topleft CSBA.org >  Services >  Governance Technology > 

Escondido Union ESD |  BP  6142.91  Instruction

Reading/Language Arts Instruction   

arrow Previous bar Next arrow

Cautionary Notice: As added and amended by SBX3 4 (Ch. 12, Third Extraordinary Session, Statutes of 2009) and ABX4 2 (Ch. 2, Fourth Extraordinary Session, Statutes of 2009), Education Code 42605 grants districts flexibility in "Tier 3" categorical programs. The Escondido Union School District 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 2012-13 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 Education recognizes that reading, writing, speaking, and listening 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 communicate effectively with others.

(cf. 0200 - Goals for the School District

(cf. 6143 - Courses of Study)

The board desires to offer a comprehensive, balanced 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.

For each grade level, the board-adopted academic standards in reading, speaking, and writing, including spelling and grammar are aligned with the state framework and standards.

(cf. 6011 - Academic Standards)

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/ administrators 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)

(cf. 4222 - Teacher Aides/Paraprofessionals)

The superintendent or designee shall ensure that the district's 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, 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)

The superintendent or designee shall regularly provide the board with data from state and district reading assessments and program evaluations to enable the board to monitor program effectiveness.

(cf. 0500 - Accountability)

(cf. 6000 - Concepts and Roles)

(cf. 6162.5 - Student Assessment)

(cf. 6162.51 - Standardized Testing and Reporting Program)

(cf. 6190 - Evaluation of the Instructional Program)

(cf. 9000 - Role of the Board)

Grades K-3

The goal of the district's early literacy 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 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

Teachers will participate in training activities designed to assist them in implementing a comprehensive K-3 reading program.

Grades 4-8

The board recognizes that 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 4-8.

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, 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.

Supplementary Reading Instruction

To assist those students who are experiencing difficulty learning to read and to increase the reading skills and reading enjoyment of all students, the board offers elementary students in grades K-5 increased instructional opportunities outside the regular school session through Anytime School programs and summer school programs for students in selected grades. Students in grades 6-8 will also have increased instructional opportunities through after-school, Saturday, and summer school programs.

(cf. 0420 - School Plans/Site Councils)

(cf. 5123 - Promotion/Acceleration/Retention)

(cf. 6176 - Weekend/Saturday Classes)

(cf. 6177 - Summer School)

(cf. 6179 - Supplemental Instruction)

Legal Reference:

EDUCATION CODE

41505-41508 Pupil Retention Block Grant

41530-41532 Professional Development Block Grant

44277 Professional growth activities

44735 Teaching as a Priority Block Grant

44755-44757.5 Teacher Reading Instruction Development Program, K-3

51210 Areas of study, grades 1-6

51220 Areas of study, grades 7-12

51700-51702 Reading First

53000-53006 Comprehensive Reading Leadership Program

60119 Sufficiency of textbooks and instructional materials

60200.4 Fundamental skills

60350-60352 Core reading program instructional materials

60605 State-adopted content and performance standards in core curricular areas

99220-99221 California Reading Professional Development Institutes

99230-99242 Mathematics and Reading Professional Development Program (AB 466 trainings)

REPEALED EDUCATION CODE FOR CATEGORICAL PROGRAMS

53025-53032 Intensive reading program for grades K-4

CODE OF REGULATIONS, TITLE 5

9535 Purchase of nonadopted core reading program instructional materials

11980-11985 Mathematics and Reading Professional Development Program (AB 466 trainings)

11991-11991.2 Reading First achievement index

UNITED STATES CODE, TITLE 20

6361-6368 Reading First Program

6371-6376 Early Reading First Program

6381-6381k Even Start Family Literacy Program

6383 Improving literacy through school libraries

Management Resources:

CALIFORNIA DEPARTMENT OF EDUCATION PUBLICATIONS

Every Child a Reader, 1995

English-Language Arts Framework for California Public Schools

English-Language Arts Content Standards for California Public Schools, Kindergarten Through Grade Twelve

Recommended Literature: Kindergarten Through Grade Twelve

U.S. DEPARTMENT OF EDUCATION GUIDANCE

Guidance for the Reading First Program, April 2002

WEB SITES

CSBA: http://www.csba.org

California Department of Education, Reading/Language Arts: http://www.cde.ca.gov/pd/ca/rl

U.S. Department of Education: http://www.ed.gov

Policy ESCONDIDO UNION SCHOOL DISTRICT

adopted: January 25, 2001 Escondido, California

revised: February 12, 2009