Atascadero USD | BP 6142.91 Instruction
Reading/Language Arts Instruction
Cautionary Notice: As added and amended by SBX3 4 (Ch. 12, Third Extraordinary Session, Statutes of 2009), ABX4 2 (Ch. 2, Fourth Extraordinary Session, Statutes of 2009), and SB 70 (Ch. 7, Statutes of 2011), Education Code 42605 grants districts flexibility in "Tier 3" categorical programs. The Atascadero USD has accepted this flexibility and thus is deemed in compliance with the statutory or regulatory program and funding requirements for these programs for the 2008-09 through 2014-15 fiscal years. As a result, the district may temporarily suspend certain provisions of the following policy or regulation that reflect these requirements. For further information, please contact the Superintendent or designee.
The Board of Trustees recognizes that reading and other language arts constitute the basic foundation for learning in other disciplines. Students should develop an appreciation for literature and for reading as a means to acquire knowledge. They also should develop oral and written language skills that enable them to effectively communicate with others.
(cf. 6143 - Courses of Study)
The Board desires to offer a comprehensive, balanced, standards-based reading/language arts program that ensures that all students have the skills necessary to read fluently and for meaning. The program shall integrate reading, writing, speaking and listening activities in order to build strong communication skills.
Teachers are encouraged to use a variety of instructional strategies to accommodate the needs of beginning readers and the varying abilities of more advanced readers. The Superintendent or designee shall provide professional development opportunities to ensure that teachers are knowledgeable about how students develop language skills, are able to analyze students' developing literacy and are able to draw from a variety of instructional strategies and materials.
(cf. 4131 - Staff Development)
The Superintendent or designee shall ensure that the reading/language arts program offers sufficient access to reading materials of varying levels of difficulty, including fiction and nonfiction works, so that students are continually reading at an appropriate level. In addition, according to the Reading/Language Arts Standards for each grade level, technology should be available to support all areas of literacy.
(cf. 6141 - Curriculum Development and Evaluation)
(cf. 6161.1 - Selection and Evaluation of Instructional Materials)
(cf. 6161.11 - Supplementary Instructional Materials)
(cf. 6162.7 - Use of Technology in Instruction)
(cf. 6163.1 - Library Media Centers)
For each grade level, the Board shall adopt standards of competency in reading, speaking and writing, including spelling and grammar. In addition, the Board shall evaluate the district's standards and analyze the extent which these standards are aligned with the voluntary statewide standards.
(cf. 6011 - Academic Standards)
The goal of the district's early literacy standards-based program shall be to ensure that students are able to read fluently and at grade level by the end of third grade. To reach this goal, the Superintendent or designee shall design a balanced and comprehensive standards-based reading/language arts program with the following components:
1. Explicit skill development for beginning readers that includes phonemic awareness, phonics and decoding skills, and sufficient practice and repetition of these skills
2. A strong literature, language and comprehension program that includes a balance of oral and written language
3. Ongoing diagnosis of individual students' skills
4. An early intervention program that provides assistance to children at risk of reading failure
(cf. 6177 - Summer School)
Teachers may participate in training activities designed to assist them in implementing a comprehensive standards-based K-3 reading program.
The Board recognizes that standards-based reading/language arts instruction is an integral component of the curriculum at all grade levels. Continuous progress in fluency and comprehension shall be the goal of reading/language arts instruction in grades 4 through 12.
The program in these grades shall promote reading for subject matter comprehension, developing understanding of progressively more advanced reading material, analyzing and discussing a variety of reading materials, increasing the frequency of reading, developing more complex writing skills with attention to composition and vocabulary and developing other communications skills.
When students in these grades do not have fully developed reading/language arts skills, standards-based resources shall be made available to assist them in reaching a reading level sufficient to meet the demands of grade-level material. Staff at all grade levels and in every subject shall take responsibility for supporting and expanding students' literacy skills.
42239.1 Funding for intensive reading programs in grades K-4
44277 Professional growth requirements; professional development in reading
44755-44759.7 Teacher reading instruction development program
44830 Employment of certificated persons
44831 Certification qualifications
51210 Areas of study, grades 1 through 6
51220 Areas of study, grades 7 through 12
53025-53031 Intensive reading program for grades K-4
53050-53057 Governor's reading award program
53075 Public involvement reading campaign
60200.4 Fundamental skills
CODE OF REGULATIONS, TITLE 5
9535 Purchase of nonadopted core reading program instructional materials
Every Student Can Read, Every Student Will Read, Report of the CSBA Reading Task Force, May 1995
CDE PROGRAM ADVISORIES
1028.93 Continuing Implementation of the English-Language Arts Framework, CIL: 93/94-02
Teaching Reading: A Balanced, Comprehensive Approach to Teaching Reading in Prekindergarten Through Grade Three, 1996
Every Child a Reader, 1995
English-Language Arts Framework for California Public Schools, 1999
CDE : http://www.cde.ca.gov
Policy ATASCADERO UNIFIED SCHOOL DISTRICT
Adopted: March 7, 2000 Atascadero, California
Revised: September 7, 2004