as to instruction in other content areas. For self‐contained classrooms, this means that adequate time is allocated to the language arts so that students gain proficiency in the CA CCSS for ELA/Literacy and, as appropriate, the CA ELD Standards. In other words, sufficient time is provided for teaching and practicing new skills in each of the essential components of quality ELA/literacy and ELD programs: meaning making; language development (i.e., vocabulary and grammatical structures); effective expression (i.e., writing, discussing, presenting, using language conventions); and foundational skills of reading.”


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Recommendations Tasks 1. Provide guidelines for schools on

the flexibility of the allocation of time and instruction to ensure all learners have sufficient time and appropriate instruction to acquire language and literacy skills.

2. Provide guidance to schools to ensure the most effective teachers of language and literacy are teaching the earliest learners.

3. Provide guidance to schools as to the alignment of resources (physical, fiscal, personal, etc.) to budgets.

4. Universal Design for Learning is understood, is established as a key area of professional learning for educator training and is implemented in all schools.

5. A multi‐tiered system of support is developed that supports response to instruction and intervention approaches and systematic

Develop a policy bulletin outlining the instructional program and minutes for elementary programs. Provide professional development on processes for scheduling using varied approaches. Develop a policy statement as to the expected instructional program for transitional kindergarten. Develop a TK and K report card that supports the Preschool Learning Foundations and the CCSS. Provide professional development modules on the concept and process of Universal Design.


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provision of instruction and intervention.

C. Assessment In exploring the current assessment tools used at preschool through elementary schools it was clear that there are a variety of tools used for measuring students’ growth and development. An alignment document is found in Attachment A that demonstrates the progression of assessment from pre‐school to 2nd grade.

Recommendations Tasks

1. Pilot literacy assessments for transitional kindergarten.

2. A Kindergarten Readiness Assessment needs to be selected.

3. Assessment tools that inform

instruction in preschool, TK and grades K‐2 classrooms and prepare children for the next grade level need to be studied, discussed, and data implications shared.

Identify assessments that are developed for preschool and transitional K. Recruit schools to pilot assessments. The County is currently in the process of identifying a County‐wide assessment. If that assessment meets the needs of LAUSD, then the assessment should be adopted by the District. The Executive Director, Early Childhood Education has been in conversation with First Five LA and Children Now regarding this issue.

4. Recommended Assessment Tools for 2015/2016

Preschool Desired Results

Transitional K TBD Oral language assessment

Kindergarten and 1st grade

Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next) Oral language assessment Text Reading and Comprehension (TRC) (if appropriate) Interim Assessment –


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Writing LAS Links (as needed) Interim Assessment – Math

2nd grade

Text Reading and Comprehension (TRC) Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next) (if appropriate) Interim Assessment – Writing LAS Links (as needed) Interim Assessment – Math

5. Assessment schedule Align the assessment schedule to allow teachers to complete all assessments – whole child‐‐with dedicated data analysis time (data days) and prior to parent conferences. Attachment B

D. Curriculum For this purpose, curriculum is defined as the Preschool Learning Foundations and the California State Content Standards. Integration of the ELA/ELD standards with the content standards was a focus of the advisory teams.


1. All elementary teachers have a solid grounding in the Foundational Reading Standards and progressions.

2. Preschool, TK and Kindergarten teachers have a solid grounding in the Preschool Learning Foundations.

3. Curriculum maps be designed

that model the integration of ELA, Integrated ELD, and content standards.

4. A common curriculum for all

preschool programs, including

Professional development modules developed to support teacher knowledge. Bring together a diverse group to develop curricular maps that integrate the curriculum. Analyze the data from the current curriculum pilots to determine


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TK, must be selected and purchased by January 2016.

recommended program.

E. Instruction An effective early literacy program is grounded in the development of oral language, phonological processing and print knowledge. All of these are prerequisites to reading. Children who arrive at school with weaker verbal skills and literacy knowledge are much more likely than their peers to experience reading difficulties. Instructional practices that support early literacy development include but are not limited to

Differentiated small group instruction

Oral language development

Read Alouds

Guided Reading

Explicit dedicated instruction in oral language, phonological awareness, phonics and word recognition

Writing instruction

English language development (as appropriate)

A strong focus in preschool, TK and Kindergarten is the development of oral language as a precursor to reading, writing, speaking and listening. Dedicated time for oral language development will support all students.


1. Teachers of Pre K, TK and kindergarten are provided with professional development together in the development and instruction of oral language.

2. Teachers are provided with

professional development opportunities in effective instructional practices for early instruction.

Working through Instructional Networks, bring Pre K, TK, and K teachers together for PD on the development of oral language. Create various instructional modules that model effective instructional practices.

3. Preschool and TK teachers are provided joint professional development opportunities on the developmental sequences

Create various instructional modules which model the developmental sequences found in the Preschool Foundational Learning standards and the CCSS content standards.


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in which young children gain specific concepts, skills, and abilities.

E. Professional Development

Changing a paradigm for the varied use of time and instruction with outcomes as a constant requires a multi‐year process. Professional development for all levels of the system is vital to the successful attainment of early language and literacy for all students. Central office, Local Districts, and schools need layered professional development that is cohesive and demonstrates a multi‐year commitment. Professional development to lead schools along that path must be differentiated and targeted based on multiple school data points (student language and literacy achievement, instructional observations, teacher identified needs, etc.). School leadership teams identify the needs and focus for the year and are provided with the tools and support to delve deeply into effective practices using a Plan‐Deliver‐Reflect‐Revise inquiry model. Attachment C As a baseline, all school leadership teams should receive professional development on how to analyze multiple data points: language, literacy, and math data; student work samples; and instructional practices; etc. to guide school‐wide, grade‐level, and teacher practice. The understanding of the analysis of language and literacy data is critical for teachers as they closely monitor the literacy progress of students. Attachment E outlines professional development progression from preschool through grade 2 with a focus on using data to inform practice.

F. Phase‐in recommendations and accountabilities The recommendation is that we begin restructuring with 15% of the elementary schools. Schools selected should be in the same network and lead by a single instructional director (preschool and elementary schools). This allows for focused professional development and the creation of a community of learners (following Fullan’s work). Each Local District should have at least one network participating in the work. These schools should be provided with a waiver from some current District policies that hinder this work and should be allowed the flexibility to create the structures needed to accelerate student reading growth. Data must be monitored closely to ensure all students are on a trajectory to achieve the desired language and literacy benchmarks. Schools that are not on target would receive support from the instructional director and colleagues within the network.


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Local District Superintendents are responsible for ensuring the fidelity and success of the plan and for examining the support needs for expansion to other schools.

Resources California Department of Education (2013). Standards Alignment Document for

Transitional Kindergarten. California Department of Education (2014). English Language Arts, English Language

Development Framework. Diamond, L. (2004). Universal Access: When All Means A‐L‐L and not S‐O‐M‐E. Core

Consortium on Reading Excellence, Inc. Martinez, R., Harris, B., & Brunson‐McClain, M. (2014). Practices Than Proote English

Reading for English Learners. Journal of Educational and Psychological Consultation.

Mercado‐Garcia, D., Manship, K., Quick, H., & Holod, A. (2014). Transitional Kindergarten in California: Comparing Transitional Kindergarten and Kindergarten Classrooms. American Institute for Research.

National Association for the Education of Young Children (2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. Position Paper.

National Association for the Education of Young Children (2012). The Common Core State Standards: Caution and Opportunity for Early Childhood Education.

Report of California’s Statewide Task Force on Special Education (2015). One System: Reforming Education to Serve all Students.

Torgesen, J., Houston, D., Rissman, L., & Kosanovich, M. (2007). Teaching all Students to Read in Elementary School. Center for Instruction.

U.S. Department of Health and Human Services (2010). The Head Start Cild Development and Early Learning Framework: Promoting Positive Outcomes in Early Childhood Programs Serving Children 3‐5 Years Old.


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Attachment A

22% 22% 21% 25% 25% 24%

36% 39%34%

61% 61% 58%

16% 16% 14% 16% 15% 15% 23% 22% 20% 14% 14% 15%

62% 62% 64% 58% 59% 62%41% 38% 46%

25% 25% 27%

11‐12 12‐13 13‐14 11‐12 12‐13 13‐14 11‐12 12‐13 13‐14 11‐12 12‐13 13‐14

All AA EL SWD

LAUSD DIBELS Next ResultsGrade 2 ‐ End of Year

Well Below Benchmark Below Benchmark Benchmark

Los Angeles Unified School District

AMAO 1 Achievement

Change in CELDT 2011‐2014by Grade Level

Data Collected*

Assessment Alignment Document Attachment B

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At about 48 months

At around 60 months

Transitional Kindergarten Kindergarten 1st Grade 2nd Grade

Developmental DRDP Gross and Fine Motor Skills Conflict Negotiation Responsible Conduct as a Group

Member Self-Control Engagement and Persistence Sharing Identity of Self in Relation to

Others Relationships and Social

Interactions Symbolic and Socio-dramatic

Play Language and Literacy Desired Results Developmental Profile (DRDP) Oral Language Receptive and

Expressive Phonological Awareness Reading Behaviors Letter and Word Knowledge Vocabulary Reading Comprehension Emergent Writing

Exploring and piloting TK Aligned Assessments Oral Language

Language Structures Literacy DIBELS Next (Kinder Benchmarks)

First Sound Fluency Letter Naming Fluency Phoneme Segmentation Nonsense Word Fluency/

CVC Decoding

Some schools use a developmental checklist Oral Language

Language Structure Literacy Reading 3D: Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next

First Sound Fluency Letter Naming Fluency Phoneme Segmentation Nonsense Word Fluency/ CVC

Decoding Text Reading Comprehension

Concepts of Print and Reading Behaviors

Writing LAUSD Interim Assessment

Narrative, Opinion, Informative Language Grammar, Usage and Mechanics

Oral Language Language Structures

Literacy Reading 3D: DIBELS Next Phoneme Segmentation Nonsense Word Fluency/ CVC

Decoding Oral Reading Fluency and Retell

Text Reading Comprehension Reading Comprehension Oral Retell and Written

Comprehension Writing LAUSD Interim Assessment Narrative, Opinion, Informative Language Grammar, Usage and Mechanics

Oral Language

Language Structures Literacy Reading 3D: Text Reading Comprehension

Reading Comprehension Oral Retell and Written

Comprehension DIBELS Next

Nonsense Word Fluency/ CVC Decoding

Oral Reading Fluency and Retell Writing LAUSD Interim Assessment

Narrative, Opinion, Informative Language Grammar, Usage and Mechanics


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At about 48 months

At around 60 months

Transitional Kindergarten Kindergarten 1st Grade 2nd Grade

English Language Development DRDP

Expressive and Receptive Letter and Word Knowledge

Math and Science

DRDP Cause and Effect Classification Number Sense (Quantity and

Operations) Measurement Patterning Shapes Inquiry (Observation,

Documentation, Communication)

English Language Development LAS Links (Kinder Benchmarks)

Listening Speaking Read Words Writing- copying words and

sentences Grammar

Math Interim Assessments Pending New Math Adopted Program

English Language Development LAS Links

Listening Speaking Read Words Writing- copying words and

sentences Grammar

Math Interim Assessments Pending New Math Adopted Program Piloting a math assessment for K-2 in small group of schools fall of 2015

English Language Development LAS Links Listening Speaking Read Words and Text Grammar Write a Friendly Letter Write Describing Sentences


English Language Development LAS Links

Listening Speaking Read Words and Text Grammar Write a Friendly Letter Write Describing Sentences



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Oral Language Progressions

At about 48 months

At around 60 months

By the end of Kindergarten By the end of 1st Grade By the end of 2nd Grade

Preschool Learning Foundations Common Core State Standards Language Structures

3.1 Understand and use increasingly complex and longer sentences, including sentences that combine two phrases or two to three concepts to communicate ideas.

3.1 Understand and use increasingly complex and longer sentences, including sentences that combine two to three phrases or three to four concepts to communicate ideas.

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper-and lowercase

letters b. Use frequently occurring nouns

and verbs. c. Form regular plural nouns orally

by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes)

d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how)

e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with)

f. Produce and expand complete sentences in shared language activities.

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print all upper- and lowercase letters. b. Use common, proper, and possessive

nouns c. Use singular and plural nouns with

matching verbs in basic sentences. (e.g., He hops; We hop)

d. Use personal (subject, object) possessive, and indefinite pronouns.(e.g., I, me, my; they, them, their, anyone, everything).

e. Use verbs to convey a sense of past, present, and future.(e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions.

(e.g., and, but, or, so, because). h. Use determiners. (e.g., articles,

demonstratives). i. Use frequently occurring prepositions

(e.g., during, beyond, toward). j. Produce and expand complete simple and

compound declarative, interrogative, imperative and exclamatory sentences in response to prompts.

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Create readable documents with

legible print. b. Use collective nouns (e.g., group). c. Form and use frequently occurring

irregular plural nouns (e.g., feet, children, teeth, mice, fish).

d. Use reflexive pronouns (e.g., myself, ourselves).

e. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

f. Use adjectives and adverbs, and choose between them depending on what is to be modified.

g. Produce, expand, and rearrange complete simple and compound sentences (e.g., the boy watched the movie; The little boy watched the movie; the action movie was watched by the little boy).

3.2 Understand and typically use age-appropriate grammar, including accepted word forms, such as subject-verb agreement, progressive tense, regular past tense, regular plurals, pronouns, and possessives.

3.2 Understand and typically use age-appropriate grammar, including accepted word forms, such as subject-verb agreement, progressive tense, regular and irregular past tense, regular and irregular plurals, pronouns, and possessives.


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Oral Language Progressions

At about 48 months At around 60 months


Preschool Learning Foundations Common Core State Standards Vocabulary Vocabulary Acquisition and Use

2.1 Understand and use accepted words for objects, actions, and attributes encountered frequently in both real and symbolic contexts.

2.1 Understand and use an increasing variety and specificity of accepted words for objects, actions, and attributes encountered in both real and symbolic contexts.

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar

words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a

clue to the meaning of a word or phrase.

b. Use frequently occurring affixes as a clue to the meaning of a word.

c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a

clue to the meaning of a word or phrase.

b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

d. Use knowledge of the meaning of individual words to predict the meaning of compound (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases in all content areas.


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2.2 Understand and use accepted words for categories of objects encountered and used frequently in everyday life. 2.3 Understand and use simple words that describe the relations between objects

2.2 Understand and use accepted words for categories of objects encountered in everyday life. 2.3 Understand and use both simple and complex words that describe the relations between objects.

5. With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into

categories to gain a sense of the concepts the categories represent.

b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites

c. Identify real-life connections between words and their use.

d. Distinguish shades of meaning among verbs describing the same general action by acting out the meanings

5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories to gain a

sense of the concepts the categories represent.

b. Define words by category and by one or more key attributes.

c. Identify real-life connections between words and their use.

d. Distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity by defining or choosing them or by acting out the meanings.

5. Demonstrate understanding of word relationships and nuances in word meanings.

a. Identify real-life connections between words their use.

b. Distinguish shades of meaning among closely related verbs and closely related adjectives.

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).

6. Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).


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Reading Standards Progressions ‐ Foundational Reading



Preschool Learning Foundations Common Core State Standards PRINT CONCEPTS

1.1 Begin to display appropriate book-handling behaviors and begin to recognize print conventions.

1.1 Display appropriate book-handling behaviors and knowledge of print conventions.

1. Demonstrate understanding of the organization and basic features of print.

a. Follow words from left to right, top to bottom, and page by page

b. Recognize that spoken words are represented in written language by specific sequences of letters.

c. Understand that words are separated by spaces in print.

d. d. Recognize and name all upper- and lowercase letters of the alphabet.

1. Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

NA

1.2 Recognize print as something that can be read.

1.2 Understand that print is something that is read and has specific meaning

3.1 Recognize the first letter of own name.

3.1 Recognize own name or other common words in print.

PHONOLOGICAL AWARENESS Note: The Foundations for phonological awareness are written only for older four year olds because much of the initial development of phonological awareness occurs between 48 and 60 months of age.

2.1 Orally blends and delete words and syllables without the support of pictures or objects. 2.2 Orally blend the onsets, rimes, and phonemes of words and orally delete the onsets of words, with support of pictures or objects.

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming

words. b. Count, pronounce, blend and segment

syllables in spoken words. c. Blend and segment onsets and rimes

of single-syllable spoken words. d. Blend two to three phonemes into

recognizable words.* e. Isolate and pronounce the initial,

medial vowel, and final sounds (phonemes) in three-phoneme (CVC) words.

f. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Distinguish long from short vowel sounds in spoken single-syllable words.

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

NA


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Reading Standards Progressions ‐ Foundational Reading



Preschool Learning Foundations Common Core State Standards PHONICS AND WORD RECOGNITION

3.2 Match some letter names to their printed form.

3.2 Match more than half of uppercase letter names and more than half of lowercase letter names to their printed form. 3.3 Begin to recognize that letters have sounds.

3. Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text.*

a. Demonstrate basic knowledge of one–to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

c. Read common high-frequency words by sight.

d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.


a. Know the spelling-sound correspondences for common consonant digraphs.

b. Decode regularly spelled one-syllable words.

c. Know final –e and common vowel team conventions for representing long vowel sounds.

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

f. Read words with inflectional endings.

g. Recognize and read grade-appropriate irregularly spelled words.


a. Distinguish long and short vowels when reading regularly spelled one-syllable words.

b. Know spelling-sound correspondences for additional common vowel teams.

c. Decode regularly spelled two-syllable words with long vowels.

d. Decode words with common prefixes and suffixes.

e. Identify words with inconsistent but common spelling-sound correspondences.

f. Recognize and read grade-appropriate irregularly spelled words.


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FLUENCY 4. Read emergent-reader texts with

purpose and understanding. 4. Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

4. Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


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Mathematics Overview of Focus Areas

At about 48 months

At around 60 months By the end of Kindergarten By the end of 1st Grade By the end of 2nd Grade

Counting and Cardinality

Children understand numbers and quantities in their everyday environment.

Children understand number relationships and operations in their everyday environment.

Know number names and the count sequence. (K.CC.1–3)

Count to tell the number of objects. (K.CC.4–5 )

Compare numbers. (K.CC.6–7 )

Operations and algebraic thinking

Children sort and classify objects in their everyday environment.

Children recognize/expand understanding of simple repeating patterns.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. (K.OA.1–5 )

Represent and solve problems involving addition and subtraction. (1.OA.1–2 )

Understand and apply properties of operations and the relationship between addition and subtraction. (1.OA.3–4 )

Add and subtract within 20. (1.OA.5–6 )

Work with addition and subtraction equations. (1.OA.7/8)

Represent and solve problems involving addition and subtraction. (2.OA.1 )

Add and subtract within 20 (2.OA.2 )

Work with equal groups of objects to gain foundations for multiplication. (2.OA.3–4)

Number and Operations in Base 10

Work with numbers 11–19 to gain foundations for place value. (K.NBT.1)

Extend the counting sequence. (1.NBT.1)

Understand place value. (1.NBT.2–3)

Use place-value understanding and properties of operations to add and subtract. (1.NBT.4–6 )

Understand place )value. (2.NBT.1–4

Use place-value understanding and properties of operations to add and subtract. (2.NBT.5–9)

Measurement and Data

Children compare, order, and measure objects

Describe and compare measurable attributes. (K.MD.1–2)

Classify objects and count the number of objects in categories. (K.MD.3)

Measure lengths indirectly and by iterating length units. (1.MD.1–2 )

Measure and estimate lengths in standard units. (2.MD.1–4 )

Relate addition and subtraction to length. (2.MD.5–6 )

Geometry (All supporting clusters)

Children identify and use shapes. Identify and describe shapes. Children understand positions in space

Identify and describe shapes. (K.G.1–3)

Analyze, compare, create, and compose shapes. (K.G.4–6)

Reason with shapes and their attributes. (1.G.1–3)

Reason with shapes and their attributes. (2.G.1–3)

Schedule Alignment Document Attachment C

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Smart Start

Routines

and Rituals

Instructional

Block 1

Pause, Assess Reflect

Instructional

Block 2

Pause, Assess Reflect

Instructional Block 3 Pause, Assess Reflect

Culminating

Unit

10‐ 15 days 17 days

15 days

5 days 29 days

19 days

5 days 23 days

19 days

20 days

5 days 9 days

8.17‐9.3 CELDT DIBELS Next (BOY) TRC Kindergarten checklist Oral language

Literacy

9.8‐

10.2

10.5‐

10.23

10.26‐10.30 Interim

Assessment – Writing Interim

Assessment –Math Progress

monitoring

11.2‐

12.18

1.11‐

2.5

2.8‐2.13 DIBELS

Next (MOY) Oral

Language Interim


Assessment –Math

2.16‐

3.18

3.29‐

4.22

4.25‐

5.20

5.23‐5.27 DIBELS

Next (EOY) TRC Oral

Language Interim


Assessment –Math

5.31‐6.10

Narrative Narrative ‐ Expository

Expository to Opinion to Narrative Performance

Unit

Math TBD

Report Card Parent

Conference 11.9‐11.13

Report Card 6.6‐6.10

Banked Time Day & Minimum day or planning

time Data Analysis

11.3

Banked Time Day & Minimum day or planning time Data Analysis

5.31

Report Card Parent

Conference 2.29‐3.4

Banked Time Day & Minimum day or planning time Data Analysis

9.8

Banked Time Day &

Minimum day or planning

time Data Analysis

2.16

*Schools have the flexibility to begin assessment earlier if needed and to adjust the unit timeframes. These unit timeframes were created around the school calendar and the natural breaks that occur within the school year. Progress monitoring should be ongoing throughout the instructional blocks as needed. Students are engaged in project‐based learning tasks during PAR allowing teachers time to assess individually and in small groups. Sample project‐based tasks have been developed by LAUSD teachers.

Leadership

Team meeting

Leadership

Team meeting

Leadership

Team meeting

Leadership

Team

meeting

3‐Year Phase‐In Plan Attachment D

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Phase 1 (2015/2016) Increase teacher knowledge and skills will result in 70% or more proficiency language and literacy

All ES receive professional development on the deep analysis of data and progress monitoring in language and literacy and Now What Tools to support instruction

All ES schedule data analysis days (4x) as a part of Banked Time PD. If additional time is needed a minimum day or planning time may be scheduled on the day before or after a Banked Time day

Students not meeting proficiency benchmarks in K (MOY and EOY), 1st and 2nd grade (all benchmarks) are progress monitored at least monthly for the purpose of monitoring response to instrution and intervention

All ES implement an instructional focus on the development of oral language and English Language Arts‐Foundational Reading Skills in preschool, TK, K and 1 with an emphasis on specific oral language for English learners , Standard Englis learners, and students with disabilities, and differentiated small learning groups for all grades

ES select one additional literacy instructional practice focus for the upcoming year based on their data and teacher knowledge and skills (i.e. Read Aloud, Guided Reading, lanugage development, etc.)

All Preschool, TK, and K teachers receive professional development together on the developmental progression of language and literacy including a deep understanding of the development of language and literacy in English learners and Standard English learners

15% of ES participate in deeper professional development to support the restructuring of time and instruction based on the data ‐ Instructional networks model

Teaching and management of student behavior

Phase 2 (2016/2017) Increase teacher knowledge and skills will result 75% or more proficiency

All ES continue to receive professional development on the analysis of data in language, literacy, writing, mathematics and the Now What tools to support instruction


All K, 1st and 2nd grade students not meeting proficiency benchmarks are progress monitored at least monthly‐‐MOY and EOY for K‐‐for the purpose of monitoring student response to instruction and intervention

All 1st and 2nd grade students demonstrating patterns of literacy and language failure are provided with additonal time, intensity, duration, and expertise in literacy or language as indicated by the data

All ES deepen the knowledge of the oral language to writing connection and English Language Arts‐Foundational Reading Skills as a part of a yearlong focus with a emphasis on English learners, Standard English learners, and students with disabilties, and differentiated small learning groups for all grades

Based on the analysis of data and building off the prior year's literacy and language focus, schools select 1 focus to support language and literacy development

Phase 1 schools adopt two partner schools to support in the implementation of restructuring of time and instruction based on the data


Phase 3 (2017/2018) Increase teacher knowledge and skills will result 80% or more proficiency

All ES continue to receive professional development on the analysis of data in language, literacy, mathematics, writing and the Now What tools to support instruction


All K, 1st and 2nd grade students not meeting proficiency benchmarks are progress monitored at least monthly‐‐MOY and EOY for K‐for the purpose of monitoring student response to instruction and intervention

All 1st and 2nd grade students demonstrating patterns of literacy and language failure are provided with additional time, intensity, duration, and expertise in literacy or language as indicated by the data

All ES implement an instructional focus on the development of writing in preschool, TK, K ‐2 with an emphasis on English learners, Standard English learners, and students with disabilities, and differentiated small learning groups for all grades

Based on the analysis of data and building off the prior year's literacy and language focus, schools select one literacy, language, and math focus for the year

Phase 1 and 2 schools adopt one partner school to support in the implementation of restructuring of time and instruction based on the data


Professional Development Document Attachment E

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Professional Development Recommendations

Professional development in the effective use of data is the baseline and non‐negotiable for all schools. Schools would determine which modules

they need to provide a strong grounding in the use of data. Teaching and management of student behavior should be blended throughout each course.

Teac

her K

nowl

edge

and

Skills

Data 101 DIBELS Next Data Analysis

DATA 102 Text Reading and

Comprehension Data Analysis

DATA 103 Analysis of student work

DATA 104 Whole Child Analysis

Acad

emica

lly C

halle

ngin

g Co

nten

t

Dist

rict L

eade

rshi

p Use of DIBELS Next reports to gauge the health of the District/network schools.

Use of Amplify platform with TRC results to determine the health of the district/network schools.

N/A NA

Inst

ruct

iona

l Lea

ders

hip

Team

s

Use of the DIBELS Next reports to guide professional development, align resources, and support personnel. Includes the use of data walls.

Use of the Text Reading and Comprehension (TRC) reports to guide professional development, align resources, and support personnel. Includes the use of data walls.

Using the Aspen protocol‐to drive the analysis of student work. Leadership teams will

Putting together multiple data points‐language, reading, writing, math, and social emotional‐to to guide professional development, align resources, and support personnel.

Teac

hers

Use of the data reports from DIBELS Next as a guide for leadership decisions, grade‐level collaboration, and student improvement.

Use of the data reports from TRC as a guide for leadership decisions, grade‐level collaboration, and student improvement.

Analysis of interim assessments or student independent work in ELA and math.

Use of assessments in literacy, language, mathematics, and social emotional learning are analyzed to inform instruction, prevention, acceleration, and intervention.

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