Alvord Literacy Plan

Transcription

1 Alvord Unified School District Our Promise: All students will realize their unlimited potential. Alvord Literacy Plan Students Teachers Instructional Content Literacy Team STUDENTS TEACHERS INSTRUCTIONAL CONTENT

2 Our Team STUDENTS TEACHERS INSTRUCTIONAL CONTENT Aguilar, Sandra Antram, Erica Askier, Erin Bennett, Sharon Bernard, Gina Berrellez, Crystal Brown, Kimberly Casa, Juan Casillas, Jackie Casillas, Jennifer Chamberland, Matt Coons, Andrea Cuevas, Sheila Doverspike, Tracy Edgar, Alina Edgington, Tom Elliott, Dawn Enriquez, Stephen Escalera, Maria Farrow, Laurie Felix, Evelina Fields, Megan Flores, Gustavo Frieden, Jeff Gallardo Hopkins, Angela Gentis, Kelly Godfrey, Jessica Goodwin, Heather Hales, Sandra Harris, Ra'Chel Herrera, Kelly Hubbell, Kathleen Hughes, Annie Inae, Kristin Johnson, Debra Johnson, Yvonne Kennedy, Judy Kennedy, Kathleen Koehler Mount, Julie Kohls, Natasha La-Rue, Nika Loftus, Nancy Manno, Annette Martin, Lara Martinez, Martha Mondt, Carrie Navarro, James Nguyen, Anh Nwuba, Paulina Oliva, Sandra Ontiveros, Sara Palmer, Lisa Payne, Felicia Pierce, Michelle Poole, Grace Prather, Lori Pruitt, Myeasha Ramirez, Erik Rasmussen, Mark Recendez, Marisela Recktenwald, Mark Rexroat, Renee Reynoso, Karynne Rosander, Bryn Ryan, Mary Salas, Mary Schneider, Abigail Sheffield, Azizi Shiflett, Craig Schriver, Jennifer Simpson, Gina Stevens, Alice Su, Minhwa Taylor, Victoria Velardez, Rosa Vilchez, Rose Viramontes, Carolyn Westphal, Jennifer Wheaton, Sara Whisler, Melissa Wholley, Jennifer 2

3 Timeline Priorities, Definition, Needs Survey Assessment Literacy Directors and Elementary Literacy Teachers July 1, 2016 Literacy Team Meetings 20 working sessions Dec-May Growth of Literacy Team Members Fall 2016 Session 1 DPDP Part A & B Jan & Feb 2017 Survey Collaboration to create DPDP Nov 2016 Session 2 DPDP Part A & B April & May 2017 Survey Survey June 22,

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6 Inclusiveness and Equity Equity for all students Meet the diverse needs of all students Culturally and linguistically responsive instruction 6

7 Success for All To achieve this goal, we focus on: A coherent instructional guidance system Ongoing development of the professional capacity of staff Strong parent-community-school ties A student-centered learning climate A shared leadership to continue to drive systemic change How will we achieve this goal: Support first best instruction at all grade levels and content areas Establish a Multi Tiered System of Support to guide high levels of learning for all Innovative development of the District Professional Development Plan Systematic Universal Design for Learning approach Use of formative and summative assessments to guide instruction and student learning 7

8 Sustainable Practices Instructional practices that are consistent and coherent in grades TK-12 Culturally and linguistically responsive instruction Establish and sustain a Multi-Tiered System of Supports (MTSS) 8

9 Teaching and Learning To achieve this goal, we recommend these practices: 1. Language across the content areas 2. Reading closely across content areas 3. Writing across discipline areas Key themes to guide our instruction (Framework): Foundational Skills Meaning Making Language Development Effective Expression Content Knowledge 9

10 Sample of Teacher Resource K-5 10

11 Sample of Teacher Resource

12 Measurement Establish and sustain consistent methods for measuring student learning growth Use of assessment practices 12

13 Assessment STUDENTS TEACHERS INSTRUCTIONAL CONTENT Formative Assessment Assessment for learning to provide information about student learning minute-byminute, day-to-day, and week-toweek so that teachers continuously adapt instruction to meet students specific needs and secure progress (CDE, 2014, p.822). Summative Assessment Assessment of learning to provide information on students current levels of achievement after a period of learning has occurred (p. 823). 13

14 Graphic Organizer Embedded in Assessment Chapter 14

15 Graphic Organizer Embedded in Assessment Chapter 15

16 Success is OUR Shared Responsibility Define role for everyone Coaching culture Leadership at all levels 16

17 Graphic Organizer Embedded in Innovative Leadership Chapter 17

18 Graphic Organizer Embedded in Innovative Leadership Chapter 18

19 Building literacy THROUGH content Describe and define how each of the following will assist in the pursuit of literacy for all College and Career Readiness (CCR) standards California Common Core State Standards (CCCSS) English Language Arts/English Language Development (ELA/ELD) Framework Use of standards to support OUR literacy objectives 19

20 Rigorous Standards The ultimate markers to ensure our students are College and Career ready according to the Continuum of Language and Literacy Learning are: Demonstrate independence Ability to build strong content knowledge Respond to varying demands of audience/task/purpose/discipline Comprehend/critique complex materials Value evidence Communicate effectively verbally and in writing Use technology strategically and capably Understand other perspectives and cultures (CDE, 2013) 20

21 CA Striving Readers Literacy Plan STUDENTS TEACHERS INSTRUCTIONAL CONTENT 21

22 Voice and Sustainability Role of all stakeholders in our commitment to Literacy and Equity Coherence 22

23 System-wide Commitments A Coherent Framework: Focusing Direction Cultivating Collaborative Cultures Deepening Learning Securing Accountability (Fullan, Quinn, 2016) 23

24 Next Steps STUDENTS TEACHERS INSTRUCTIONAL CONTENT Refine our Professional Development Plan for specific site needs based on data Vetting resources identified by our expert educators Identify and obtain instructional resources to meet site needs Obtain parent input and direction for specific supports Develop Professional Learning opportunities for Support Staff 24