Grade Level Reading

The Campaign for Grade-Level Reading is a national campaign that focuses on the most important predictor of school success and high school graduation - grade-level reading by the end of 3rd grade.  Schools cannot succeed alone.  It takes engaged communities to help remove barriers, expand opportunities, and assist parents to serve as full partners in the success of their children.

SCOE has partnered with the Stanislaus Community Foundation, Stanislaus Library and the Stanislaus Government to form Stanislaus READS! (Ready, Engaged, Able, Determined Students).  This is a multi-agency, multi-year initiative to uncover many winning solutions to help children read and succeed by 3rd grade. To learn more about Stanislaus READS! visit the website at www.stanreads.org 

Stanislaus County will focus on three challenges to reading success that are amendable to community solutions:

  • School Readiness
    The Readiness Gap:  Too many children from low-income families begin school already far behind.
  • Attendance
    The Attendance Gap (chronic Absence): Too many children from low-income families miss too many days of school.
  • Summer Learning/Family Engagement
    The Summer Slide (Summer Learning Loss): Too many children lose ground over the summer months.

Why is 3rd grade such a critical benchmark?  Because it's the last year a child is taught reading as a subject.  In the 4th grade, students no longer "learn to read" but must "read to learn."  If they have not mastered reading as a core skill by third grade, chances are they will struggle to succeed throughout their academic years.

Pilot Schools were solicited from Stanislaus County with the following characteristics:
• Head Start feeder program
• Stand-alone TK classroom (as opposed to a combination TK/K classroom)
• Willingness of TK and K teachers to be trained to administer and administer the Kindergarten Student Entrance Profile (KSEP) and report the scores
• Willingness to “tag” students in the data base as to their participation in various aspects of the initiative 
• Willingness to respond to requests to provide data about students in regard to: KSEP results (from Head Start, TK, and K administrations), attendance, participation in Imagination Library program, specified summer activities, assessment of 3rd grade reading abilities using the designated assessment (to be named at a later date)
• Summer feeding program (for access to students and parents)
• Willingness to open already established parent organizations on campus or host PIQE or other parent training/support groups 

The program began with five pilot schools and quickly extended to eight schools.  

  • Burbank Elementary, Modesto City Schools
  • CA Avenue, Riverbank USD
  • CapistranoElementary, Empire USD
  • Crowell Elementary, Turlock JUSD
  • Las Palmas, Patterson USD
  • Chrysler Elementary, Stanislaus USD
  • Sylvan Elementary, Sylvan USD
  • Moon Primary School, Waterford USD