Learning Readiness is key to overall success, including narrowing the 3rd Grade Reading and Math gap, and requires a family-engaged approach. Data indicates that Black and Hispanic students exhibit critically lower learning readiness than White students and students overall. Multilingual learners are a bright spot.
Provide professional development through a “try-reflect-grow” process on how to utilize already purchased texts to help students explore equity and understanding in developmentally appropriate ways across EC - Grade 8.
Revisit Can-Do Descriptors and Content/Language Objectives across the EC-Grade 8 continuum to help prompt asset-based scaffolds and supports to challenge and support all students for optimal growth, including multilingual learners.
Increase accessible opportunities for all parents to engage in academic and social emotional learning as partners through intentional planning and recruitment within the district parent mentor programs across language groups identified in the district.
Continue the solution-based problem solving model in PLCs and explore the outcomes from that work to determine next steps.
Provide professional development and a community of practice to engage all staff across the district in an asset-based mindset seeking to move to a framework of empowerment.
Explore Reading and Math Readiness across the EC-Grade 2 continuum to ensure there are articulation and growth measurements that allow for targeted gap identification and systemic foundational skill development for all students, including within the biliteracy framework; specifically the alignment of formative assessments, curriculum, and instructional practices supporting reading and math readiness.