Mitigating Learning Loss | HB3 Reading Academies Transforming - - PowerPoint PPT Presentation

Mitigating Learning Loss | HB3 Reading Academies

Transforming Literacy in Dallas ISD

Board Briefing, 09-10-2020

HB3 Reading Academies – Dallas ISD Implementation Draft

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Reading Academies Overview Path to 60 Preparation & Execution Cohort 1 (2020-21) Implementation Study

Content

Launch Recap

HB3 Reading Academies – Dallas ISD Implementation Draft

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HB3 Reading Academies

Dallas ISD is implementing the House Bill 3 Reading Academies to transform teaching practices, yield long-term growth in student literacy achievement, and mitigate learning loss due to COVID-19.

• Closing the achievement gap for Latinx and African-American students
• Three year phasing plan, prioritizing highest need campuses first
• Providing real-time coaching and ongoing feedback, beyond HB3 requirement
• Sustaining new learning through PLCs and other collaborative opportunities
• Employing a feedback process to inform continuous improvement

HB3 Reading Academies – Dallas ISD Implementation Draft

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3-Year Phasing Plan

Year 1 (2020-2021) Year 2 (2021-2022) Year 3 (2022-2023)

• Adamson/Pinkston
• Conrad/Jefferson
• Kimball
• Lincoln/Madison/Roosevelt
• South Oak Cliff
• OTI/Single-Gender
• ACE
• Carter
• Samuell
• Seagoville
• Skyline/Wilson
• Bryan Adams
• Hillcrest/White
• Molina/Sunset
• North Dallas
• Spruce
• Introduction/Overview
• Science of Teaching Reading
• Establishing a Literacy Community
• Using Data to Inform Instruction
• Oral Language & Vocabulary
• Phonological Awareness
• Alphabet Knowledge & Handwriting
• Decoding, Encoding, and Word Study
• Fluency
• Reading Comprehension
• Composition
• Tiered Supports
• General Education
• Biliteracy
• Administrator

P A T H W A Y S M O D U L E S

HB3 Reading Academies – Dallas ISD Implementation Draft

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2022 2019 2026 2023 2025 2024 2015 2017 2016 2018 2020 2021

38 33 45 40 52 36 40 40 53 42 28 43 49 49 41 43 44 41 46 56 47 48 47 38

Reading Academies have the potential to accelerate student learning on the Path to 60

Source: STAAR 2013-2018; Dallas ISD Early Learning Strategic Plan

Status Quo Select Early Learning continuous improvement efforts Reading Academies and Other Initiatives

3rd graders that achieved meets and above on STAAR Reading Exam (%)

Path to 2021 goal Status Quo Projection Historical Path to 2025 goal Status Quo + CI Projection

60% 45% ?

HB3 Reading Academies – Dallas ISD Implementation Draft

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Preparation | Feedback

Dallas ISD is approved by TEA to serve as its own authorized provider, allowing it to manage all hiring, oversight, and budgeting for the Reading Academies, including employing cohort leaders.

Total Candidates TEA Qualified Number of Candidates 132 123 Percentage 100% 93.2%

Cohort Leader Process

93% 41%

Statewide Dallas ISD

Cohort leader eligibility at the end

• f three screener

windows

Advisory Council

Collaborative, cross-divisional group provides guidance in decision- making and implementation through a transparent process.

• Provides strategic guidance and

feedback on the implementation of the Reading Academies

• Makes key decisions and/or

recommendations

• Reviews implementation and

impact data to determine changes needed for improvement

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Implementation | Execution

Adapted training to virtual environment via synchronous video conferencing with plans to transition to in-person if/when restrictions are lifted.

• Full coaching support from cohort

leaders

• Additional opportunities to

collaborate and extend learning through small group review, check- ins, and PLCs Financial Implications: Estimated cost of teacher stipends this year: $1,200,000. The increase of $200K from the original Board approved amount will be covered by Early Learning funds. Embedded Supports for Teacher Pathway Embedded Supports for Admin Pathway

• Information sessions
• Cohort leader check-ins
• Campus implementation “walks”
• Artifact workshops
• Coaching look-fors and

implementation benchmarks

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Cohort 1 (2020-21): 56 campuses

Summary

• 1200 administrators and teachers
• Over 120 cohort leaders
• 49 comprehensive teacher cohorts
• 21 Biliteracy | 28 ELAR
• 6 admin cohorts
• 4 Montessori cohorts
• 2 blended cohorts

Reception

• The 53 campuses participating in the comprehensive format were chosen based on

need and equity as they represent the feeders in the district with the greatest number

• f high priority campuses (HPCs).
• The 3 campuses piloting the blended format represent select OTI and Magnet

campuses with experience in digital learning and a record of excellence. Their experience will inform implementation of the blended pathway for future years.

Rationale

• High website traffic (6,910 views)
• High level of engagement on Canvas

(LMS):

• 2,835 assignments completed on

Canvas

• 2,347 discussions topics
• 106,369 files uploaded

HB3 Reading Academies – Dallas ISD Implementation Draft

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Feedback process and implementation study

Multi-step, robust system for feedback and improvement

Long-Term Feedback

Continuously improve our support for next year

• Data Includes:
• In-depth surveys of

teachers and administrators

• Focus Groups
• Assessment Data

Short-Term Feedback

Continuously improve our support this year

• Data Includes:
• Post PD Surveys
• Focus Groups
• Assessment Data

Effectiveness Data

Analyze effectiveness of the Reading Academies

• Data Includes:
• STAAR, MAP,

Running Records

• CLASS data on

instructional quality

• Student & Teacher

demographics

HB3 Reading Academies – Dallas ISD Implementation Draft

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Launch

HB3 Reading Academies – Dallas ISD Implementation Draft

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Questions?

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Appendix

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Initial survey results show that teachers plan to implement Reading Academies content

Teachers will provide ongoing feedback to guide implementation

• 447 teachers have completed the long-term feedback survey
• 292 teachers have completed the short-term post PD session survey

1% 4% 10% 20% 65% 1% 5% 11% 21% 62% 10 20 30 40 50 60 70

Percent of Respondents

Completely Somewhat Not at all

Will you incorporate elements of this session into your work? Was the content of this session relevant to your work?

Based on the first 4 PD sessions, to what extent…

Note: Data taken from Post PD survey sent on 8/26/20. Results taken 9 am 8/31/20. Survey is ongoing. Responses for these questions were provided on a 1- to 5-point continuum with anchors only at 1 (Not at all), 3 (Somewhat), and 5 (Completely).

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Phasing map by feeder