A presentation to the Board of Education R-2 Report: Read and write at the end of third grade Review of 2006-07 Progress and Approval of 2007-08 Targets A presentation to the Board of Education by Vincent Matthews Brad Stam January 30, 2008

SECTION 1: Monitoring Progress of R-2 Academic Achievement: READING All students will meet or exceed rigorous standards in all academic disciplines. Monitoring of performance will include milestone assessments: All students read and write at or above grade level by the end of third grade

Statement of Progress: With respect to the provisions of its policy, R-2 Academic Achievement on Reading, the staff concludes based on academic performance during the previous year that, Oakland Unified School District has: _ Achieved Reasonable Progress in the area of Reading X     Failed to achieve Reasonable Progress in the area of Reading _     Failed to provide sufficient data

Interpretation: The Results policy states that all OUSD students will attain grade level literacy by the end of 3rd grade. The OUSD staff interprets ALL to mean all students except the following: students with severe learning disabilities who are not tested on the CST and students who are CELDT level 1 and 2 and have been in the country for less than 12 months. The OUSD staff interprets proficiency in reading and writing to mean English proficiency in these subjects.

Targets and Indicators: 2005 - 06 Baseline 2006 07 Reasonable Progress Target 07 Accelerated Target 3rd Grade Overall: % 3 rd graders proficient in ELA 28% 28% + 5% = 33% 28% + 7.5% = 25.5% Achievement Gap: % African American 3 profi cient in ELA % of Latino 3 % of English Learner 3 proficient in 22% 14% 9% 22% + 7.5% = 29.5% 14% + 7.5% = 21.5% 9% + 7.5% = 16.5% 22% + 10 % = 32 14% + 10 % = 24 9% + 10 % = 19 2 nd Grade g raders 37 37% + 5% = 42% 37% + 7.5% = 44.5% African American 2 % of Latino 2 % of English Learner 2 proficient in ELA 31 22 29 31% + 7.5% = 38.5% 29% + 7.5% = 36.5% 31% + 10 % = 41 29% + 10 % = 39

Staff Recommendation The Oakland Unified School District has made some progress toward the achievement on the Results Policies, but the staff does not consider this progress reasonable in most cases and there is no evidence of accelerated progress.

Key Findings:

Supporting Data: This graph shows ELA proficiency by grade for the last two years. There is a sizeable dip from 2nd to 3rd grade. This trend exists statewide, but it is particularly pronounced in OUSD.

Supporting Data This graph shows cohort-matched growth of the same set of students who were 2nd graders in 2005-06 and 3rd graders in 2006-07. 41% of students who scored far below basic in 2005-06 as 2nd graders grew at least one proficiency level in 2006-07 as 3rd graders. Overall, only 22% of students grew one of more performance bands (or remained at advanced) between 2nd and 3rd grade.

Supporting Data: This graph shows our performance compared to the state in Reading Comprehension, one component of the ELA CST. OUSD closed the gap slightly in 2nd grade last year, but a 5 percentage point gap in average percent correct remains in both 2nd and 3rd grade.

Supporting Data This graph shows our performance compared to the state in Writing Strategies, one component of the ELA CST. OUSD closed the gap slightly in 2nd grade last year, but a 6 percentage a gap in average percent correct remains in both 2nd and 3rd grade.

SECTION 2: Approval of 2007-08 Targets for R-2  Academic Achievement:  READING

Recommendation to Add 3-Year Growth Target The staff recommends defining reasonable district-wide progress to be the following: Meeting a minimum of 5 of the 8 one-year reasonable progress targets, OR Meeting a minimum of 5 of the 8 three-year reasonable progress target The staff recommends the one or three year goal as two separate options to demonstrate reasonable progress because it recognizes the fact that growth might not always be linear.

Proposed 2007-08 Targets