2010 THIRD GRADE READING CSAP RESULTS

SITUATION ANALYSIS
Adams 14 staff is disappointed in the 10 percent overall decline in 2010 CSAP third grade reading. The third grade reading results are the first published scores out of 29 CSAP scores to be released this year. These tests were completed by 578 students. The remaining scores for all grade levels will be released in mid-July. While third grade reading scores are traditionally not a good predictor of other test results for the District, Adams 14 is closely reviewing these data to define concrete next steps. Adams 14 is defining next steps in relation to two key factors in the decline of third grade scores:

1. A noticeable implementation dip during the education reform process;
2. A major decrease in student performance on the constructed response section of the third grade CSAP reading test.

Adams 14 is in the midst of comprehensive system reform, and research suggests the District should expect some decrease in scores in year one of change. Changing teaching practice is like taking up a new hobby or sport; it takes time to master new skills. This phenomenon is called an implementation dip. According to the work of Michael Fullan in Leading in a Culture of Change, “All successful schools experience ‘implementation dips’ as they move forward (Fullan, 2001). The implementation dip is literally a dip in performance and confidence as one encounters an innovation that requires new skills and new understandings.” Fullan explains that the reasons for this dip are based in 1) the fear of change and 2) a lack of knowledge or skill in implementing the new initiative. The second point is most relevant to the current situation, because Adams 14 is still providing training, coaching and professional development for teachers and leaders in its reform initiatives.

Secondly, third grade students showed a significant decline in performance on constructed response on the third grade CSAP. The data and response to this decline in performance will be discussed at length below.

While the District is most immediately concerned about the third grade reading scores, District and school administration affirms its commitment to the systemic educational improvements undertaken this year.

For the third grade students who scored poorly in reading this year (partially proficient or unsatisfactory), Adams 14 will provide a targeted summer reading program to help these students catch up prior to entering fourth grade.

TARGETED SUMMER READING PROGRAM
Adams 14 is scheduling a targeted summer reading program for third graders who are not proficient readers. A strong summer reading program helps students catch up and also lessens summer learning loss. The students who attend this summer reading program should enter fourth grade with a better potential to succeed academically. Schools will target the 318 students – or 54% of third graders – who scored partially proficient or unsatisfactory on the third grade reading test. Summer sessions for targeted third graders throughout the District are tentatively planned for Central and Dupont Elementary Schools. Funding for this program comes from reallocated Title I dollars.

In addition to the targeted summer reading program, each school will have funds through Title money to provide after school tutoring for students who are not proficient in reading.

IMPLEMENTING READING SERIES
In May Adams 14 will work with all third grade teachers to identify and discuss strategies for third grade classrooms next year. Teachers and instructional administrators will identify existing Storytown resources and will practice using these resources in the classroom. Use of these resources will help to prepare students for the proper level of thinking and rigor required for proficiency on the CSAP. Storytown was introduced in Adams 14 in November 2008 with districtwide implementation beginning in earnest this year; as a result, many teachers have not received full training and some are simply unaware of the abundant materials that are provided through this resource. Additionally, schools administer DIBELS reading assessments throughout the year, and the key is using the data from these assessments to tailor instruction for individual student needs.

CONSTRUCTED RESPONSE
Constructed response questions account for 38% of the questions on the CSAP. These are questions that require students to write an answer (as opposed to multiple choice questions). Among the skills required for constructed response are organizing information graphically, identifying main idea and supporting details, and summarizing and inferring (drawing conclusions). Adams 14 will continue to work with instructional staff to condition and prepare students for constructed response; not just because these skills are tested on the CSAP, but because the skills required for constructed response are essential skills and strategies for understanding the meaning of text.

Because Adams 14 students did not score well in the constructed response section of the test, the District has concluded that students need more practice in responding to literature. The scores also indicate that students and teachers need better examples of what good written responses look like. The District instructional team will provide exemplars for teachers that will show what proficient student writing looks like, will guide teachers in teaching to proficiency and will provide a framework for giving students feedback. Next year, students across all schools will respond to literature once a week. Time in literacy instruction for all third graders will be increased to ensure uninterrupted literacy instruction for each student.

PROFESSIONAL DEVELOPMENT
A review of the CSAP data shows that Adams 14 students need more support and skill in responding to literature using complete sentences. Teachers will receive embedded professional development on incorporating constructed responses throughout their instruction, and they will also receive training on using existing materials like weekly assessment items to support practice on writing constructed responses. Teachers will receive a newly created rubric with appropriate criteria for a solid constructed response to literature, and they will receive professional development on using the rubric to determine proficiency in student constructed responses. The new Adams 14 writing scope and sequence contains a section designated as Response to Literature. Beginning in kindergarten, students will learn skills to aid their progress to mastery in written responses to literature by the end of third grade. When third grade teachers return for additional professional development this fall, this writing progression will be one of the key training modules they receive. Next year, each elementary school will have a Consortium on Reading Excellence (CORE) consultant for eight days throughout the school year. One area that these consultants will support is the implementation of strategies for response to literature.

WALK THROUGHS
Weekly walk throughs have supported principals in becoming effective instructional coaches, a role that has been added to their current responsibilities of instructional leader and evaluator. Additionally, monitoring the implementation of reforms is important. Members of the Adams 14 administration team are committed to Tuesday walk throughs to give teachers feedback around their effective instructional strategies and necessary next steps for increasing student engagement and accountability. Professional development will be provided through Teach for Success for administrators to provide more explicit coaching to teachers and to assist principals in providing teachers with tools to monitor student academic progress. The District began walk throughs this year, and the process has improved consistently throughout the year. Adams 14 will continue its focus on walk throughs as a coaching tool for all teachers.

The District is disappointed with a 10 percent decrease in the overall third grade scores. The focus for 2010-11 will be on correcting the implementation dip for reform initiatives. In the meantime, Adams 14 will offer a targeted summer reading program to provide students with critical skills required to enter fourth grade successfully.

Detailed scores are provided in the chart below: