A note from Don Bolce
The importance of children being able to read proficiently by third grade can't be overemphasized. It is often said that the early grades focus on teaching children to read because after third grade, the focus is on "reading to learn."
Children who have not mastered reading face serious obstacles when they can't read to learn. In Santa Clara County, 40 percent of third-grade students, about 8,000 children, are not proficient in English Language Arts (ELA) and 20 percent are not proficient in math. Students who fall short of "proficiency" by third grade are less likely to graduate from high school, research shows.
Addressing this challenge requires implementing proven, data-driven strategies. To that end, more than 100 cities have formed the national Campaign for Grade Level Reading to improve children's academic proficiency. The campaign has identified three strategies that address school readiness, chronic absences, and summer learning loss.
Earlier this fall, a number of organizations came together to work on a local effort to address these issues. These groups include the Santa Clara County Office of Education, City of San José, FIRST 5 Santa Clara County, YMCA of Silicon Valley, United Way Silicon Valley, Kids in Common, and Partnership for School Readiness. Representatives from these groups are working to strengthen and increase school readiness, regular school attendance and summer learning opportunities.
This effort is called "READy to SOAR: Silicon Valley's Campaign for Third-Grade Achievement," and will be launched in spring 2013. READy to SOAR is aligned with the Santa Clara County Early Learning Master Plan and SJ2020 efforts to increase third-grade ELA and math proficiencies.
We are excited by the enthusiasm and commitment of the organizations working on this campaign and will update you on plans and programs in the next issue of "Closing the Gap."
SCCOE Program Director,
Special Projects
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Transitional kindergarten gives students early opportunity for success
 Early Learning is one of the four focus areas of SJ2020 (along with Home and Community; School and Classroom; and College and Career Success). One key aspect of early learning in California today is the Transitional kindergarten program.
Transitional kindergarten is the result of the Kindergarten Readiness Act of 2010. This legislation changed the kindergarten entry date from Dec. 2 to Sept. 1 so that all children enter kindergarten at age 5. The law phases in the new age requirement by moving the cutoff date one month a year for three years, beginning in fall 2012 for children born between Nov. 2 and Dec. 2.
The act also established the transitional program that began in this school year. The program is designed to provide an opportunity for the youngest 5-year-olds to be successful in school, and serve as a bridge between preschool and traditional kindergarten. Transitional kindergarten uses a modified kindergarten curriculum that is appropriate for the age and developmental stage of the students.
 "Transitional kindergarten provides an opportunity for more of our students to have at least one year of a high-quality early learning experience," said Lisa Kaufman, director of Early Learning Services at the Santa Clara County Office of Education. "It also gives us the chance to maximize student outcomes -- not just in transitional kindergarten, but beyond." The Early Learning Services Department -- in collaboration with the COE's Educational Services Branch -- has been active in supporting transitional kindergarten in Santa Clara County. It hosted a regional informational conference last year, as well as ongoing professional development for educators, and provided leadership locally and statewide in the planning and implementation of the program. The first of a three-day training for transitional kindergarten teachers was recently conducted by the COE, offering strategies such as teaching social and emotional skills, and developing a behavioral support plan. Check out more information about the COE and transitional kindergarten. 
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Test scores show progress in closing gap, reveal need for increased efforts
 A series of standardized test scores released by the state in recent months show ongoing progress toward closing the achievement gap in Santa Clara County -- but also highlight the need for increased efforts to complete the mission by 2020. Released in October, the 2012 Accountability Progress Report (APR) is comprised of three components: Growth Academic Performance Index (API), 2010 Adequate Yearly Progress (AYP), and a list of schools in Program Improvement (PI). In addition to math and English, course material such as science and history is reflected in the results. In Growth API, four county schools were ranked among the top five in the state: Milliken Elementary and Faria Elementary were tied for first with scores of 998 (out of a possible 1,000); Murdock-Portal Elementary and Herbert Hoover Elementary were fourth and fifth. A countywide analysis of the state report by the COE's Assessment and Accountability Department shows that the percentage of schools that met the API target of 800 increased by five percentage points to 68 percent; and students' scores rose from 827 (2011 Base API) to 836 (2012 Growth API). Results also show that as AYP targets continue rising every year, the percentage of schools meeting all the targets is declining, both in the state and county.
A full APR analysis is available.
Released in August, the 2012 California Standards Tests (CST) show that 68 percent of county students scored as proficient or higher in English-Language Arts (ELA), compared to 57 percent statewide; and 73 percent of county scored as proficient or higher in math, compared to 63 percent statewide. Also, the gap between white and Hispanic students continues to decrease. For example, the gap in math scores has declined by 10 percentage points since 2004. Despite that trend, however, the size of the gap is still troubling, at 29 points.
A complete CST analysis is available.
Finally, results of the 2011-12 California High School Exit Exam (CAHSEE), also released in August, show that demographic subgroups have shown a steady, gradual improvement in performance since the test was first instituted. Since 2005, the gap in scores between white and Hispanic subgroups in the county has narrowed by eight percentage points on the ELA portion of the test, and by 10 points in math. Over that same span, white students' scores climbed by three points on both tests. A comprehensive CAHSEE analysis is available.
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Documentary covers first-generation college dreams, goals of four high school students
 The COE will host two screenings of a new documentary about four high school students pursuing their dreams of higher education.
"First Generation" chronicles the stories of an inner-city athlete, a small town waitress, a Samoan warrior dancer, and the daughter of migrant field workers.
The screenings will be held Dec. 13 at noon and 4 p.m. at the COE, 1290 Ridder Park Drive in San Jose.
A Q &A with the filmmakers will follow the 4 p.m. screening of the 95-minute documentary.
Register online by Dec. 5.
For more information, contact Peggy Stull at (408) 453-6508.
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Silicon Valley De-Bug offers voice to marginalized youth
Efforts of a local organization are drawing the voices of youth into the discussion about how schools can improve and help narrow the achievement gap.
Silicon Valley De-Bug is a San Jose-based media, community organizing, and entrepreneurial collective founded in spring 2001.
 "For about a decade, we have served as a platform for traditionally unheard communities to have their experiences told," said De-Bug's Raj Jayadev. "In that way, their voices are injected in a civic discussion that was about them, but they were never included in."
By crossing multiple platforms, the organization provides people of all generations with opportunities for growth and expression. De-Bug produces a regular magazine, radio show and television show. It also supports several commercial enterprises, and has led and supported social justice campaigns.
 Focusing on education is a new endeavor for De-Bug, Jayadev said.
Earlier this year, the organization closely examined the state of Silicon Valley's public schools in a special edition of its magazine. In "If My Teacher Only Knew: Schoolin' the Schools," students from across the region offered their perspectives on K-12 education.
The magazine content dovetailed with a contest seeking entrants to submit new media presentations such as videos, songs and poster art about how schools can improve. The submissions were featured at a November event where students gathered in a forum to talk about what schools should look like in the 21st century.
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It is the vision of the City of San José, the Santa Clara County Office of Education, school districts, charter schools, colleges, and business and nonprofit community agencies to join together to eliminate the achievement gap in San José by 2020. The "achievement gap" refers to the disparity in academic performance between two groups: lower-performing Hispanic/ Latino and African-American students, and higher-performing Asian and White/non-Hispanic students.
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