Merced Sun Star September 10, 2015

The first round of testing is in and students and educators are adjusting to new formats and criteria for what is replacing the "STAR" tests. Reading appears to be up, mathematics is much lower. See article for details. As "I Can Read" Literacy Initiative reaches out with UCMerced to include Wright Elementary as well as Franklin Elementary, we appreciate the dedicated staff and volunteers who make our supplemental efforts in literacy successful.

Below is the Sun Star article on testing:

BY NAN AUSTIN

naustin@modbee.com

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California released student scores from new computerized tests done last spring, giving the public the first glimpse at how districts are meeting Common Core State Standards. Scores for Merced County show most students falling short of expectations in math and English.

Countywide in Merced, 81 percent of tested students failed to meet minimum standards in mathematics, according to the statewide database. About 68 percent of students tested in all of Merced County did not meet the English literacy standard.

In this first year of testing, districts are unlikely to face sanctions for falling short of goals. Federal assessment of their academic progress is expected to be announced in October. Virtually all schools have failed to meet rising standards of the expired No Child Left Behind Act, which now requires 100 percent of students to be at or above grade level. A remake of the law is being considered in Congress.

The computerized tests, which followed earlier paper exams, were given to students in third through eighth grades and 11th grade. About 30 percent of students tested in the Merced City School District performed at or above their grade level overall, Superintendent RoseMary Parga Duran confirmed.

“At first, people might look at that and say 30 percent is nothing and we obviously do have work to do,” Parga Duran said. “But for us, 30 percent is more than 2,000 students, and that’s a very good baseline to start on and to build from.”

Parga Duran noted that nearly 30 percent of students in her district do not speak English as their first language, a significant disadvantage while testing.

“The math test is not just finding the answer, it’s critical thinking and analysis of word problems,” she said.

The computer-adapted test threw a curve to many students, said Winton Superintendent Randy Heller.

“With this test, you’re not sure what you’re going to get. It’s not the same every year,” he said Wednesday. “There’s just such uncertainty, so much unknown, for our profession, really.”

But his district, like the rest, will focus on going forward, using this first year as a guidepost.

“It’s not about hope, it’s about good teaching,” he said. “When the rubber meets the road, when the teacher’s got it flowing in the classroom, it gels and success happens.”

For high school students, the English scores were better than under the old standards and paper tests, said Scott Weimer, head of curriculum and instruction for Merced Union High School District.

“In previous years, the California State University system used the (state test) to determine if students were ready for college-level course work. Students who did not score ‘ready’ or ‘conditionally ready’ were required to take a placement test or remedial courses,” Weimer explained.

For the class of 2014, 26 percent of MUHSD students were ready for college-level coursework in English and 28 percent were ready in math. This year, with the new testing, 40 percent of MUHSD students met this standard in English and 20 percent in math, he said.

WE WERE HAPPY TO SEE AN INCREASE IN THE NUMBER OF STUDENTS READY FOR COLLEGE-LEVEL WORK IN ENGLISH.Scott Weimer, Merced Union High School District

“The results show our starting point as a state, a window into where California students are in meeting tougher academic standards that emphasize critical thinking, problem-solving and analytical writing,” said State Superintendent of Public Instruction Tom Torlakson.

The state as a whole did better than almost every district in this region, with 44 percent of students overall meeting English standards and 33 percent hitting the mark in math.

“California’s new standards and tests are challenging for schools to teach and for students to learn, so I am encouraged that many students are at or near achievement standards. However, just as we expected, many students need to make more progress. Our job is to support students, teachers and schools as they do,” Torlakson said in releasing the scores Wednesday morning.

It is also an important time for parents to stay informed, said California State PTA President Justine Fischer.

“Today’s assessment-scores release serves as the back-to-school signal for parents to get engaged in their child’s education as they are learning new, more rigorous academic standards,” Fischer said in a statement Wednesday.

“Decades of research show what we know: Family engagement is key to student success,” she said. “Parents’ engagement in children’s education matters more than their own education, income or ZIP code. Use your child’s assessment scores as an opportunity to get engaged and chart the course for student success this school year.”

The scores mean there is more work to do, especially for poor kids and English learners, said Debra Brown, director of education policy for the nonprofit advocacy group Children Now.

“These tests will serve as a gauge for schools and parents on where kids are excelling and where they may be struggling, as we have raised the bar on what we expect our kids to know,” Brown said. The higher standards will help close the achievement gap, she said. “We must not lose our momentum.”

Parga Duran said schools in Merced would improve upon their test scores in the future.

“It’s important to remember this is the first time we’ve tested this way. I’m very proud of our teachers and students,” she said. “I’m looking forward to testing again (after spring break). That will, I think, give us a much better idea of how things are going and how we’re performing.”

Find complete test result listings at http://caaspp.cde.ca.gov.

TOP TESTERS

Read more here: http://www.mercedsunstar.com/news/local/education/article34618755.html#emlnl=Up_with_The_Sun-Star#storylink=cpy

Today's post by Shanahan on getting your children to read is helpful across the elementary and pre-school spectrum:  I especially like the "take dictation" part of the recommendations. I.E. #5 "Have them tell you a story."

 I think I will use it in developing "stories" as a kind of game in my 6th grade after school extended education classroom. jhd

Shanahan on Literacy	11:45 PM (7 hours ago)
to johndoty---a good one for “I Can Read” Literacy project, families, etc. 9-9-2015
Shanahan on Literacy

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How Parents Can Instill Reading Posted: 08 Sep 2015 11:22 AM PDT Parents often ask how they can help their children learn to read; and it’s no wonder that they’re interested in this essential skill. Reading plays an important role in later school success. One study even demonstrates that how well 7-year-olds read predicts their income 35 years later! This article provides 11 practical recommendations for helping preschoolers and school-age students learn to read. 1. Teaching reading will only help. Sometimes, parents are told early teaching is harmful, but it isn’t true. You simply can’t introduce literacy too early. I started reading to my own children on the days they were each born! The “dangers of early teaching” has been a topic of study for more than 100 years, and no one has ever found any convincing evidence of harm. Moreover, there are hundreds of studies showing the benefits of reading to your children when they are young. 2. Teaching literacy isn’t different than teaching other skills. You don’t need a Ph.D. to raise a happy, healthy, smart child. Parents have been doing it for thousands of years. Mothers and fathers successfully teach their kids to eat with a spoon, use a potty, keep their fingers out of their noses, and say “please.” These things can be taught pleasantly, or they can be made into a painful chore. Being unpleasant (e.g. yelling, punishing, pressuring) doesn’t work, and it can be frustrating for everyone. This notion applies to teaching literacy, too. If you show your 18-month-old a book and she shows no interest, then put it away and come back to it later. If your child tries to write her name and ends up with a backwards “D,” no problem. No pressure. No hassle. You should enjoy the journey, and so should your child. 3. Talk to your kids (a lot). Last year, I spent lots of time with our brand new granddaughter, Emily. I drowned her in language. Although “just a baby,” I talked — and sang — to her about everything. I talked about her eyes, nose, ears, mouth, and fingers. I told her all about her family — her mom, dad, and older brother. I talked to her about whatever she did (yawning, sleeping, eating, burping). I talked to her so much that her parents thought I was nuts; she couldn’t possibly understand me yet. But reading is a language activity, and if you want to learn language, you’d better hear it, and eventually, speak it. Too many moms and dads feel a bit dopey talking to a baby or young child, but studies have shown that exposing your child to a variety of words helps in her development of literacy skills. 4. Read to your kids. I know everyone says this, but it really is a good idea — at least with preschoolers. One of my colleagues refers to this advice as the “chicken soup” of reading education. We prescribe it for everything. (Does it help? It couldn’t hurt.) If a parent or caregiver can’t read or can’t read English, there are alternatives, such as using audiobooks; but for those who can, reading a book or story to a child is a great, easy way to advance literacy skills. Research shows benefits for kids as young as 9-months-old, and it could be effective even earlier than that. Reading to kids exposes them to richer vocabulary than they usually hear from the adults who speak to them, and can have positive impacts on their language, intelligence, and later literacy achievement. What should you read to them? There are so many wonderful children’s books. Visit your local library, and you can get an armful of adventure. You can find recommendations from kids at the Children’s Book Council website or at the International Literacy Association Children's Choices site, as well as free books online at other websites like Search Lit or Unite for Literacy. è5. Have them tell you a “story.”---I like this one…jhd J One great way to introduce kids to literacy is to take their dictation. Have them recount an experience or make up a story. We’re not talking “Moby Dick” here. A typical first story may be something like, “I like fish. I like my sister. I like grandpa.” Write it as it is being told, and then read it aloud. Point at the words when you read them, or point at them when your child is trying to read the story. Over time, with lots of rereading, don’t be surprised if your child starts to recognize words such as “I” or “like.” (As children learn some of the words, you can write them on cards and keep them in a “word bank” for your child, using them to review later.) 6. Teach phonemic awareness. Young children don’t hear the sounds within words. Thus, they hear “dog,” but not the “duh”-“aw”- “guh.” To become readers, they have to learn to hear these sounds (or phonemes). Play language games with your child. For instance, say a word, perhaps her name, and then change it by one phoneme: Jen-Pen, Jen-Hen, Jen-Men. Or, just break a word apart: chair… ch-ch-ch-air. Follow this link to learn more about language development milestones in children. 7. Teach phonics (letter names and their sounds). You can’t sound out words or write them without knowing the letter sounds. Most kindergartens teach the letters, and parents can teach them, too. I just checked a toy store website and found 282 products based on letter names and another 88 on letter sounds, including ABC books, charts, cards, blocks, magnet letters, floor mats, puzzles, lampshades, bed sheets, and programs for tablets and computers. You don’t need all of that (a pencil and paper are sufficient), but there is lots of support out there for parents to help kids learn these skills. Keep the lessons brief and fun, no more than 5–10 minutes for young’uns. Understanding the different developmental stages of reading and writing skills will help to guide your lessons and expectations. 8. Listen to your child read. When your child starts bringing books home from school, have her read to you. If it doesn’t sound good (mistakes, choppy reading), have her read it again. Or read it to her, and then have her try to read it herself. Studies show that this kind of repeated oral reading makes students better readers, even when it is done at home. 9. Promote writing. Literacy involves reading and writing. Having books and magazines available for your child is a good idea, but it’s also helpful to have pencils, crayons, markers, and paper. Encourage your child to write. One way to do this is to write notes or short letters to her. It won’t be long before she is trying to write back to you. 10. Ask questions. When your child reads, get her to retell the story or information. If it’s a story, ask who it was about and what happened. If it’s an informational text, have your child explain what it was about and how it worked, or what its parts were. Reading involves not just sounding out words, but thinking about and remembering ideas and events. Improving reading comprehension skills early will prepare her for subsequent success in more difficult texts. 11. Make reading a regular activity in your home. Make reading a part of your daily life, and kids will learn to love it. When I was nine years old, my mom made me stay in for a half-hour after lunch to read. She took me to the library to get books to kick off this new part of my life. It made me a lifelong reader. Set aside some time when everyone turns off the TV and the web and does nothing but read. Make it fun, too. When my children finished reading a book that had been made into a film, we’d make popcorn and watch the movie together. The point is to make reading a regular enjoyable part of your family routine.  Happy reading. Sources: Ritchie, S.J., & Bates, T.C. (2013). Enduring links from childhood mathematics and reading achievement to adult socioeconomic status. Psychological Science, 24, 1301-1308.Karass J., & Braungart-Rieker J. (2005). Effects of shared parent-infant reading on early language acquisition. Journal of Applied Developmental Psychology, 26, 133-148.

On the importance of step 3 of 4 "doing writing" in our literacy program:

The importance of writing (step 3) in Book Buddies:

“Writing. In all of these programs, writing is an integral part of tutoring in reading. Writing activities provide children the opportu nity to see the relationship between reading and print. The writing process enables the child to This content downloaded on Wed, 23 Jan 2013 18:24:01 PM All use subject to JSTOR Terms and Conditions attend to the visual details and to sort out letter sound relationships. Writing activities are closely coordinated with words from the word analysis. That is, students write sentences or brief paragraphs using sight words and decod able words they are learning. Writing provides repeated opportunities to see the structure of words, to explore the coordination of sound and symbols, and to practice expressing ideas in words. Depending on the program's focus, the content of the writing is generated by the tutor, the child, or sometimes both.”

The Reading Teacher Vol. 51, No. 7 April 1998

(Using Volunteers as Reading Tutors: Guidelines for Successful Practices Author(s): Barbara A. Wasik Reviewed work(s): Source: The Reading Teacher, Vol. 51, No. 7 (Apr., 1998), pp. 562-570 Published by: International Reading Association Stable URL: http://www.jstor.org/stable/20201962 . Accessed: 14/05/2015 18:24) jhd

AND

 “Writing. The writing component of the Charlottesville Volunteer Tutorial is referred to as writing for sounds. We want children to learn how to segment their speech and to match letters to those segmented sounds. At the same time, we want to encourage children to use reading as a scaffold for their initial writing attempts (McGill-Franzen, Lanford, & Killian, 1994). 

Tutors are encouraged to dictate sentences from familiar texts, or children compose their own sentence(s) about the books they have read. Whenever possible, tutors guide children in writing a transformation in which the sentence varies from the original in only two or three words. For example, "In a dark, dark house, there was a dark, dark staircase" might become "In a dark, dark basement, there was a dark, dark closet." 

The tutor dictates the sentence and models the segmentation process by elongating the sounds in the words for children to match the letters to the sounds they hear. Children are encouraged to do their own elongating of sounds as needed. There is considerable evidence to suggest that the act of segmenting speech and matching letters to sounds is a rigorous exercise of phonics in and of itself (Blachman, 1992). Indeed, some researchers have used children's spellings as an indicator of phonemic aware ness (Clay, 1985; Morris, 1992). 

Research has shown that writing in invented spellings enhances children's memory of words, at least at the beginning stages (Ehri & Wilce, 1987). Spellings change as word knowledge grows, and word knowledge grows as exercise and instruction are paced to the child's zone of proximal development (Vygotsky, 1962). The children in the Charlottesville Volunteer Tutorial are encouraged to use their own knowledge of letter-sound correspondences and to produce "sound spellings" even if these are incorrect. 

Children are, however, held accountable for those features they have been taught during the word study component of the tutorial. Errors specifically related to features examined through word study are "negotiated toward correctness" (Clay, 1988). Those features not yet taught directly are allowed to stand as invented spellings.”

 ("A Community Volunteer Tutorial That Works" Author(s): Marcia Invernizzi, Connie Juel and Catherine A. Rosemary Source: The Reading Teacher, Vol. 50, No. 4 (Dec., 1996 - Jan., 1997), pp. 304-311  Published by: Wiley on behalf of the International Reading AssociationStable URL: http://www.jstor.org/stable/20201767 .)Accessed: 14/05/2015 19:38) jhd

First Semester "I Can Read" Literacy project shows amazing success....1.27 years average vocabulary reading improvement.

Summary

Based on an existing relationship with Franklin Elementary School for help in reading (95%  free and reduced lunch, 43% illiteracy rate, 37% English learners) and the opportunity to have a Community Engaged Student Fellow, funded by California Campus Compact, Vernette Doty at UC Merced’s Office of Student Life-Civic Leadership collaborated with community partner in literacy (John Doty, Ph.D. ) to recruit and train UCM volunteer students to conduct a semester long pilot program in literacy tutoring. An initial trial of seven UCM students in November garnered a response of 25 Franklin children, so the trial was modified to focus on an increased number of tutors (23) to work one-on-one respectively with grades K-2 level children. Research has shown the greatest impact is delivered in the early “learning to read” levels of instruction, hence the K-2 level focus. Initial results indicate great success--an average reading vocabulary increase of 1.27 years (see p.7).

RESULTS:

We can celebrate major improvement…averaging 1.27 years progress in reading per child!

·       Two (2) students showed a reading vocabulary improvement of 3 years.

·       One (1) student showed a reading vocabulary improvement of 2 years.

·       Ten (10) students showed a reading vocabulary improvement of 1 year.

·       Even those (3) showing no improvement in the vocabulary level, showed a meaningful improvement in the 40-point developmental spelling assessment.

The teachers, Principal, Vice-Principal, and reading specialist were all delighted. Mentor-Tutors, children, and UCM and Partners were in awe…that there was so much progress! Children reading with confidence and smiles. Many read, out-loud, in front of people, for the first time!

32 million adults in the U.S. can't read. That's 14 percent of the population. 21 percent of adults in the U.S. read below a 5th grade level, and 19 percent of high school graduates can't read.

Details: Insights and Areas for Improvement

1.      23 K-2 students completed the semester and the assessments.

2. Pre and post tests accounted for 15.

3 Some students were sent to other programs following the pilot because they were “too advanced” (at    or above grade level) while many more in the school still showed great need.

4  Four students were new, so no pre-test, and two students were not given the vocabulary portion of    the assessment.

5  Of the original volunteer mentor-tutors,  three-quarters stayed through the entire semester

6  Selection of school children could be refined,

a.  as three out of the four “new” ones were perhaps overqualified, showing final vocabulary levels of 3^rd grade, 4^th, and 4^th, grade respectively (no pre-test)

b.   The last new child scored only 4/40 on the spelling assessment and was not able to attempt the vocabulary assessment, lacking a complete knowledge of the alphabet and even simple words (van, pet, rug, etc).

7 Volunteer hours, staff, team and consulting hours included approximately

a.     23 volunteers x 3 hours per week x 12 weeks         =828 hours

b.     Staff and Intern hours?                                            =150 hours

c.      Consultant: Prep, Training, Analysis, Support       =150 hours

8 The K-2 book supply was not quite adequate to address needs.

“Any book that helps a child to form a habit of reading, to make reading one of his deep and continuing needs, is good for him.” –Maya Angelou

Contact Vernette Doty, Associate Director, Office of Student Life, UCMerced. (209) 228-4201

Be sure to allow for a little spilt milk!

Jayce and Phoenix doing some pre-assembly paper work

Monday April 20th the "I Can Read' Literacy Initiative with Franklin Elementary School and UC Merced Office of Student LIfe completed its first full semester. Kids in grades K-2 who were 1 to 2 years behind in school shared their improved reading skills via a "Reading Party," with their tutors. Some 18 children and tutors read variously from "One Fish Two Fish..." other Dr. Seuss rhymes, and favorite reading pieces. A diverse group of children and tutors were happy and excited to show their newly acquired reading skills. Several children began the semester without even knowing all the letters of the alphabet! A film crew from UC Merced was there taking photos and doing interviews with several tutors and leaders, including James and Cheryl, and Literacy Intern Natalie. The next steps include wrapping up assessment details, writing a summary report with findings, and preparing for the Fall semester, with Reading Education, Assessment, Development for Literacy Instruction for Everyone (READ for LIFE.) jhd

As we move toward Spring Semester closing assessments, just a reminder about SES and Disparities in Early Vocabulary Experience:

https://sites.google.com/site/shanahanpreschool/connecticut-early-literacy-presentation

Shanahan on Literacy: More on the Teaching with Books at the Students' Reading Levels

Shanahan on Literacy: More on the Teaching with Books at the Students' Reading Levels









Why "I Can Read" with UC Merced and Franklin Elementary uses research-based methods, one-on-one instruction related to the "5 Pillars" of literacy, and the Book Buddies format out of University of Virginia. JHD

Yesterday (Feb 9) we conducted spelling and vocabulary-level assessments to go along with our alphabet letter recognition and letter sound assessment earlier. Currently, with a need for some back up coverage and "now shows" we're able to mentor 25 children one-on-one effectively, using research-based methods in alignment with the Book Buddies Tutoring material. We have children who are ESL-ELL who don't know the entire alphabet, as well as many in the emergent, beginning, and transitional stages of learning to read.

California Stars Scores: Finding the Data

Recently I was asked how I got the data on the number of children "less than proficient" in an area in Merced. The questioner seemed to express incredulity that such a large number of students existed, or that somehow the description was inaccurate. In this post I will simply walk through the procedure I used to find the students below proficient at our project school Franklin. First, however, just a note on the literacy levels. Generally around 5% of students are "advanced." Next comes proficient, which averages about 25-30%. The lower levels effectively do not read at grade level. There are three less-than proficient reading levels: "basic," "below basic," and "far below basic." Factors often effecting students' reading levels include poverty, English as a Second or Third Language, single parent households, the kinds of elements included in "socio-economic status" and indicators like the number of students on "free and reduced lunch." These are not internal intelligence factors, they are external forces that make it difficult for a child to enter and progress in school with the same background experience, excitement, and joy for learning that many of their "peers" have who come from higher SES (socio-economic status) levels. Unfortunately this reading problem impacts society as a whole with about 30% less-than-literate, illiterate, or not able to read. Add to that another 30% who are a-literate-they simply don't read even though they are able, there remains nation wide a reading population of 40% or less. This reality first struck me in the church world, where I realized the context is so dependent on literacy (reading the scriptures, the hymnbook (or powerpoint), the bulletin, the newsletter, the annual report. Yet very few churches in my experience (middle class and upper class) allow for non-readers, or provide measures for people to learn reading as a healthy part of growing as a faithful follower. In Jewish culture, the Bar and Bat Mizpah are signs of adulthood, that include an extended examination on the Torah (Old Testament) a public oral reading of the text (In Hebrew) and an exegesis and application for life. Back in the day, people like Jesus, Mary, Joseph, and others in the synagogue new how to read and could have a kind of spiritual and practical independence as part of their interdependence with the larger community faith. For the secular world, lack of reading impacts things like elections, consumerism, contracts, economics, and more. Back to the California STARS tests. Standardized Testing And Reporting. I won't go into the discussion of validity and reliability or those who object to standardized tests because "my child doesn't test well." Most often these tests are used not for the sake of the individual child or family but for large group measurements and funding at either the local, state, or national level. Accurate reading assessments for the sake of remediation are frequently of the qualitative kind like the Qualitative Reading Inventory, or the Phonemic Awareness Language Survey. To find data on a specific school. Start with a web search to find the home page for the California STARS scores. I used "California STARS scores." I came up with this site: http://star.cde.ca.gov/. Next I chose the top date 2013- a link, and clicked on it. There are many choices that follow. One can read "about STAR," "program history and description," and so on. At the top of this page, there is the option "test results search." This begins the exploration of the county, the city, the particular school and the the grades tested. I chose Merced County, City of Merced, Merced Schools, Franklin, and finally all children (one can slice and dice the data based on a number of factors). The results appear on this web page: http://star.cde.ca.gov/star2013/ViewReport.aspx?ps=true&lstTestYear=2013&lstTestType=C&lstCounty=24&lstDistrict=65771-000&lstSchool=6025621&lstGroup=1&lstSubGroup=1 The data are for second grade, a total of 165 children (100%) tested. In comparison to schools in the south end of town, Franklin comes out pretty well. The results in chart form: % Advanced 23 % % Proficient 35 % -------------------------------- % Basic 23 % % Below Basic 16 % % Far Below Basic 4 % For the sake of helping "those who need us most" our Literacy Project "I Can Read" focuses on the lower 43%---basic, below basic, and far below basic. 43% of 165 children is 70.95, or 71 children. Now compare this to Alecia Reyes school: 96 2nd graders, where 68% are less-than proficient. 68% of 96 = 65 children. % Advanced 11 % % Proficient 21 % ---------------------------------- % Basic 31 % 31 % % Below Basic 21 % % Far Below Basic 16 % Franklin 2nd graders include 43% less than proficient, while Reyes includes 68% that are less than proficient. And so it goes. Matters of funding, charter schools, teacher to student ratio, after school programs, and more will be discussed in later blogs, salted with lots of experiences and testimonies of our 30 mentor-tutors (who are totally awesome) from UC Merced. JHDPHD

Day 2, Week One I Can Read Literacy Initiative UC Merced and Franklin Elementary JHDPHD Consultant

We are excited to have 30 mentor-tutors and 30 k-2 grade students to work together in the core elements of Reading-Writing, Talking-Listening, Viewing-Doing----Literacy. Targeting the age range which will produce the greatest impact, we train our tutors in Core Elements of Literacy, plus tutoring skills in order to work with struggling readers. Phonemic Awareness, Alphabetics, Phonics, Fluency, Vocabulary, and Comprehension are the major areas we cover. Following the Book Buddies (2nd Edition) Format by Johnston, Invernizzi, Juel, and Lewis-Wagner, we apply research-based methods, caring interaction, and ongoing teaching-learning and assessment to help both mentors and K-2 learn and grow.