1. Closing the Achievement Gap for Students of Poverty & Color Tammy Clementi, PhD Director of Academic Planning/HMH ISG

2. What we know….  The US is reaching a tipping point in racial and ethnic diversity  In 2012, the majority of children in the US born under the age of 2 were children of color in 10 states;  By 2019, the majority of all children in the US are expected to be children of color. 2014 State of America’s Children Report

3. What we know….  Child poverty has reached record levels:  1 in 5 children were categorized “poor” in 2012;  Over 40% of poor children lived in extreme poverty (family of four = $979 a month);  The youngest children (under age five) were of the poorest group. North Carolina US Ranking: 41 st in poor students; 38 th in extreme poverty. 2014 State of America’s Children Report

4. What we know….  Children of color are disproportionately poor:  1 in 3 children of color were poor;  Black children were the poorest (39.6%) followed by American Indian/Native Alaskan (36.8%) and Hispanic (33.7%);  The largest group of poor children were Hispanic followed by White and then Black. 2014 State of America’s Children Report

5. Each day in America: White 53% Black 14% Hispanic 24% Children arrested for violent crime8895* Children arrested fro drug crimes30395* Babies are born in extreme poverty345310595 Babies are born into poverty737597595 High School drop outs1066763834 Children are arrested26451274* Are suspended from public schools523361913453 * Data not available 2014 State of America’s Children Report

6. Moments in America: White 53% Every Black 14% Every Hispanic 24% Every Suspensions5 sec.4 sec. 7 sec. Drop Outs24 sec.33 sec.30 sec. Arrested33 sec.68 sec.- Arrested for drug offense5 min.15 min.- Arrested for violent offense16 min.15 min.- Killed by guns10 hours7 hours17 hours Corporally punished in school1 min.75 sec.7.5 min. 2014 State of America’s Children Report

7. Moments in America: White 53% Every Black 14% Every Hispanic 24% Every Suspensions5 sec.4 sec. 7 sec. Drop Outs24 sec.33 sec.30 sec. Arrested33 sec.68 sec.- Arrested for drug offense5 min.15 min.- Arrested for violent offense16 min.15 min.- Killed by guns10 hours7 hours17 hours Corporally punished in school1 min.75 sec.7.5 min. 2014 State of America’s Children Report

8. How does this impact public education?  Our nation’s schools are failing to prepare millions of children in greater need:  Nearly 60 percent of 4 th and 8 th grade students could not read on grade level;  more than 80 percent of Black students could not read on grade level;  almost 75 percent of Hispanic students could not read on grade level (2013). 2014 State of America’s Children Report

9. What is the societal impact of failing to teach our students to read.. 85% of all juveniles who interface with the juvenile court system are illiterate. National Institute for Literacy Over 70% of inmates in America’s prisons cannot read above the 4 th grade level. National Institute for Literacy “The link between academic failure and delinquency, violence, and crime is welded to reading failure." Department of Justice When states project how many prison beds they will need, it factors in the number of students who read well in 4 th grade. Literacy Statistics

10. What we heard… I was ashamed in school because I couldn’t read. Don’t let them forward you on (to the next grade level) when you aren’t ready. I did not learn to read until I came to prison. Need to start focusing on the younger kids and teaching them to read. Kids need to read more. Everything I learned, I learned in prison. I went from 3 rd grade reading level to 12 th grade reading level in one year with Ms. Lewing.

11. This is why states across this country are pushing for stronger accountability in teaching our students to read by third grade.

12. Reading Challenge

14. Estimated Tiered Intervention Metrics Core is the total number of students performing at Proficient, Tier III 15%, Tier II 85%

15. Math Challenge

17. Estimated Tiered Intervention Metrics Core is the total number of students performing at Proficient, Tier III 30%, Tier II 70%

18. Ask: Do we have a compelling reason to change? If we don’t…. we won’t.

19.  What is the root cause for lack of reading and math achievement in your building(s)? (5 whys)  Discuss at your table.

20. What do we know about the schools who are beating the odds? Will, Focus, Execution! 20

21. 21 They start with an uncompromising will!!! Do we have the will and perseverance to do what we know works? They have a belief system that all students, regardless of socio-economic status and color can attain reading proficiency and math proficiency.

22. Whether you think you can or can’t, you’re right!

23. Scholastic Inc. 23 Whether you think you can or can’t, you’re right! Vocabulary=3 year growth Reading level=4 year growth

24. 24 Whether you think you can or can’t, you’re right! Reading level= 6 year growth in two years!

25. 25 We looked at EVERY student/EVERY classroom! An increase of 93%ile points to proficient and advanced in 1 year!

26. Whether you think you can or can’t, you’re right! Debunk the theory that change takes time! We had a continual pulse on EVERY building and providing on-going support (prioritized our support based on need).

27. Whether you think you can or can’t, you’re right!

28. Action is the foundational key to all success. Pablo Picasso 1.Prepared teachers: Knowledgeable and competent in teaching reading; 2.Aligned supports and tools: Support: Professional learning – moral obligation to prepare our teacher troops with instructional strategies/ pedagogy aligned to next generation ELA standards; Embedded coaching support to maximize instructional expertise (first instruction and intervention teachers); Tools: Programs (core & intervention) are research proven, aligned to next generation, rigorous, accelerate learning; Utilization of assessment data (an assessment tool to progress monitor growth) to ensure there is a continual pulse on the current reading academic realities of all students with swift change in course when students are not on target to meet the identified achievement goal. 3.Continuous improvement system-Execute a course of action and measure progress at frequent intervals, COURSE CORRECT when not on target to hit the goal.

30.  What will you commit to in order to close the gap and accelerate reading and math achievement for all students?

31. We care! Stan Mozingo Account Executive Intervention Solutions Group Houghton Mifflin Harcourt Stanley.mozingo@hmhco.comStanley.mozingo@hmhco.com |919.709.8115 Tammy Clementi, PhD Director of Academic Planning Intervention Solutions Group Houghton Mifflin Harcourt Tammy.Clementi@hmhco.comTammy.Clementi@hmhco.com |720.460.6602