ELEMENTARY ENGLISH LANGUAGE ARTS PROGRAM EVALUATION NOVEMBER 2, 2006

1. ELEMENTARY ENGLISH LANGUAGE ARTSPROGRAM EVALUATIONNOVEMBER 2, 2006

2. ARLINGTON PUBLIC SCHOOLS Department of InstructionEnglish Language Arts OfficeTitle I Office Mary Zolman, ELA Supervisor Gayle Kelley, ELA Reading Specialist David McBride, ELA Project Specialist Sheryl Leeds, Title I Supervisor

3. Presentation • Mission Statement • Objectives • Program Description • Evaluation Design • Results • Recommendations and Next Steps

4. Mission Statement • To provide a rich and rigorous program that offers students • the knowledge and strategies that they need to succeed within and beyond APS, and • to become literate adults who have the power to choose what they do after high school.

5. Objectives • Student Achievement in Elementary English Language Arts • improve student achievement • reduce the achievement gaps • Classroom instruction • ensure Best Practices Instruction

6. Objectives • Curriculum and Materials • align with the Virginia Standards of Learning • support and sustain high achievement • represent Arlington’s population

7. Central Office Staff, 2004-2005 • ELA • 1 supervisor • 2 specialists • projects • reading • 2 administrative assistants (reduced to 1, 12/05) • Title I • 1 supervisor • 1 Reading Recovery teacher leader • 1 administrative assistant

8. 26 ELA reading teachers 22 Title I reading teachers 10 of these positions are split ELA/Title I reading positions Within ELA & Title I 17 Reading Recovery trained teachers Elementary Reading Teachers2004-2005

9. Oral language listening and speaking Reading phonemic awareness, phonics, fluency, vocabulary, comprehension Writing composing, written expression, usage/mechanics Language Arts Strands

10. Evaluation Design • Classroom Observations • outside evaluators • Test Data • pre-existing data, PALS, DRP, SOL • Surveys • teachers and administrators • Title I parents

11. Observations Planning for instruction is strong Students at all grade levels knew what to do how to do it Not always clear that students knew why they were completing tasks Classroom participation represents the ethnic diversity of the classrooms How well did we implement?

12. Kindergarten – Grade Two Students Receive a solid foundation in early literacy skills and strategies Assessment PALS DRP Classroom observations Students were engaged in literacy activities How well did we implement?

13. Observations Reading instruction varies across grade levels Extensive small and large group reading Guided reading instruction Lack of specific lesson focus or teaching point Lack of before, during and after reading strategies How well did we implement?

14. How well did we implement? • Observations • Oral language instruction • weak across all grade levels • Direct and indirect instruction • Writing instruction • an area in which continued professional development is needed

15. Overall, APS students do well on the SOL and other assessments Longitudinal data show Students who begin and remain with APS perform better on PALS DRP SOL What changes happened for the intended recipients?

16. Classroom observations examples of excellent instruction illustrating features that could serve as models for others Arlington’s teachers greatest resource What changes occurred in areas that were not the primary focus of the evaluation?

17. Guided reading Word Study/Vocabulary Excellent effect in the early grades centered on phonology K-2 Not continued in Grade 4 Lacking upper-level word study, or morphology If this did not work equally well in all locations, why?

18. Materials (teachers) 83% report satisfaction with the adopted materials, K–5 Professional Development Requests Writing Word study How satisfied were the users and clients?

19. Title I Parent Survey 67% of parents participate in school activities and find them useful 65% of respondents believe their children are very interested in reading Flyers are the best method of communication How satisfied were the users and clients?

20. ELRT and Title I reading teachers were rated highly Classroom observations Use of best practices Before, during and after reading strategies How effectively were systems resources used to achieve the identified goals?

21. How effectively were systems resources used to achieve the identified goals? • Teacher Surveys indicate that reading teachers • Are successful with students • Coordinate frequently with classroom teachers • Are helpful in team planning

22. What are our strengths? • Overall use of Best Practices Instruction • Kindergarten – Grade Two instruction • Expertise of Reading Teachers • Classroom participation by students of all ethnicities

23. APS Reading - 90% Writing – 93% APS Longitudinal Group* Reading - 95% Writing – 97% Virginia Reading – 85% Writing – 91% What are our strengths?2004-2005 SOL, Grade 5 *Took all assessments, Grades 2-5

24. What are our challenges? 2004-2005 SOL, Grade 5 • Achievement Gap in Reading • White Students • 96.5% Passed • Black Students • 71.2% Passed, Gap = 25.3% • Hispanic Students • 87.2%, Gap = 9.3%

25. What are our challenges? 2004-2005 SOL, Grade 5 • Achievement Gap in Writing • White Students • 96.9% Passed • Black Students • 80.9% Passed, Gap = 16% • Hispanic Students • 91.1%, Gap = 5.8%

26. What are our challenges? • Continue to improve instruction • Reading • Writing • Word Study/Vocabulary • Oral Language

27. Recommendations:What are we doing now?ELA Lead Teachers • Supporting lead teachers in developing professional conversations • Introducing professional books • Working with schools to facilitate professional conversations

28. ELA, ESOL/HILT & SPED Core Reading Programs Writing, K-5 Handwriting Word Study/Vocabulary Supplementary/Intervention Preschool Recommendations:What are we doing now?Textbook Review

29. Resource Notebooks, K-2 & 3-5 Vocabulary Notebooks Curriculum Framework Recommendations:What are we doing now?Curriculum

30. Early Reading Strategies Institute (ERSI) K-2 Comprehensive literacy instruction Guided Reading Grades 1-2 Developmental Reading Assessment (DRA) Grades 1-2 general education, ESOL/HILT, special education and reading teachers Administering, scoring and planning instruction Recommendations:What are we doing now?Professional Development

31. Recommendations:What are we doing now?Professional Development • Struggling Readers and Writers • Grades 3-5 • Guided reading technique • Struggling reader and special education focus • Word Study • K-5, spelling and vocabulary development • Northern Virginia Writing Project • Upper elementary and secondary process writing course - GMU

32. Recommendations:What are we doing now?Title I • Sustained Family Literacy Library Initiative • All Title I Schools • Linked to content areas • Focused on improving student learning

33. Complete the electronic reading card Include oral language in existing professional development Add a guided reading course for Grades 3-5 Monitor use of differentiated instruction and materials Recommendations:What do we intend to do?

34. Recommendations:What do we intend to do? • Implement new textbooks in 2007-2008 • Provide ongoing professional development throughout the adoption cycle

35. Support for Professional Development ERSI Word Study Struggling Readers and Writers Guided Reading K-2 Writing PDP In Place

36. In Place • Half-time coaches for • ERSI • Word Study • Struggling Readers and Writers

37. Overall support for ELA Title I Thank You