scholastic inc. being prepared to drive literacy improvement for all children sam howe september...
TRANSCRIPT
Scholastic Inc.
Being Prepared to Drive Literacy Improvement for All Children
Sam Howe
September 2013
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Executive Summary• A Call to Action
– Access to a high quality education for all children is a basic civil right and a sacred responsibility that we, as educators, agree to shoulder.
– Families and community organizations are both our partners and a powerful resource in this work.
• Taking Action…Requires Building and Executing a Plan
• Unfortunately Most Academic Plans Fall Short of the Goals
• To Increase Your Chances for Success , Scholastic has a Pro-Bono Literacy Planning Support Team
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Executive Summary• This Morning… the Focus is on Key Analytics for a Strong
Plan– Rising number and unique needs of children from
families in need– Reaching a Literacy Target…the Role of Critical
Mass– Increased Literacy Needs Coming with Next
Generation Assessments
• This Afternoon…a Deeper Dive on How to Build a Successful Literacy and Communication Plans
• Please Remember…We are Ready to Help!
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Children from Families in Need
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Children from Families in Need• The economically disadvantaged children are really children from families in
need and they fall into two groups:
– Economic Challenges:• Children from low income households receiving public assistance • Children from households of poverty• Children from households of extreme poverty
– Family Challenges:• Children from single parent households• Children from families where no adult has completed high school• Children from families with an incarcerated parent
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Families in Need Challenge
Source: American Community Survey
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Families in Need Challenge
Source: Annie E. Casey Foundation
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Economic Insecurity Challenge
Source: American Community Survey
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Economic Insecurity Challenge
Source: American Community Survey
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Economic Insecurity Challenge
Source: American Community Survey
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Economic Insecurity Challenge
Source: American Community Survey
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Single Parent Families• Children from single parent households
– One of every three children (24.9 million) live in single parent households in 2012.
– Two of every three of the children of poverty in live in single parent households.
– The disability level for children from single parent households is two times higher than children from married households.
• Source: ACS data for United States from 2012
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Summary Metrics• For every 100 children in our nation’s schools…
– 29 are from households receiving public assistance
– 23 are from households of poverty
– 10 are from households of extreme poverty
– 7 are from a household where no adult has graduated from high school
– 2 are from a household with an incarcerated parent
– The greatest concentration of children from fragile families will be in the elementary schools.
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Why Children from Families in Need Matter • 75% of the students that score below proficient in
reading and below proficient in mathematics in state test across the nation are children from economically disadvantaged families.
• As an increasing number of families face economic and societal challenges, it will drive an increase in the academic needs of students.
• We have a sacred and moral obligation to educate all children! We are their best hope for a successful future.
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Critical Mass and Reading Trend Analysis: An Example from
North Carolina
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North Carolina Reading Challenge
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
09 % Prof 10 % Prof 11% Prof 12% Prof
Perc
ent a
t Pro
ficie
nt an
d ab
ove
Reading / English I Proficiency Trend from 2009 through 2012
All
African Amer
Hispanic
White
Asian
ELL
Econ Dis
SWD
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North Carolina Reading Challenge
-1.5%
-1.0%
-0.5%
0.0%
0.5%
1.0%
1.5%
2.0%
2.5%
3.0%
Hispanic African Amer Econ Dis All White SWD Asian ELL
Mean Annual Reading / English I Proficiency Growth from 2009 through 2012
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North Carolina Reading Challenge
0% 20% 40% 60% 80%
All
Econ Dis
African-American
White
SWD
Hispanic
LEP
Asian
Percent of North CarolinaGrades 3 - 8 & 10 Students
Performing Below Proficient on Reading/English I in 2012
0 50,000 100,000 150,000 200,000 250,000
All
Econ Dis
African-American
White
SWD
Hispanic
LEP
Asian
Number of North CarolinaGrades 3 - 8 & 10 Students
Performing Below Proficient on Reading/English I in 2012
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State Rigor Risk: An Increasing Need for Literacy
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2005-06 Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Text
Lex
ile
Mea
sure
(L
)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
Reading Risk
Mapping State Proficiency Standards onto NAEP Scales, IES August 2011
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North Carolina Reading & Math Rigor Risk
Group NAEP NC State VarianceGrade 4 Reading 34.0% 71.6% 37.6%Grade 8 Reading 31.0% 69.8% 38.8%
Grade 4 Math 45.0% 83.8% 38.8%Grade 8 Math 37.0% 84.4% 47.4%
North Carolina Reading Rigor Risk
Commentary for North Carolina:• Common Core’s goals of preparing all students to be college and career ready means reading on grade level.• Proficiency on NAEP is specifically designed to be reading on grade level.• In 2011, the difference between NC’s reading proficiency and NAEP’s reading proficiency ranged from 37 to
39 percentage points. This means that North Carolina might expect a 37-39 percentage point decline in reading proficiency under a Common Core test that has reading on grade level as its proficiency cut point.
• This grid shows the impact of four scenarios on the number of students in North Carolina needing reading intervention.
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State of North CarolinaReading / English I
Grade
# Tested in Reading / English I
in 2012
% Below Prof in Reading / English I
in 2012
# Below Prof in Reading / English I
in 2012
10 Percentage
Point Decline
20 Percentage
Point Decline
30 Percentage
Point Decline
40 Percentage
Point Decline
Grade 3 116,650 31% 36,419 48,084 59,749 71,414 83,079 Grade 4 115,936 28% 32,874 44,468 56,061 67,655 79,248 Grade 5 118,298 28% 32,710 44,540 56,370 68,199 80,029 Grade 6 116,603 25% 28,903 40,563 52,224 63,884 75,544 Grade 7 114,228 32% 36,359 47,782 59,205 70,627 82,050 Grade 8 112,301 29% 32,428 43,658 54,888 66,118 77,348 Grade 10 114,662 17% 19,586 31,052 42,518 53,985 65,451 TOTAL 808,678 27% 219,279 300,147 381,015 461,882 542,750
Percent Growth of # Students Below Proficient 136.9% 173.8% 210.6% 247.5%
The Accuracy of NAEP as a Predictor of Common Core Rigor in NY State
Planning for Success
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Be Prepared
• Academic improvement plan that focuses on raising student literacy through a fully integrated partnership between schools, families, and community groups.
• Communication plan
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Key Questions for an Academic Plan
• Needs Assessment– Do you have a clear demographic picture of children and families in
your community, plus the trend lines?– Have you surveyed the needs of all stakeholders? This should include
teachers, district leaders, parents, community groups, and students.– What are the literacy needs of your students? What are the specific
literacy needs of struggling readers?– Do you have the screening and assessment data to measure your
literacy challenge?– Do you have the data to measure your Career & College Readiness
rigor risk?
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Key Questions for an Academic Plan
• FACE Resources– How does the plan support early literacy?– How does the plan support authentic family involvement? How are
you reaching families in need?– How does you plan ensure student access to books in school and at
home?– How does the plan support expanded learning after school, in the
community, and at home?– Where are the mentoring partnerships for students, parents, and
teachers?
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Key Questions for an Academic Plan
• School Resource Plan– What is the critical mass of students that must be placed into this
literacy initiative to reach the improvement targets?– How does the plan provide adequate access to books for all students?– For those students that are struggling readers, what specific
instructional supports are provided in classrooms?– Does the plan have adequate in-classroom implementation support
for teachers that are working with struggling students?– Does the plan provide FACE training for all teachers?– How do classroom literacy activities link with family literacy activities?– What is the communication link with families and the community to
ensure we are all working together to improve literacy?– Does the plan have sufficient assessment and data resources to
continuously monitor progress?
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Key Questions for an Academic Plan• Leadership and Staff
– What are the real needs of leadership and staff to meet and exceed the literacy goals of the plan?
– Are all level of the district staff prepared for the real rigors of CCR?
• Family and Community– What is your outreach plan to family and community groups?– What support will you offer them to increase literacy outside of school?– How do in-school and family literacy plans fit together to provide total
literacy support for all children?– Where do parents or community members turn when they need further
support?
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Key Questions for an Academic Plan
• Be Prepared– How will you know if the plan is working?– How will you seek ongoing input from students, parents, teachers, and
community partners?– What are the three main assumptions (key dependencies) on which the
plan is based? Which assumption has the greatest risk?– What are the early warning signs the plan is not working?– What is your plan for mid-course adjustments?– What contingencies are built into the plan?
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Key Questions for a Communication Plan
• Core Message– What’s your core message about the upcoming change?– Is the message on the upcoming change coupled with a solution?– Can you explain the core message in less than 30 seconds and in plain
English?– Have you tested your core message? If yes, with which stakeholders?
What was the response to the message?– What is the “emotional resonance” of the message?
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Key Questions for a Communication Plan
• Supporters and Detractors– How will your supporters view the message? – How will your detractors attack or undermine the message? – How will you respond to the detractors? – What can you say in your communication event to undermine your
detractor’s primary avenue of attack?– Have you rehearsed your response to hostile questions on this topic?– Which supporters will be willing to publicly and vocally support your
message to reduce the impact of detractors?
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Key Questions for a Communication Plan
• Message Delivery– Does the chosen time and place for the communication event support
your message? Is it a media friendly location? – Have you prepared supporting documents? Are these documents
friendly and easily comprehensible by major stakeholders?– Have you pre-sold the message to core stakeholders and will some of
them agree to speak to the media on behalf of your message? Do you know what they will say?
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Be Prepared
• Academic improvement plan that focuses on raising student literacy through a fully integrated partnership between schools, families, and community groups.
• Communication plan
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The Starting Point…Analytics
• Local Demographic Data: – American Community Survey of the U.S. Census
Bureau– Small Area Income and Poverty Estimates (SAIPE) of
the U.S. Census Bureau
• National Economic and Demographic Data: – Brookings Institution– Moody’s Analytics– Pew Charitable Trust– Annie E. Case Foundation