Kindergarten First Grade Second Grade Third Grade Fourth Grade

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Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade 1 pair Fiskar Scissors 2 one subject notebooks 2 - 3 ring binder (1 inch) glue sticks 1 x 1 inch 3-ring binder pencils 1 zipping style pencil pouch - large enough for crayons, scissors, glue 2 packs of loose leaf stick, pencils 1 zipping style pencil pouch 3 packs Ticonderoga pencils 1 pack 24 count crayons paper pencil pouch 1 box Cryayola Crayons - 24 count 1 pair of scissors 1 pack cap erasers pencils (no mechanical) pencils erasers 1 small pack of markers or 6 glue sticks 4 glue sticks 1 box 16 - 24 count Crayola Crayons 1 x 1 inch 3-ring binder crayons crayons 1 - 4 pack Expo dry erase 1-4 pack of dry erase 1 pack of highlighters markers markers 1 - 4 pack of EXPO dry erase markers pencil pouch (no boxes) (variety of colors) 1 small pack of highlighters 1 pack of 24-count or less 1 small pack of dry erase 1 set of head phones crayons 1 clip board 1 one subject notebooks glue sticks markers Change of Clothes (pants, 1 pack of 24 Ticonderoga shirt, underwear, socks) in pencils (no mechanical a ziplock bag pencils) 2 one subject notebooks 2 packs of loose leaf paper 1 pair of scissors 1 pair of scissors Small Towel for rest time 2 two pocket folders 1 pack wide ruled notebook paper 3 highlighters, any color 1 x 3-subject notebook glue sticks ear buds (2 pair 1-2 pair of ear buds or head recommended, in case one phones 1-2 highlighters 1 pair scissors 2 x folders (with pockets) breaks throughout the year) 1 pair of ear buds (for K-2 Primary Journal 1 -2 pair ear buds or head phones 1-2 dry erase markers personal use) 2 packs of loose leaf paper 1 three ring binder (1 inch) 1 zipping style pencil pouch 1 pair of ear buds erasers 1 three-ring binder (1 inch) pencil pouch (not a box I pair Fiskar Scissors due to desk size) 1 pocket folder glue sticks 2 three-subject notebooks (with pockets).

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Pre-K and Latinos: Research Series the Foundation for July 2006 America’S Future
2679_Latino_Rept_revised_v6.qxd 8/10/06 1:36 PM Page 1 Pre-K Now Pre-K and Latinos: Research Series The Foundation for July 2006 America’s Future Eugene E. Garcia, Ph.D. Danielle M. Gonzales, M.Ed. Arizona State University Pre-K Now College of Education Washington, DC Tempe, AZ www.preknow.org 2679_Latino_Rept_revised_v6.qxd 8/10/06 1:36 PM Page 2 Pre-K Now 1025 F Street, NW 202.862.9871 voice www.preknow.org Suite 900 202.862.9870 fax Washington, DC 20004 July 2006 Dear Colleagues, Latinos* are the largest minority group and the most rapidly growing segment of the U.S. population. The future productivity of the nation’s workforce depends, in large part, on their success. By providing high-quality pre-kindergarten programs that effectively serve all children, especially those from this quickly growing segment of the population, states can improve the economic outlook for both their Latino populations and their citizenry as a whole. Unfortunately, Hispanic youngsters often start school less prepared than white children and do not catch up during the primary grades. The much-discussed “achievement gap” between Latino students and their non-Latino peers actually begins before children even enter kindergarten and persists throughout the K-12 years. However, Hispanic families strongly value education. In fact, a recent survey shows that 97 percent of Latino parents would enroll their child if high-quality pre-k were available in their communities.1 It is imperative that policymakers and advocates understand how Hispanic children fare academically compared to their peers and become familiar with the programs, practices, and policies that promote Latino children’s educational and life success.
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Catching up to College and Career Readiness
Catching Up To 1 Introduction College and Career 2 Catching Up in Grades 8–12 Readiness 3 Catching Up Grades 4–8 4 Conclusion Policy discussions about preventing and closing academic preparation gaps should be informed by a realistic view of the difficulty of closing these gaps. Introduction n recent years educators and policymakers have set a goal that students graduate from high school ready for college and careers. However, as a Ination we are far from achieving this goal, particularly for low-income and minority students. For example, in states where all eleventh-graders take the ACT®, only 27 percent of low-income students in 2010 met the ACT College Readiness Benchmark in reading, with 16 percent meeting the Benchmark in mathematics, and 11 percent meeting the Benchmark in science.1 Efforts to improve students’ academic preparation have often been directed at the high-school level, although for many students, gaps in academic preparation begin much earlier. Large numbers of disadvantaged students enter kindergarten behind in early reading and mathematics skills, oral language development, vocabulary, and general knowledge. These gaps are likely to widen over time because of the “Matthew effects,” whereby those who start out behind are at a relative disadvantage in acquiring new knowledge. Policy discussions about preventing and closing academic preparation gaps should be informed by a realistic view of the difficulty of closing these gaps. The more difficult and time-consuming it is to close the gaps, the more important it is to start the process earlier. Underestimating the time and effort required could lead educators and policymakers to underfund prevention efforts and choose intervention strategies that are too little and too late.
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SHERMAN ALEXIE Indian Education
SHERMAN ALEXIE SHERMAN ALEXIE is a poet, fiction writer, and filmmaker known for witty and frank explorations of the lives of contemporary Native Americans. A Spokane/Coeur d'Alene Indian, Alexie was born in 1966 and grew up on the Spokane Indian Reservation in Wellpinit, Washington. He spent two years at Gonzaga University before transferring to Washington State University in Pullman. The same year he graduated, 1991, Alexie published The Business ofFancydancing, a book of poetry that led the New York Times Book Review to call him "one of the major lyric voices of our time." Since then Alexie has published many more books of poetry, including I Would Steal Horses ( 1993) and One Stick Song (2000); the novels Reservation Blues (1995) and Indian Killer (1996); and the story collections The Lone Ranger and Tonto Fistfight in Heaven (1993), The Toughest Indian in the World (2000), and Ten Little Indi ans ( 2003). Alexie also wrote and produced Smoke Signals, a film that won awards at the 1998 Sundance Film Festival, and he wrote and directed The Business of Fancydancing (2002), a film about the paths of two young men from the Spokane reservation. Living in Seattle with his wife and children, Alexie occasionally performs as a stand-up comic and holds the record for the most consecutive years as World Heavyweight Poetry Bout Champion. Indian Education Alexie attended the tribal school on the Spokane reservation through the seventh grade, when he decided to seek a better education at an off-reservation :', \ all-white high school. As this year-by-year account of his schooling makes clear, he was not firmly at home in either setting.
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FEB 2018 Initiatives From Preschool to Third Grade A POLICYMAKER'S GUIDE BRUCE ATCHISON LOUISA DIFFEY SPECIAL REPORT www.ecs.org | @EdCommission 2 he period between preschool and third grade is a tipping point in a Tchild’s journey toward lifelong learning — from “learning to read” Of the 2.5 million to “reading to learn.”1 If children do not have proficient reading skills by third grade, their ability to progress through school and meet grade-level students who dropped expectations diminishes significantly. While all areas of children’s learning and development are critical for school success, the predictive power of out of high school last a child’s third-grade reading proficiency on high school graduation and year, about 1.6 million dropout rates is startling.2 Consider: were firmly set on that J Children who are not reading proficiently by third grade are four times less likely to graduate from high school on time. trajectory when they were 8 years old. J If they live in poverty, they are 13 times less likely to graduate on time. J In 2016, they comprised more than half of all students (63 percent) who did not graduate on time. Pair that with the knowledge that about 30 percent of all fourth-graders and 50 percent of African-American and Hispanic fourth-graders nationwide are In 2016-17, 30 states reading below grade-level. Over half are likely to drop out or will not graduate on time. increased funding for If policymakers are to make a significant impact on the readiness of our pre-K, demonstrating nation’s future workforce, interventions and strategies to address gaps in overall support for learning must begin much earlier than third grade.
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