Sentences with phrase «reading on grade level district»

How many 1st graders are reading on grade level district wide?

Not exact matches

Even though almost every student at the KIPP Academy... is from a low - income family, and all but a few are either black or Hispanic, and most enter below grade level, they are still a step above other kids in the neighborhood; on their math tests in the fourth grade (the year before they arrived at KIPP), KIPP students in the Bronx scored well above the average for the district, and on their fourth - grade reading tests they often scored above the average for the entire city.

Since 2007, the proportion of D.C. students scoring proficient or above on the rigorous and independent National Assessment of Educational Progress (NAEP) more than doubled in fourth grade reading and more than tripled in fourth grade math, bringing Washington up to the middle of the pack of urban school districts at that grade level, while the city's black students largely closed gaps with African American students nationwide.

Armed with this information, staff members at the school district, city, and partner organizations have been developing strategies and practices that give both dropouts and at - risk students a web of increased support and services, including providing dropout - prevention specialists in several high schools, establishing accelerated - learning programs for older students who are behind on credits, and implementing reading programs for older students whose skills are well below grade level.

Newly built to support college and career readiness standards, the bank spans grades 1 — 12 in reading and math and helps districts build assessments that produce high - quality data about student performance and match the level of rigor and item types found on statewide assessments.

are determined, through a district - developed or district - adopted procedure that meets State criteria and is applied uniformly at each grade level, to lack reading readiness based on an appraisal of the student, including his / her knowledge of sounds and letters; or

Rochester school district officials say they are increasing the emphasis on literacy at all grade levels, including hiring 31 additional reading support and intervention teachers in schools across the district for the upcoming school year.

Students in grades 3 and 4 had the District's highest level of proficiency at 8.3 percent, which indicates that the District's focus on helping students to read on grade level by third grade is yielding results over time.

Given that the one out of every eight white suburban fourth - graders not on free - or - reduced lunch are struggling with reading is equal to the levels in big - city districts — and the rate of black fourth - grade suburban counterparts who are functionally illiterate is only four percentage points lower than that of big - city peers — suburban districts are actually falling down on their jobs.

The fourth group, led by the paraprofessional, contained about 11 (mostly grade 2) students reading on grade level and worked primarily from the district - adopted reading series.

In the Tigard - Tualatin School District (TTSD), it's about «never giving up; nothing matters as much as teaching every child to read at grade level,» said former district superintendent Rob Saxton, newly appointed in September 2012 as Oregon's first Deputy Superintendent of Public Instruction.1 TTSD's mission to educate every child is operationalized through a collective commitment to focused work; continuous improvement and refinement in instructional practice on a district - wide basis; and a pervasive attitude on the part of district and school personnel to ensure that all students leave TTSD able to be highly successfulDistrict (TTSD), it's about «never giving up; nothing matters as much as teaching every child to read at grade level,» said former district superintendent Rob Saxton, newly appointed in September 2012 as Oregon's first Deputy Superintendent of Public Instruction.1 TTSD's mission to educate every child is operationalized through a collective commitment to focused work; continuous improvement and refinement in instructional practice on a district - wide basis; and a pervasive attitude on the part of district and school personnel to ensure that all students leave TTSD able to be highly successfuldistrict superintendent Rob Saxton, newly appointed in September 2012 as Oregon's first Deputy Superintendent of Public Instruction.1 TTSD's mission to educate every child is operationalized through a collective commitment to focused work; continuous improvement and refinement in instructional practice on a district - wide basis; and a pervasive attitude on the part of district and school personnel to ensure that all students leave TTSD able to be highly successfuldistrict - wide basis; and a pervasive attitude on the part of district and school personnel to ensure that all students leave TTSD able to be highly successfuldistrict and school personnel to ensure that all students leave TTSD able to be highly successful adults.

In choosing New York for the $ 500,000 prize, the panel noted that the city outperformed other large urban districts in the state on math and reading tests and showed greater improvement at all grade levels.

By 2017, the district aims to have 90 % of its students reading on or above grade level and 100 % achieving or exceeding one year's growth annually.

For example, below I constructed an interactive scatterplot that compares 6th grade average scale scores on the CMT reading (2012) versus percentage of children eligible for free and reduced priced meals (FRPM) at the district level (Google sheet data here).

Researchers used scores of roughly 8 million students tested in fourth and eighth grades in math and reading / ELA in 47 states during the 2008 — 09 school year to estimate state - and district - level subject - specific achievement gaps on each state's accountability tests.

Nearly 30 elementary campuses had double - digit increases, all signs that the district is on its way to meeting its goal of having 100 percent of third - graders reading at or above grade level by 2019.

In one school district that appears to have beaten the odds, Union City, N.J., students consistently performed about a third of a grade level above the national average on math and reading tests even though the median family income is just $ 37,000 and only 18 percent of parents have a bachelor's degree.

Therefore, in the 2015 - 2016 school year Val Verde had a district - wide focus on students in grades TK - 5 as part of a campaign to get all students reading at grade - level by 3rd grade.

In February 2014, The Belk Foundation convened nearly two dozen representatives from a number of local foundations, businesses, the school district, and the library to discuss a community crisis: according to the National Assessment of Educational Progress only 40 % of Charlotte's third graders were reading on grade level.

And after years of struggling to meet academic goals set by the state, the district has seen student achievement improve in certain measures — almost all grade levels showed positive growth in reading and math on 2015 - 16 state tests.

Now, the state and school districts must advance efforts to continue this quality early learning through 3rd Grade so that every child is reading on grade level by this time.

For example, the district's own goal is that 80 % of all 3rd graders will read on grade level.

The district created an Early Success Performance Plan for the pre-K-3 grades that included aligned reading, writing, and math curriculum; ongoing district - designed diagnostic and formative assessments at each age / grade level; extensive professional development for teachers; a prioritized focus on full - day kindergarten and smaller class size for the district's most at - risk students; and both summer advancement and after - school programs for struggling elementary students.

Most school districts and administrators agree that, rather than simply retaining third graders who are not reading on grade level, the better option is to identify struggling students prior to third grade and provide academic supports and remedial classes to help them get back on track.