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    ELSB Grant Report
    Posted 9/13/21

    California Department of Education


    Early Literacy Support Block Grant Program Annual Progress Report Template


    The Early Literacy Support Block (ELSB) Grant program Annual Progress Report allows for participating districts and eligible schools to determine and describe the effectiveness in addressing the required components of the ELSB Grant planning process. The Annual Report for Year 1 (Planning Year) is due to the California Department of Education on July 30, 2021. Please complete the following information and email the completed report to​​​​​​​ ELSBGrant@cde.ca.gov.



    Name of District and Eligible Participating School(s):

    Hayward Unified School District

    Faith Ringgold School



    Report Submitted By (Name/Title):

    Lisa Davies, Assistant Superintendent, Educational Services

    Gabriel Morales, Principal, Faith Ringgold Elementary School



    Phone/Email:

    510-784-2600, ldavies@husd.k12.ca.us



    Period Covered:

    2020-2021 SY



    Date Submitted:

    September 10, 2021


    1. Account for the ELSB grant program planning activities that identify both individual and collective contributions in the conducting of a Root Cause Analysis and Needs Assessment.

      1. Describe the process and timeline of activities conducted in the development of the Root Cause Analysis and Needs Assessment

      2. Specify the local educational agency (LEA) ELSB lead and primary fiscal contact staff.

      3. Include the names of participants for each participating school and participant roles (e.g., J Brahms – 1st grade teacher at Mozart Elementary; A. Vivaldi – Principal, Bach Elementary, R. Wagner – Bach Site Literacy Coach, G. Verdi – District Curriculum Coordinator etc.).

    During the COVID-19 school closure year, the Faith Ringgold team was able to develop their site plan. The Faith Team included all of the K-3 teachers, administrator and district support. Faith Ringgold followed a three phase process during the 20-21 SY leading to the development of their site plan.


    In phase 1, the school met with local staff, school leaders to review their qualification for the ELSB grant and the opportunity that would come to Faith by participating in the grant. The staff reviewed the literacy data, school climate data and parent engagement information to build an understanding of the school status.


    In phase 2, the school primary grade teachers and principal met with ELSB team members to learn about the process for completing a root cause analysis. The school formalized their team and planned their site meetings. The Faith team attended the learning sessions offered by Expert Lead.


    In phase 3, the site used the data to inform their site plan. They developed a site plan

    that included data, stakeholder input, and learnings from the Expert Lead.


    1. Validate the results of the Root Cause Analysis and Needs Assessment.

      1. Specify the findings from the examination of both school-level and LEA-level practices or unmet needs, including those relating to school climate, social-emotional learning, and the experience of under-performing pupils and their families, that have contributed to low pupil outcomes for pupils in grade three on the consortium summative assessment in English Language Arts.


    Districtwide a majority of K-3 students are testing below proficiency in phonemic awareness and phonics per screening data.


    Districtwide there has not been a K-3 focus on the foundations of reading and reading instruction and best practices.


    The district did not have an updated Language Arts adoption until August 2020. The COVID-19 school interruption has not allowed the full implementation of the materials and resources.


    There are no district mandated assessments for literacy in the district.


    As school re-opens from the COVID-19 interruption, the district has a focus on social emotional learning and implemented practices for our teachers to use.


    1. Describe the identified strengths and weaknesses of both the eligible school(s) and the LEA regarding literacy instruction in transitional kindergarten through grade 3 (TK –3), inclusive. Identify all relevant diagnostic measures, including, but not limited to, pupil performance data, data on effective and ineffective practices, and equity and performance gaps reviewed during the Root Cause Analysis and Needs Assessment.


    Through the root cause analysis we have found that there are several variables that affect early literacy at our school.

    Strengths - We have a collaborative attitude and share our cultural perspectives for literacy

    instruction. We are a culturally relevant school, with a small team, several of which are veteran teachers. Some teachers have received professional development in Fountas and Pinnell Level Literacy Intervention Program. Our site uses Systematic ELD for English Language Development, along with Benchmark Advance for English Language Arts. We have access to the Basic Skills and Phonics Test and Fountas and Pinnell. Teachers are willing to adapt to changes in technology.


    Weaknesses - Too few of our students are able to read grade level text. Not all teachers are

    using the same assessment tools. We need to communicate more on what assessments we

    are using at each grade level. We need to be consistent in using district adopted assessment

    tools.

    Based on the 2018 - 2019 CAASPP data for third grade, Hayward Unified School District has

    found the following:


    ● Approximately two-thirds or 66% of our 3rd graders did not meet standards for English

    Language Arts in 2018-19. The results are even more dismal for our significant subgroups.

    ● In 2018-2019, 76% of African American students did not meet standards for English

    Language Arts.

    ● In 2018-2019, 71% of Latino students did not meet standards for English Language Arts.

    ● In 2018-2019, 72% of Socioeconomically Disadvantaged students did not meet standards

    for English Language Arts.

    ● In 2018-2019, 87% of English Learners/Emerging Bilinguals did not meet standards for

    English Language Arts.

    ● In 2018-2019, 89% of Special Education students did not meet standards for English

    Language Arts.


    Strengths - Hayward Unified School District is in the process of creating a Literacy Plan based on 2017 - 2019 student performance data.


    Weaknesses - Based on the Needs Assessment, the Faith Ringgold Team has found that we need to consistently use the assessment tools provided and approved by the district. We need to use the district adopted language arts program with fidelity. We also need to receive professional development to support the structure of our instruction and to enhance our knowledge of literacy and foundational skills.


    1. Explain how the LEA consulted with stakeholders, including school staff, school leaders, parents, and community members, at each eligible school about the Root Cause Analysis and Needs Assessment and proposed expenditures of the grant funds. If the School Site Council (SSC) was used for this purpose, describe how the school provided public notice of meetings and how meetings were conducted in the manner required by Section 35147 of the Education Code.


    In order to gather stakeholders' input, feedback, and reflection, the ELSB team at Faith Ringgold, which includes the site principal, presented an overview of what we learned, and the work that we did in order to present our final grant proposal on 5/26/21. Our main focus was our root cause analysis. The ELSB team was able to determine from earlier this year that we all had different assessment tools and practices. However, we could not compare data because we did not have the same assessment tools.


    The Faith Ringgold team of six (6) teachers and the principal have discussed how the root cause analysis came from the data presented to us in September 2020 regarding the CAASPP 2019 ELA third grade test scores. The ELSB team presented to the whole staff our grant proposal, and the staff the opportunity to ask questions or share their thoughts or our grant proposal. Those questions and thoughts are noted in the staff check in meeting notes held on May 26, 2021.


    Faith Ringgold's School Site Council also received information regarding the ELSB grant proposal on May 20th, 2021. This public meeting was advertised on the school website for notification and participation. The slide presentation drafted by our ELSB team was presented and the SSC team and participants were allowed time for questions and reflection. The questions and reflection comments noted in the SSC meeting May, 20, 2021.


    The English Language Advisory Committee (ELAC) also presented the site's ELSB grant proposal. This committee was given time for questions and reflection time. All questions and reflection comments are noted in the minutes ELAC noted on April 29, 2021.


    1. Justify LEA partnerships with literacy experts from the county office of education for the county in which the LEA is located, a geographic lead agency established, or the Expert Lead in Literacy in the development of the Root Cause Analysis and Needs Assessment and the Literacy Action Plan. If applicable, describe any partnership with a member of an institution of higher education or nonprofit organization with expertise in literacy for this purpose, which may also involve experts in participatory design and meaningful community involvement.


    The Faith team worked with the Sacramento County Office of Education during their 2020-21 SY root cause analysis work and learning sessions. This county office was the assigned leader in the initial workflow.


    Faith Ringgold has a vast number of resources to support their literacy needs. Our geographic county office is Alameda County Office of Education. The district worked with the county to support our materials pilot and recent elementary Language Arts adoption, Benchmark. The district is currently working with the ACOE team to plan our secondary Language Arts adoption pilot and adoption. Faith Ringgold elementary teachers have input and access to the HUSD district Literacy Plan that is currently being drafted that includes best practices, assessments and interventions. The Literacy Plan committee includes teachers, administrators, university literacy experts and consultants.


    1. Describe how enrollment, program participation, and stakeholder engagement were leveraged to address the literacy needs of students enrolled in grades TK–3 at participating eligible schools, and include a brief narrative of analytical findings (see chart on page 8).


    Faith Ringgold Elementary School is our sole school in the ELSB project. The district is in declining enrollment impacting all of our schools across the district. Faith is a project based learning school for the district that has a focus on arts and science. The school has no boundaries and is selected by families based on interest. The enrollment, 140 students, is small in comparison to our larger elementary schools of 700. Based on the enrollment the school has combination classes throughout which limits full focus by grade level. The small school also has limited resources to support student intervention, activities and some family engagement. The families and community of Faith are active and will support the literacy work the site has planned and will be connected to the district Literacy plan.