After this lesson, students will be able to: 1. define 'informational literacy' 2. outline the process of informational literacy 3. complete the process of informational literacy To support teacher development, the school would hire a literacy coach, administrators would focus professional goals on literacy improvement, and teacher professional development over the next three years would focus on literacy. It is critical that the Westfield Public Schools have a comprehensive district plan for improving literacy for all students. An effective literacy action plan designed to meet the needs of all students in the school is essential to leading a comprehensive and coordinated literacy improvement effort. This literacy plan will be at the heart of everything we do in our building in reading. What would students be doing? Alexandria, VA 22311-1714. For the purposes of program monitoring, data disaggregation is essential. The impact of this process will be different depending on the school and the community involved. Bilingual Seals and Proficiency Certificate, Bradley G. Board Award for Excellence in Elementary Education, Charlie Parnell Memorial Award for Excellence in Special Education, Team Award for Child-Centered Collaboration, MCE Volunteer and Business Partner Awards, Addressing Discrimination and Racial Injustice, Message on the Back to School 2020-21 Plan, Distinguished Educators & National Board Certification, Bargaining Unit Contracts & Benefit Summaries, Technology Planning and Strategic Priorities, Minnetonka Stadium Buy a Brick Fundraiser, TIPS276 (Report Discrimination/Bullying/Harassment), 2019 PTA/PTO-Sponsored Minnetonka School Board Candidate Forum, Minnetonka Academic Talent Search (ACT/SAT Testing), Incoming 6th Grade Parent Information 2018/19, Technology Resources for Parents of Middle Schoolers. For example, if very little writing is going on, setting a number of required writing-to-learn assignments each week might be an appropriate policy response. Google Docs; MS Word; Pages; Size: A4, US. focus groups and other discussions with teachers, students, and parents. 1703 North Beauregard St. The District Literacy Plan was researched and written by a committed group of educators who comprised the Colton School District Literacy Team. District 276. Each action plan component also includes a mini-chart showing two related action steps that are part of a sample literacy action plan. Details . ASCD respects intellectual property rights and adheres to the laws governing them. But we caution leaders to pay attention to the two issues of vision and It is the ability to have the necessary skills to understand and communicate ideas in a variety of ways, think critically and to … School Policies, Structures, and Culture for Supp… For many schools this is a “hidden” component not always articulated in a literacy action plan. parents are often eager to see and hear findings and to help plan for the “action” aspect of the research. However, two points are important to keep in mind. state.nj.us. An outside literacy consultant would analyze this information, together with student performance data and data on teacher knowledge and current practice; the consultant would make recommendations for what they should include in their literacy action plan. Vocabulary development, oral reading fluency, comprehension, and writing are critical to successful literacy progress at all grade levels. In addition, the principal and assistant principal increased the number of walk-throughs they did each month from one to four. Our students, staff and greater community are dedicated to innovation and collaboration. Then we describe a data-driven program-monitoring cycle that leaders can use to evaluate the effectiveness of the plan in action. After a plan has been developed and implemented, school leaders must then collect data to monitor its success, including the effectiveness of specific literacy interventions. A good plan specifically indicates what types of student performance data are being collected and how the data will be used. Performance data also do not tell the specific actions required to ensure that the support structure is in place to sustain systemic improvement as opposed to something that will fade if key individuals retire or move to other schools. It may be that these students will not or do not read what they see as irrelevant assigned reading but that they avidly read materials of interest outside of school. ©2017 Minnetonka Public Schools. An important component of the overall literacy action plan is a plan for the types of support and professional development necessary to help teachers improve content-area literacy instruction and successfully implement literacy interventions with struggling readers. The EISD Literacy Plan was developed collaboratively by a group of dedicated, experienced educators. A comprehensive literacy action plan has action steps related to five key areas: 1. School leaders in an area with a large percentage of English language learners think they are meeting expectations with their current options for English-as-a-second-language and bilingual programs, yet parents and students strongly prefer a sheltered-instruction approach. MISSION: ASCD empowers educators to achieve excellence in learning, teaching, and leading so that every child is healthy, safe, engaged, supported, and challenged. Education is an important part of a person’s life. Our goal is that a Local Literacy Plan will provide the framework necessary to support our journey. Address All rights reserved. For example, it can specify allocation of resources for new positions and time for new committees to meet and for teams and department chairs to discuss implications of the plan for their work, and for specialists to coteach, meet, or mentor others. To determine students' needs, the consultant analyzed student performance data. A literacy action plan allows all members of the school community to understand the school's current status, goals for the future, the actions to be taken to reach the goals, who is responsible, and how success will be measured. Effective classroom literacy instruction. Key messages in this chapter include the following: Using a data-driven plan to monitor the program is important to ensure that the literacy action plan is effective. The town where the school is located is in transition from a mill town to a town with a tourist-based economy. Observe teachers during literacy walk-throughs and classroom observations (as described in Chapter 6) and assess how teachers provide literacy support and what types of issues they find challenging. To create their plan, in addition to looking at student performance data, school administrators carried out a needs assessment, determined the school's capacity to meet the needs of different types of learners, and determined the professional development and types of support teachers needed to improve content-area literacy development. Literacy in the 21st Century will mean the ability to find information, decode it, critically evaluate it, organize it into personal digital libraries and find meaningful ways to share it with others. Alexandria, VA 22311-1714, by Judith L. Irvin, Julie Meltzer and Melinda S. Dukes. School leaders who have good data on students' reading and writing needs, measurable literacy goals, and specific action steps to address student needs can develop an effective literacy action plan. Persistent themes included the lack of professional learning communities at the school and minimal expectations in many classes for critical thinking except for the “high achievers.” In the opinion of the literacy team, the school did not have a strong culture of reading, writing, and thinking. A framework for the reading plan is usually developed by the “Literacy Team,” which often includes the principal and lead reading, Title I, special education and ESL teachers. These plan is known as the Pillars of Instruction. For example, action steps that rely on a department structure for enactment may not be relevant if the school uses team-based instruction. The next sections of this chapter outline how to gather and analyze this information and how this type of data can productively inform the processes of setting literacy improvement goals and creating a literacy action plan. 5-29-13 to include RA components) - Make it your own -- download the chart template and adapt it to reflect your goals, strategies, and actions. Our objective and measures are predetermined, and with each step forward we will ensure that our students feel prepared and confident in their abilities. Talk with teachers individually in goals conferences, in department or team meetings, or in focus groups targeted around specific literacy issues such as motivation and engagement. The literacy consultant provided tips for improving the culture of reading during SSR, and the literacy coach shared them at team meetings. In addition, a small number of students had test results that indicated a need for more intensive intervention. The district literacy goal is to have continuous improvement of at least 10 percent more students each year meeting and exceeding the standard on the state assessment in 4th grade and 8th grade, with a 10 percent drop each year in the percentage of students failing to meet the standard over the next five years. Setting literacy improvement goals without establishing baseline data to determine the starting point is not a productive way to proceed. Elementary School Action Plan Template. 1703 North Beauregard St. Thus, motivation instead of ability may emerge as an essential issue in addressing academic literacy development with certain students. However, to ensure that improvement is sustained, additional types of data are important to consider when developing and implementing a comprehensive literacy action plan. Professional learning communities may be in place that can provide a ready-made structure for a literacy improvement effort to build upon. Additional strategic reading classes or reading/writing workshop, Beginning all classes with reading relevant to the day's work, Portfolio assessment and student exhibitions, Scheduled, schoolwide sustained silent reading time (3 to 5 times per week), Quarterly joint meetings of literacy teams from high school and feeder middle schools, Technology to support reading and writing instruction and assessment, Parallel curriculum materials at varying reading levels for units of study, Reading programs for learners with targeted literacy needs, Multilingual print resources and staff support, Regularly scheduled reading assessments as part of students' educational experiences, Transition teams that consider reading assessment information when determining student placement, Weekly common planning periods focused on collaborative examination of student work, Use of common writing rubrics to assess student work, Teacher agreement by department or grade level to use common set of literacy strategies, Expectation that ELLs use their first language when necessary to support literacy development in English and content area learning. In the vignette, it was necessary for Tim to understand the community's needs and expectations, as well as the expectations of the school's staff, as part of developing an effective plan. Examples That Support Literacy Improvement. Listen for recurring themes around areas of frustration—these then become data upon which to base decisions for increasing certain types of resources and support. At DeWitt Middle School, implementation of the literacy action plan continued. It represents a comprehensive and shared vision of what literacy learning should look like in our district and is based on our Strategic Framework and community involvement in supporting literacy instruction. Sometimes data seem to show progress or lack of progress when the real issue is how the data are being analyzed. A schoolwide literacy action plan needs to include specific steps to set the expectation and provide the support so that all content-area teachers implement classroom instruction that is motivating, engaging, and strategy based. An effective schoolwide literacy plan guides action on many levels, focusing multiple activities toward increasing students' reading, writing, and thinking skills. The two examples of action plan goals in Figure 5.5 focus on supporting teachers by providing coaching, peer observation, and collaboration, as well as by offering them opportunities to attend and present at local, state, and national professional conferences. DeWitt Middle School is a Title I school serving about 900 students in grades 6 through 8. In the following section, we describe each of the essential components of a comprehensive literacy action plan in more detail and note the types of data that leaders can collect and analyze for each. School Wide Initiatives Technology & Literacy Duties of School Personnel & Community Closing Remarks Literacy is not only is the ability to read, write and speak but it is the ability to take the information that is read, interpret the information and to construct one’s own Strengthening Literacy Development Across the Content Areas; 2. Second, sometimes the ways that resources have been used in the past constrict people's ideas of how they might be used differently. The DeWitt Middle School literacy team worked with the literacy consultant to develop a school-capacity profile through several discussions about the school's current structures, policies, culture, and use of resources. • Provide recommendations on improving the Division Literacy program based on contextual data and informa tion. In this chapter, we described how school leaders can use data to develop, implement, and monitor schoolwide literacy action plans that ensure that students have the academic literacy skills necessary to be successful at school, at work, and in citizenship. Establish two literacy demonstration classrooms in each content area, Identify teacher leaders who can provide classroom demonstrations and modeling for their peers, Provide professional development to demonstration-classroom teachers, School literacy coach, outside professional development consultants, Classroom observations, teacher and student surveys, evaluations, Create opportunities for classroom visits to observe demonstrations and modeling, Principal, department and/or curriculum chairs, Observation rubrics, teacher surveys, notes, Engage in classroom-based research by examining student work, Identify teachers and teacher teams to engage in classroom-based research, Design tuning protocols for examining student work, Time to plan, substitute coverage, professional materials, Sample protocols, examined student work, teacher and student surveys, Substitutes; time for meeting outside of contract, if necessary; stipends; copying budget, Provide time for constructive feedback and follow-up activities, Minutes of planning meetings, teacher surveys, evaluations, presentations of results, Middle and high school teachers cannot be expected to implement literacy support for students without targeted professional development and support. Resources for Developing a School-Wide Literacy Plan Satisfactory Needs Attention If Needs attention: Action Required: Who? It established goals in each priority area. Set appropriate and measurable literacy goals, School and community needs and expectations about literacy, Assess resource allocation and adequacy of current policy and practices and determine what needs to be put into place or improved, The school's current capacity to support literacy, Determine current literacy expertise in the school, support teacher use of literacy support strategies, and develop a targeted professional development plan, Current teaching practices that provide literacy support across the content areas or as part of specific programs of study. One way to do this is through brainstorming as a faculty what the literacy improvement initiative would look like if it were successful. Obtaining this information allowed school leaders to assess where there were gaps, plan the necessary time and content for teacher professional development, and focus the time of the newly hired literacy coach. The consultant worked with the middle school leadership team to develop a literacy action plan that would guide the school over the next three years. We are obligated to answer the call of MN Statue 120B.12, Read Well by Grade Three. What is Literacy? All Rights Reserved. This does not mean that a literacy action plan is a bad idea. These may include directly involving all teachers in the use of data to improve literacy and learning, and broadening the schoolwide use of data, as we describe in Chapter 7. Further, developing a schoolwide literacy action plan requires leaders to have an understanding of how to support teachers (Chapter 6), what types of student performance data are available to them (Chapter 7), and how to build leadership capacity (Chapter 8). The goals of the literacy plan are to enable teachers to: • Align instruction to the standards and emphasize the commitment to teach children, not books. Likewise, if a school faculty has had substantial training in a process for instructional planning or writing across the curriculum, it makes sense to build upon and connect the literacy effort to those areas of expertise instead of “replacing” earlier work. It provides information on integrating literacy instruction with the state standards and current knowledge about literacy development. Determining appropriate overall goals for literacy improvement requires the gathering and analyzing of relevant data. The EISD Literacy Collaborative is comprised of classroom teachers, instructional coaches, and campus and district level administrators. Otherwise leaders may jump on bandwagons or select program options that do not maximize available resources, meet expectations, or address pressing needs. As school leaders know, having a plan does not guarantee the availability of resources to implement the plan. Armed with those data, the literacy team can establish reasonable and measurable literacy goals. In addition, school leaders recognized that literacy interventions for students who were reading more than two years below grade level needed to be put into place and teachers providing that instruction would need additional professional development, given that the school did not have a reading specialist. Download. The issue was that students were not making a year's worth of literacy growth in a year's time. The Massachusetts District Literacy Action Plan found in this document was created using literacy partnership grant funds provided by the Massachusetts Department of Elementary and Secondary Education’s Office of Literacy. C. Range of Resources Student Reading Resources 1. On the contrary, many schools we have worked with use their literacy action plan to focus their efforts and guide their work to improve student proficiency in reading and writing. Literacy Action Plan Note: This Literacy Action Plan is a working document. Equally important, by generating a culture of continuous improvement in which individuals ask questions, collect and analyze data, take actions, and then collect more data to examine the impact of what was done, leaders become fluent in the strategies needed to be databased decision makers. Time for the schoolwide sustained silent reading program was increased from twice a week to four times a week. Few schools have unlimited resources to devote to literacy support; deciding how to use the available resources wisely requires gathering data about school and community priorities and expectations, current programs, structures and policies, and teacher professional development needs. The two examples of action plan goals in Figure 5.4 focus on strategies to build the leadership capacity of teachers by establishing demonstration classrooms and offering support for classroom-based research that examines student work. The next part of the vignette describes how the DeWitt Middle School literacy team worked with a literacy consultant to conduct an inventory of school capacity and teacher knowledge and use of literacy strategies. Several river guide companies are beginning to flourish, artist studios are being installed in the old factory by the dam, and new bed-and-breakfast inns and restaurants now occupy the handsome 19th-century homes that once housed company managers. Fortunately, the design and implementation of our District Literacy Plan is supported by a culture committed to excellence. The goal of a literacy improvement effort is to create an organization that can sustain high levels of literacy and learning for current and future students. The World is Flat by Thomas L. Friedman. Using this plan to chart the way forward, leaders will be able to keep their school on course for sustained improvement of literacy and learning for all of their students. To obtain good data about both, school leaders can survey, observe, and talk to teachers. By conducting a literacy needs assessment, school leaders evaluate how the school is currently meeting students' literacy needs. Administrators assume that students have adequate access to computers, but due to scheduling, placement, and staffing issues, a majority of students are frustrated by their limited access. At weekly team meetings, formerly a time when teachers focused on logistics and issues with individual students, the literacy coach and principal were updated about how teachers were using various literacy support strategies. For example, teachers at the school prided themselves on the quality of their teaching, and when multiple copies of selected texts were made available for teacher study groups, many voluntarily began to increase their literacy knowledge. Despite these encouraging signs, a repeat of the reading assessment showed only slight progress for the majority of students, although the group of students who were further behind made gains. (We present information about formats and options for teacher professional development in Chapters 6 and 9.). In this chapter, we describe the key components of an effective literacy action plan and steps to develop this plan, along with approaches that leaders might use to collect and analyze relevant data. Sometimes a brainstorming discussion is necessary to help transform what has typically been done into more effective support for literacy. Students above grade level will participate at least 1 day per week in the teacher directed flexible groups. Because the team had data about school capacity and teacher knowledge, the plan was practical and built directly on the school's strengths. Engage in coaching, peer observation, and collaborative planning, Provide professional development in coaching and mentoring, District supervisors of subject areas, outside professional development consultants, Provide opportunities to attend and present at local, state, and national professional conferences, Provide department memberships in professional organizations, Memberships and professional development materials, Research local, state, and national conferences and submit proposals for attendance and presentations, Send teachers and teacher teams to local, state, and national conferences, Teacher presentations to colleagues, conference evaluations. Other school capacities were haphazard, such as a lack of consistent policies about homework, lack of teacher access to reading assessment results, inconsistent use of writing rubrics, and a lack of common materials used to teach similar courses. collaborative implementation to ensure that the schoolwide literacy improvement effort is successful. Principals can work with their literacy team to determine what is known about. It is important to decipher school and community needs and expectations concerning literacy so that the school can set measurable literacy goals that are responsive and appropriate. The goal is to have 91% proficiency in 3rd grade reading by 2020-2021 school year district wide. Before the mills closed, it was quite possible to make a living with an 8th grade education. The Easthampton Public School District Literacy Action Plan is comprised of goals, each with a sequence of action steps designed to improve academic achievement for all students. A literacy action plan has five key components: Strengthening Literacy Development Across the Content Areas, Strategic Interventions for Struggling Readers and Writers, School Policies, Structures, and Culture for Supporting Literacy. Download. Literacy Instruction. Some action steps in each priority area were enacted immediately. Action Step 2: Provide “literacy leadership” training that focuses on administrators’ role in implementing the MTSS literacy plan.
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