Agenda Item
b. Title I, Part A Literacy Initiative (Not to exceed $4,200,000)
Summary: Presented by: Dr. Candace Alexander, Chief of Accountability & Continuous Improvement, Division of Accountability & Continuous Improvement
Request: It is requested that the Board of Education approve the purchase of take-home backpacks from Scholastic, Inc. for all Title I students (approximately 76,027) in the amount of $4,200,000.
Why: In alignment with Strategic Goal Area 1 - Student Academic Success with Equity and Access, we are seeking approval of the take-home backpacks. The purpose of the take-home backpacks is to improve reading/literacy scores by providing books from Scholastic, Inc. for all Title I students to create at home libraries.
Approximately - 34,237 Elementary Students
Approximately - 17,716 Middle Students
Approximately - 24,074 High Students
Details: DCSD SY24 Milestone data reflects a high number of scholars not reading on grade level. This initiative is to assist with the Early Literacy Campaign with our scholars to improve their reading/literacy skills, therefore, increasing proficiency. The rationale is to increase high interest in reading and prevent slides during student breaks.
SY24 Miletone Data:
Grade Level/Course
Below Grade Level
Third Grade
48%
Fourth Grade
41%
Fifth Grade
32%
Sixth Grade
41%
Seventh Grade
41%
Eighth Grade
31%
High-interest books interest the student and hold their attention. These books are a motivation for students to increase how often and long they read (Williams, 2023). Studies show a positive correlation between intrinsically motivated readers and reading achievement across grade levels, and by high school, extrinsic motivations for reading are negatively correlated to reading achievement. When creating or selecting strategies for reluctant readers, it is important to keep this in mind. We not only need to motivate reluctant students to read, but we also need to take the more difficult path of helping them become intrinsically motivated to do so (Lexia 2024). High-interest reading materials help to motivate students, particularly struggling readers.
The goal for most educators is that their students find practical, real-world applications for their learning and can apply them as life-long learners, not just rote memorizers. If the objective is teaching reading strategies and creating confident readers, which were two main components that struggling readers lacked, and the text is only a vehicle, then it might be a good practice to find materials for teachers that can both motivate and teach skills (Hoover, 2007). Martin-Chang and colleagues (2021) “found significant differences between students who read for pleasure outside of class, immersing themselves in fantasy novels or spy thrillers, for example-and those who primarily read books to satisfy school assignments. Not only was there a powerful link between reading for fun and stronger language skills, but students who disliked reading frequently attributed their negative outlook to experiences they had in classrooms.” Struggling readers should not be limited to hi/lo books in all their reading. Most of us can read material well beyond our measured instructional level if we are interested in the topic and motivated to read. Similarly, even the weakest reader will struggle through a book that is “hot” or “cool”.
For boys especially, non-fiction has considerable appeal, particularly when titles can be found that match their interests and hobbies. The key is linking reading material to the things that interest the students, from extreme sports to World War II fighter jets to NHL hockey. Non-fiction text, especially, provides a number of supports for the struggling reader: headings and subheadings, graphics and illustrations, introductions, and summaries. These provide structures that help the reader access information even if the measured readability is beyond his capacity. A further advantage to non-fiction text is that the reader does not need to read the entire book in order to get benefit from it; the reader can gain information and pleasure from reading short segments (Williams, 2023).
Providing high interest books will help boost reading/literacy scores.
Financial impact: The purchase amount not to exceed $4,200,000 will be paid using Title I funds.
402.1000.564200.00024.7590.1750.8010.030.2024
Contact: Dr. Candace Alexander, Chief, Accountability & Continuous Improvement, 678-676-0733
Effective: September 2024
August 14, 2024
RE: Sourcing Efforts Letter - ITB 24-596 Reading Literacy Materials
Dr. Myisha Warren,
Because the procurement process is constantly evolving and improving, the Purchasing Department has
developed a new customer service feature. The Purchasing Department is now providing a summary of
sourcing efforts to the internal client for ITB 24-596 Reading Literacy Materials.
The Purchasing Department’s efforts include:
1) ITB 24-596 was posted to IonWave on June 20, 2024.
2) ITB 24-596 was advertised in the Champion Newspaper on June 20, 2024, and June 27, 2024.
3) Electronic notification sent to 107 vendors from the DCSD Vendor Bid List.
4) Electronic notification sent to 257 vendors through the State of GA Procurement Registry.
5) Electronic notification sent to 318 vendors through IonWave.
If you are aware of any additional sourcing engines, please let us know so we may include those in our
process.
Eighteen (18) bids were reviewed and Thirteen (13) deemed responsive to the requirements of the
solicitation.
Please feel free to reach out to me at 678-676-0120 with any questions or concerns.
Regards,
Carla L. Smith
Carla L. Smith
Executive Director, Vendor Services
CLS\WFC
c: Ms. Shaun Thompson
Robert R. Freeman Administrative Complex
1701 Mountain Industrial Blvd | Stone Mountain, GA 30083
678.676.0110 | www.dekalbschoolsga.org