This presentation was given by Jan Kaay, principal of Luther Burbank Elementary School in Mountain View, CA. The presentation, given at the Pacific District Executive Forum on March 11, 2009, is an overview of how the school has successfully integrated both the Waterford Early Learning Program and SuccessMaker Enterprise to improve student achievement outcomes.
6. Through effective
leadership and
excellence in
teaching and learning,
our mission is
to graduate all students
prepared for successful
academic futures
and to become
contributing
and responsible citizens
7. Improve Teaching and LearningImprove Teaching and Learning
• Is Data-Driven
• Provides Best First
Teaching
• Includes Effective
Language Acquisition
• Is Standards Based
• Is Focused on
Reading, Language
Arts and Mathematics
10. Guiding StrategiesGuiding Strategies
• Involve teachers, parents and the
community in supporting academic
Achievement
• Maintain an Instructional Focus, and align
support resources, including targeted
professional development
11. Reading is theReading is the
fundamentalfundamental
building blockbuilding block
for successfulfor successful
learning in alllearning in all
content areas.content areas.
16. Reading Fluency: Each student will improve
their reading rate score by 5-10 more words per minute
each 6-8 weeks until they read fluently at grade level.
Reading
Comprehension:
Each student will improve
their reading comprehension
scores by 10% each 6-8
weeks until they demonstrate
understanding of text.
District Academic GoalsDistrict Academic Goals
17. Math Comprehension: Each student will
improve their mathematical understanding as
demonstrated by 10% increase in scores each 6-8 weeks.
Math Fluency: Each student will improve their
recall of math facts rate by 5-10 more facts per minute
each 6-8 weeks until they have memorized the
appropriate math facts.
Writing: Each student will improve their written
communication scores by 1 or more performance levels
each 6-8 weeks until they demonstrate proficiency with
English conventions and written communication of idea.
19. ““We love to read on computers!”We love to read on computers!”
So…why choose theSo…why choose the
Waterford Early Literacy Program?Waterford Early Literacy Program?
37. Based on theirBased on their
LiteracyLiteracy
AchievementAchievement
Luther BurbankLuther Burbank
K-3 students rankK-3 students rank
#30 of 884 Reading#30 of 884 Reading
First schools inFirst schools in
California.California.
41. • Room Space
• Electrical/Wiring
• Computers
• Software
• Training
• Ongoing Caretaking
of Equipment
• Ongoing Support in
Using Software
• Daily Schedule
• Lab Procedures
• Teach Technology
Skills
• Regular Assessment
• Use the Data
MakeMake
ItIt
Work!Work!
42. • Inclusion Special Education
• Child Development Center
• Full Day Kindergarten
• Afterschool Program
• READING FIRST
• Technology – Edusoft, Powerschool,
United Streaming
• Achievement Project- Model Schools
43. • APANGEA Algebra
• Leadership Team
• Breakfast/Lunch/Snack Program
• K-2 Morning Reading Groups
• Student Interviews
• Flexible Scheduling
• Extended Instructional Hours
• SUCCESSMAKER
50. Waterford Early Reading ProgramWaterford Early Reading Program
Pearson Digital LearningPearson Digital Learning
LutherLuther
BurbankBurbank
SchoolSchool
DistrictDistrict
……WhereWhere
ChildrenChildren
ComeCome
FirstFirst
Hinweis der Redaktion
Our intent is for our students – all 520 of them to read fluently for information and enjoyment. We practice every day! The majority, 81%, of the children are Hispanic, 70% are English Learners, 85% are Economically Disadvantaged, 32% are new to the district (excluding K). 35% of our kindergarteners have joined us since December, after the first Trimester of school, and 30% of the initial students have moved on.
We live the creed of Teaching Reading relentlessly because it is THE gateway SKILL for later academic success. We’re a Reading First district with full implementation of our Houghton Mifflin Legacy of Literacy curriculum. The 1-3 grade students experience 3 hours of core language and reading, full day kindergarten does 2 hours formally. Additionally ALL students participate in English language development classes 4 days a week.
This is what the lab looks like with students actively learning. Some first graders are telling us “We love to learn on computers!”
The first tier of our reading program involves best first teaching for all. By systematically attending to all of the components of effective reading instruction we plan to prevent initial reading difficulties. The software the students use takes them step-by-step through skills and concepts lessons…and doesn’t “pass them on until they achieve 80% mastery.
Our kindergarten students start working in the lab in January. They’ve made relationships with their teachers and made friends with their classmates. About 80% have not attended preschool, and they don’t have computers at home – so they’re excited to learn in the lab…and we’re convinced that we’re stimulating early academic achievement…
…through preview and review lessons offered in an engaging computer environment. Prevention of reading difficulties, early and accelerated achievement in literacy and sustained growth at a rapid rate for every student are our goals for our youngsters. This is our 4th year of differentiated instruction using technology and we know that it’s working.
Our students have a long way to go in writing. As an area of need, we’re looking to get even deeper into computerized lessons as we get a little more organized each year.
The students are fascinated with anything to do with computers! A high priority goal for us is to provide access to technology to foster success in our competitive world. In our quest for true engagement…the literacy lab experience is truly motivating!
The individualized instruction – there are 3 levels roughly equating to three years of lessons for grade kindergarten, one and two – puts each student at a pace and level of optimal learning. Children who join us late in the year…can easily start at the earliest levels in the software.
They are learning to discriminate the sounds of the English language. They know that words are composed of sounds and can manipulate these sounds. In the computer lab they each wear earphones so that they can hear without interruption.
Just as the children listen to excellent models as their teachers read aloud, they also get fluency practice in the lab. The computer “reads” to them expressively and they read back! It’s interesting to listen to the whole group in the lab – attending to their lessons, reading away with headphones on and microphones and recorders in action!
Of course…understanding written academic text is our number one objective whether in the lab or the classroom, the library, or working with Accelerated Reader. The
The literacy lab does not replace a competent and caring teacher, but it does allow that teacher some extra time with fewer children – so everyone benefits. The activities in the literacy lab are varied. Children might be practicing a reinforcement skill or might be participating in another form of the guided reading lessons that your’re seeing here.
Here you see a second grade teacher working with a small group of students. The rest of her class is using the Waterford software in the Early Literacy lab. Teachers find the children eager and excited to participate in the reading lab.
The on computer literacy lessons provide even more immediate feedback than is possible in a full classroom of little ones. In addition to teacher observation and testing, we use the assessment features to add to our information about what students know and can do.
And a big part of their success is due to the magical lady who runs the literacy lab. We’re celebrating Maria Ortiz tonight along with the literacy program. Her dedication behind the scenes to set up the lessons, and during instruction to monitor 20 students and 20 computers, and after the students engage to provide weekly feedback to the classroom teachers is phenomenal, and well appreciated.
