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Stockton Unified reports winter gains in K–2 SIPs reading KPI; district outlines training and parent outreach
Summary
District presenters told the board winter SIPs data show year-over-year gains in K–2 proficiency and outlined cohort-based professional development, fidelity checks and family literacy efforts to continue improving early-reading outcomes.
District curriculum leaders presented winter results and next steps for the SIPs early-literacy initiative (Systematic Instruction in Phonological Awareness, Phonics and Sight words).
Melissa Sikers, director of curriculum and professional development, said the district is seeing "significant increases" in the number of K–2 students meeting proficiency compared with the prior year. Presenters said nearly 799 more K–2 students were recorded as proficient year-over-year in the latest collection window (midwinter data collection remains in progress), and described reductions in chronic absenteeism and suspensions at some sites. Sikers emphasized the program's alignment with the science of reading and said the KPI is a quantifiable measure to track progress.
Allison Silva, an ELA curriculum specialist, described implementation nonnegotiables to support fidelity: classroom visual supports, mastery tests delivered through Illuminate, choral response and correction routines, and dedicated fluency time. The district said it has cohorted elementary schools into groups of four for targeted, grade-level professional development and has provided 30-plus hours of training for site instructional support staff.
Board members asked for site-by-site data and more detail about parent training and home–school connections. Presenters said lesson-connected texts can be sent home, literacy nights and parent coffee hours are being used to demonstrate routines, and the district will partner with community churches and offer MTSS modules for parents to reinforce learning at home.
Next steps: district staff will provide school-site SIPs data on request, continue LETRS cohorts and STAPD days for targeted grade-level support, and proceed with planned parent outreach activities.
