Language is the architecture of life. Literacy is the knowledge that makes life comprehensible and informs the quality of our participation in culture and society. The institutionalization of public education has been antithetical to this end, by producing “symptoms chasers,” or educators forced to address the symptoms created by the restrictions imposed on their ability to educate students in ways that ensure literacy during the formative years. While education might be the great equalizer, literacy is equity and social justice in their purest form. If we follow Plato’s sage advice and “teach them while they are young,” we will find ourselves not in contentious debates regarding inequities and social injustices, but rather in inspirational conversations over the viable possibilities students create for themselves as they pursue personal and career fulfilment. 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.

Support Structures: Students, Teachers, and Parents

Primary age children in Rialto USD are at risk of lacking a strong foundation in literacy and numeracy. 

Contributing Conditions:

• Non-specialized Reading Instruction
• Limited differentiated academic support
• Limited family supports
• Inconsistent Student Motivation
• Few opportunities for culturally meaningful learning

The risk is even greater for students who:

• Speak a home language other than English
• Live in poverty
• Are members of underserved populations

Teachers Instructional Support

• InnovateEd, a professional development consultant, will help sites with a cycle of inquiry and implementation
• Sites will develop a walkthrough protocol tool and instructional rounds focused on literacy
• Use of the state Interim Assessments Blocks IAB District Calendar
• All secondary schools will select and implement a reading program for the sites 5% of students with the lowest reading levels. 
• Site Reading Specialist and ELA Coaches will support the implementation of writing across the curriculum and reading program implementation
• In- district professional development by grade level
• Focus on writing using math tasks
• Use of the state Interim Assessments Blocks IAB District Calendar
• All secondary schools will implement ALEKS based on each student's Initial "Knowledge Check" score and progress will be monitored monthly 
• Site Math Specialist will support PLC teams in initial lesson creation and monitor formative assessments weekly.  They will also support PLC teams in intervention lesson creation.

High School Numeracy Plan

• Standards Based Tookkits
  • Supports Standards Based Instruction
  • Supports writing in math
• IAB Implementation
  • Introduction in 9th and 10th Grade
  • Continuing 11th grade implementation
  • NEW District calendar
  • Unifying placement policies for advanced math courses
• Piloting Data Science Course
  • Examining student success data
  • Increasing math relevancy