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Literacy & Numeracy Initiative
Abstract
The Rialto Ï㽶ÊÓƵ District Foundational Literacy Initiative was established to provide first through third grade teachers, Ï㽶ÊÓƵ and families the support, training and resources needed to ensure strong foundational literacy skills thereby ensuring that all Ï㽶ÊÓƵ read at grade level by the end of the third grade. During our journey towards literacy excellence, Rialto Unified has invested in providing primary grade level classrooms Reading Certificated Specialists, Co-Teacher supports in first grade classrooms, a partnership with the University of Southern California to provide a Reading and Literacy Authorization program for teachers, and is working to further develop a partnership with the University of Southern California to provide a Reading and Literacy Certificate program for families with Ï㽶ÊÓƵ in early Ï㽶ÊÓƵ.
Purpose and Rationale
Language is the architecture of life. While Ï㽶ÊÓƵ might be the great equalizer, literacy is equity and social justice in their purest form. The greatest gift we can bestow on a child is the gift of literacy, so that he or she discovers meaning in life and seeks a virtuous and harmonious place in it. For it is impossible for a person, let alone a child, to live beyond his or her level of literacy.
Reading on grade-level by the end of third grade is one of the most critical milestones in Ï㽶ÊÓƵ. Studies show that 74% of third graders who read poorly still struggle in ninth grade, and third grade reading scores can predict a student’s likelihood to graduate high school. Children who do not read proficiently by the end of third grade are four times more likely to leave school without a diploma than proficient readers. While those with the lowest reading scores account for only a third of Ï㽶ÊÓƵ, this group accounts for more than 63% of all children who do not graduate from high school. Although a low level of literacy is not a direct determinant of a person’s probability to be convicted on criminal charges, correctional and judicial professionals have long recognized a connection between poor literacy, dropout rates, and crime. According to the National Adult Literacy Survey, . Third grade Ï㽶ÊÓƵ in Rialto USD have long been at risk of low academic reading scores as indicated in our District diagnostic data. The fall third grade reading scores for the last four years have shown little to no growth with the percentage of Ï㽶ÊÓƵ showing proficient or advanced ranging from 32-35%, leaving the majority of Ï㽶ÊÓƵ reading below grade level.
Need
Rialto USD is looking for passionate and innovative partners that are interested in supporting the above foundational literacy initiatives. We have been fortunate for the past couple of years to have additional one time State funding that we have used to support long term solutions. However, in order to keep these pillar initiatives in place, we need financial support from corporations or private sponsors. We believe you are an ideal partner for Rialto USD teachers, families and Ï㽶ÊÓƵ. We ask that you consider supporting our innovative literacy initiatives.
Solution
The Literacy Initiative is designed to provide all first through third-grade Ï㽶ÊÓƵ with a strong foundation in reading, thereby ensuring that all Ï㽶ÊÓƵ are reading at grade level by the end of third grade. In order to accomplish this goal, teachers must have high efficacy in the foundational reading standards which build Ï㽶ÊÓƵ’ phonemic awareness and phonics skills. Equally important parts of the program are collegial support through co-teaching, building of teacher capacity through a credentialing program, and families who are supported with knowledge and materials to create home reading routines. The following are the main Rialto USD pillars towards foundational literacy success:
- Reading Certificated Specialists in grades 1- 3 supporting every classroom daily
- Co-Teachers in first-grade classrooms
- Partnership with the University of Southern California to provide a Reading and Literacy Authorization Certification program for teachers
- Partner with USC to provide a literacy program for families
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Program Details
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Co-Teachers Initiative
Abstract
Within the Rialto Ï㽶ÊÓƵ District Foundational Literacy Initiative, a major pillar of support is to provide Ï㽶ÊÓƵ in some first grade classrooms with two full time co-teachers in order to ensure strong foundational literacy skills in their most critical year of learning to read. This additional educator allows for a student-centered, flexible, and differentiation instructional model where each Ï㽶ÊÓƵ’ individual literacy needs are being met to the fullest extent.
Purpose and Rationale
Behind the varying levels of student intellect and motivation in any given classroom lies the challenge of meeting each student’s individual learning needs. Without differentiation, many Ï㽶ÊÓƵ soon have gaps in their foundational literacy skills. Without differentiation, teachers tend to teach to the largest body of student performers, those Ï㽶ÊÓƵ in the middle group. Students who aren't grasping learning to read tend to get moved along or overlooked without their gaps being addressed. Those gaps lead to struggling Ï㽶ÊÓƵ who continue to fall farther behind each year because they don’t have the individualized support needed to be successful. As those gaps widen each year, it is harder for Ï㽶ÊÓƵ and teachers to fill.
Research has shown that when grouping is utilized in a flexible and temporary manner, with appropriate curricular adjustment, significant achievement gains can be realized. Teachers can then collaboratively differentiate the level, depth, and breadth of literacy instruction to provide learning opportunities that maximize student strengths and potential.
The Solution
In order to ensure a strong Literacy foundation, The Rialto USD Literacy Initiative is designed to provide all first through third grade Ï㽶ÊÓƵ with a strong foundation in reading, thereby ensuring that all Ï㽶ÊÓƵ are reading at grade level by the end of third grade. A major pillar to accomplish this goal, are collegial support through co-teaching. A classroom of Ï㽶ÊÓƵ with a diverse level of ability and motivation requires the use of a differentiated instruction model that can be achieved through two full time educators teaching together in a co-teaching model. District data shows that Co-teaching first grade classrooms out score their first grade classrooms and close the achievement gap at a higher rate with Ï㽶ÊÓƵ obtaining foundational literacy.
The Need
Rialto USD is looking for passionate and innovative partners that are interested in supporting the co-teaching model in first grade classrooms. We have been fortunate for the past couple of years to have additional one time State funding that we have used to support long term solutions. However, in order to keep these pillar initiatives in place, and build upon our success, we need financial support from corporations or private sponsors. We believe you are the ideal partner for Rialto USD teachers, families and Ï㽶ÊÓƵ. We ask that you consider supporting our innovative co-teaching initiative.
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Family Literacy Program
Abstract
The Rialto Ï㽶ÊÓƵ District Family Literacy program, in collaboration with the University of Southern California (USC), endeavors to equip families with a literacy certification, fortifying their capacity to support their children's academic growth. As participants of this one-year program at USC, families pledge to champion reading at home and advocate for community-wide literacy. The Rialto Ï㽶ÊÓƵ District's commitment to this initiative not only augments Ï㽶ÊÓƵal standards but also seeds the foundations for sustainable economic development. A community enriched with literacy skills attracts businesses, spurs innovation, and nurtures a cohesive socio-economic fabric. By investing in family literacy, we are not just advancing individual families but also propelling the economic future of the 33rd Congressional District.
Purpose and Rationale
It is important to recognize that parents have varying levels of literacy attainment. In Rialto 9% of parents have earned a college degree. Therefore the remaining population has earned a high school diploma or lower. Studies show that most high school graduates, graduate with a grade 6 reading level. It is important to develop strong reading abilities and culture in the community in order to break the cycle of intergenerational illiteracy and increase employment opportunities.
When parents in the Rialto Ï㽶ÊÓƵ District (RUSD) were surveyed, 45% of parents identified literacy as a topic of interest to support their child in attaining academic success. Parents expressed the following needs:
- To be able to assist their children with reading
- To help advance the literacy development of their child
- Ethnically and culturally diverse instruction
- Assistance to help their children in their home language
- Specific literacy programs designed to meet the need of parents to help their children grow academically and socially
Educators must consider the dynamics and levels of literacy as it varies by family. First, connect what is expected to be learned to everyday practice. Second, understand the context for the child’s home literacy environment and parent engagement. Third, transform or enhance the curriculum to meet the needs of diverse learners as necessary.
The Solution
In order to ensure a strong reading and literacy foundation, RUSD is partnering with USC to develop a family literacy certification to be completed over the course of one school year.
The program objectives are as follows:
- Every participating family member will be an active agent in his or her children’s learning experiences
- Every participating family member will be knowledgeable about his or her children’s reading literacy needs and the role parents play in addressing such needs
- Every participating family member will champion a love for reading literacy at home and among other parents and families in the community
The Need
RUSD is looking for passionate and innovative partners that are interested in supporting the above family literacy program. We have been fortunate for the past couple of years to have additional one time State funding that we have used to support long term solutions. However, in order to keep this pillar initiative in place, we need financial support from corporations or private sponsors. We believe you are an ideal partner for Rialto families and Ï㽶ÊÓƵ. We ask that you consider supporting our innovative literacy initiatives.
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Reading Specialists
Abstract
The Rialto Ï㽶ÊÓƵ District Foundational Literacy, Reading Specialist Initiative was established to provide first through third grade Ï㽶ÊÓƵ with Certificated Reading and Literacy Specialists support, which ensures strong foundational literacy skills. Thereby ensuring that all Ï㽶ÊÓƵ read at grade level by the end of the third grade. In addition to highly qualified classroom teachers, a Reading Specialist has been allocated to meet the needs of struggling readers in every primary classroom. To ensure Reading Specialists are highly trained, a close partnership with The University of Southern California, has provided a pathway for current and future employees to become certified as a Reading and Literacy Specialist.
Purpose and Rationale
Studies have concluded that accelerated literacy programs using highly prepared teachers had the most positive impact on student reading achievement. Influencing characteristics included highly trained professionals in reading, flexibility, and knowledge of children's learning to provide high-quality individualized reading instruction. Congruent with research on the most effective reading development, the Foundational Literacy-Reading Specialists Initiative ensures a strong teacher knowledge level in literacy instruction and supports every primary Ï㽶ÊÓƵ classroom’s struggling readers.
The Solution
In order to ensure a strong Literacy foundation, The Rialto USD Reading Specialist provides all first through third grade Ï㽶ÊÓƵ with a strong foundation in reading, thereby ensuring that all Ï㽶ÊÓƵ are reading at grade level by the end of third grade. To accomplish this goal, tiered support includes access to highly trained Reading Specialists who assure Ï㽶ÊÓƵ’ develop phonemic awareness and phonics skills. Reading Specialists are more aware of the complex nature of literacy development, assume an instructional role, and collaborate with classroom teachers to assure holistic reading support for our most struggling Ï㽶ÊÓƵ.
The Need
Rialto USD is looking for passionate and innovative partners that are interested in supporting the foundational literacy Reading Specialist initiative. We have been fortunate for the past couple of years to have additional one time State funding that we have used to support long term solutions. However, in order to keep these pillar initiatives in place, we need financial support from partners, corporations and private sponsors. We believe you are the ideal partner for Rialto USD teachers, families and Ï㽶ÊÓƵ. We ask that you consider supporting our innovative literacy initiatives.
Contact
To find out more about how you can partner with us in support of literacy, please contact
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Teacher Reading Authorization
Abstract
Building literate classrooms across subject matters and preparing Ï㽶ÊÓƵ to become fluent, independent readers has become a major emphasis of the Rialto Ï㽶ÊÓƵ District. The University of Southern California (USC) Reading and Literacy Added Authorization program is geared towards educators with the potential to become leaders and mentors in the areas of reading and literacy development. Teachers must be able to help Ï㽶ÊÓƵ use complex and varied texts to learn how to access and understand information. This authorization provides educators with the right tools to improve student achievement in all core subject areas by increasing reading and literacy proficiency.
Purpose and Rationale
California’s literacy crisis predates the pandemic, with less than half of California children reading at grade level back in 2019. The impact of school closures and remote learning has caused reading scores to further plummet. Only 42.1% of third-graders can read at grade level in the state of California as documented by the Smarter Balanced test. This is down from 48% proficiency pre-pandemic. Since reading is a cornerstone skill that builds a foundation for all future learning, any drop in reading skills is detrimental to student achievement.
Reading skills are the building blocks of all future learning. Poor literacy affects Ï㽶ÊÓƵ’ social and emotional well-being. Students who struggle with reading are four times more likely to drop out of high school. The path to literacy development begins early in a student’s Ï㽶ÊÓƵ. Third grade has been identified as important for reading literacy because if a student is not a proficient reader when they begin fourth grade, as much as half of the curriculum they will be taught will not be understood.
Third-grade Ï㽶ÊÓƵ in Rialto USD have long been at risk of low academic reading scores as indicated in our District diagnostic data. The fall third-grade reading scores for the last four years have shown little to no growth with the percentage of Ï㽶ÊÓƵ showing proficient or advanced ranging from 32-35%, leaving the majority of Ï㽶ÊÓƵ reading below grade level.
The problem is not solely related to poverty, lack of resources, and non-English home language. The problem is how schools teach reading. Learning to read does not happen naturally, it has to be taught. Years of scientific research have revealed a great deal about how reading develops. Even though so much is known about reading, there is a wide gap between the science and the teaching in the classroom.
The Solution
In order to ensure that Ï㽶ÊÓƵ are receiving strong reading instruction, the Reading and Literacy Added Authorization (RLAA) prepares teachers to take the lead in working with Ï㽶ÊÓƵ who experience difficulties with reading. RLAA teachers assist and support other classroom teachers, assess student progress, and monitor student achievement while providing instruction and intervention.
In partnership with the University Of Southern California (USC), 221 teachers in grades TK-12 have completed the RLAA program. In the primary grades, 182 teachers have completed their RLAA, representing 27% of all elementary teachers in the Rialto Ï㽶ÊÓƵ District. We want this number to continue to grow each year.
The Need
Rialto USD is looking for passionate and innovative partners who are interested in supporting the above Reading and Literacy Added Authorization program at USC. We have been fortunate for the past couple of years to have additional one-time State funding that we have used to support long-term solutions. However, in order to keep these pillar initiatives in place, we need financial support from corporations or private sponsors. We believe you are an ideal partner for Rialto USD teachers. We ask that you consider supporting our teachers in achieving their Reading and Literacy Added Authorizations from USC.