DISTRICT #199 INVER GROVE HEIGHTS COMMUNITY SCHOOLS LOCAL LITERACY PLAN

Transcription

1 DISTRICT #199 INVER GROVE HEIGHTS COMMUNITY SCHOOLS LOCAL LITERACY PLAN The mission of the Inver Grove Heights Community Schools is to provide a challenging education through which all learners achieve success in a diverse society. Our Teaching and Learning in literacy goal is to continue to develop and align our curriculum, instruction, assessments, multi-tiered support system, professional development and family and community partnerships to improve student outcomes. In this document, you will find Inver Grove Heights Literacy plan for: Curriculum Instruction Assessment Multi-Tiered Systems of Support Instructional Leadership Professional development Family and community partnerships

2 TABLE OF CONTENTS Instructional Program.. 3 Literacy Plan Background.. 4 Curriculum.. 5 Instruction... 6 Assessment. 12 Multi Tiered Systems of Support 16 Instructional Leadership. 20 Professional Development.. 22 Family and Community Partnerships. 23

3 INSTRUCTIONAL PROGRAM THIS DOCUMENT REFLECTS THE INVER GROVE HEIGHTS COMMUNITY SCHOOLS DISTRICT GOALS, WHICH ARE SUPPORTED BY THE LOCAL SCHOOL BOARD. Aligned Curriculum, Instruction, and Assessments Family and Community Partnerships Improved Student Outcomes Multi-Tiered Levels of Support Professional Development Instructional Leadership

4 LITERACY PLAN BACKGROUND Inver Grove Heights Community Schools is dedicated to providing all students with the educational foundation necessary to succeed in school and life. To ensure student success, the district sets high standards that are reflected in what is taught in each classroom. ISD 199 is also committed to keeping parents and the community informed regarding the delivery and continued improvement of district curriculum and academic programs. Literacy is a top priority in Inver Grove Heights Community Schools. The elementary language arts vertical team spent much of the school year researching and reviewing numerous elementary reading/writing programs. A top priority was finding a program that was research-based and aligned to the Minnesota Common Core Standards for Language Arts. In order to ensure literacy success for all students in Inver Grove Heights, a comprehensive literacy plan had to be created and implemented. A team of teachers, administrators, and specialists met and created a comprehensive K-3 literacy plan that clarifies the literacy goals of the district. This plan will make certain consistency, uniformity and alignment in messages, expectations and professional development in literacy instruction for students in grades K-3. Our goal is to provide all students with a quality language arts curriculum and ensure that all students are strong and effective readers and writers. Classroom teachers provide a comprehensive language arts program by providing best practice and meaningful instruction in reading, writing, listening, speaking, language and media literacy, which is consistent with section 122A.06, subdivision 4. The schools use a balanced literacy model to deliver the instruction. The components include: whole group instruction (modeled reading, shared reading, and interactive reading), small group guided reading and writing, and independent practice in reading and writing. This structure allows teachers to meet the individual needs of all students in grades K-3. Our curriculum makes connections with the Science and Social Studies state standards. Students are given various purposes for reading in different contexts.

5 CURRICULUM The Inver Grove Heights school district defines curriculum as a resource tool that is used to meet the Minnesota state standards and benchmarks for each grade. A curriculum provides a framework for teachers to build upon to help guide instruction for students to meet the expectations that have been set. A systemic, rigorous, data-driven curriculum structure that is implemented and sustained with continuity among and across programs is key to creating meaningful learning experiences for all students. A quality curriculum: Reflects the knowledge, skills, and instructional needs of the students to prepare them for future learning and working in the world Provides research based instructional strategies proven to improve student achievement Accommodates learning for all students and environments Curriculum Mapping: To ensure proficiency of all students in Reading, Pre K-12grade level curriculum maps are being developed to align curriculum, instruction, and assessments to be used at each of the buildings. The maps will be used as guides with the understanding that individual needs of the learners must be a priority. The maps show the connections between literacy and other content areas and allow teachers the flexibility to build those connections during the elementary literacy block, secondary Language Arts courses and reading in the content areas. The following page provides: Elementary Literacy Curriculum page 7

6 ELEMENTARY LITERACY CURRICULUM The Inver Grove Heights Elementary Schools provides multiple opportunities for all students to achieve success in reading. The chart below provides curriculum used district wide at each grade level, to meet the individual needs of students. The district will continue to align enrichment and intervention opportunities that occur within the classroom in all the elementary buildings. The Vertical Team will spend the school year creating a plan for these areas.

7 INSTRUCTION All Inver Grove Heights Elementary Schools have implemented a balanced literacy approach to teaching Language Arts. This approach reaches all learners in grades K-5. This model and framework support: Explicit teaching of strategies, skills, and concepts in both reading and writing Data driven decision making based on common formative assessments Gradual release of responsibility Personalized instruction Student Choice Instructional providers need to have student-centered dispositions. They must also have a deep knowledge and understanding of explicit and systematic instruction in the essential components of scientifically-based and evidence-based instruction to ensure student success. The following pages provide: Instructional Model: moving from a traditional model to a balanced literacy model page 8 Instructional Framework: the framework all elementary teachers use to teach literacy page 9 Instructional Framework: the framework that all elementary teachers use to teach writing page 10 Instructional Best Practices: characteristics of best practices for literacy instruction page 11

8 LITERACY INSTRUCTIONAL MODEL Balanced Literacy Model Grade level teams determine pacing of curriculum using data to inform decisions Combination of whole group and small group instruction to personalize learning Concept and strategy based learning in multiple content areas Focus on the how of learning and provide reasoning Traditional Model Teacher determines pacing of curriculum and all students work at same pace Whole group instruction at all times Skill based content requiring memorization in separate content areas Focus in on the what of learning

9 INVER GROVE HEIGHTS K-5 LANGUAGE ARTS INSTRUCTIONAL FRAMEWORK FOR READING TAKEN FROM LITERACY BY DESIGN Grades K-5 time allotment = 115 minutes of integrated reading and writing instruction, plus an additional 25 minutes of literacy intervention (RTI) instruction. The teacher uses a Gradual Release of Responsibility model to guide students use of appropriate reading strategies. Modeled Reading This reading provides students with a model of how fluent reading sounds and how readers think about what they are reading using metacognitive strategies through think aloud. The text used for modeled reading aligns with the grade level standards for Language Arts. The teacher introduces listening skills and comprehension skills for all students to be engaged in the reading. Shared Reading The teacher uses text that all student can see and think along so that as the teacher is reading, students can join in when they are ready. This is an ideal time for explicit instruction in key strategies and skills for phonics, vocabulary and fluency. The comprehension strategy from the modeled reading is addressed as well. Interactive Reading The teacher begins the reading by starting with a shared reading and establishing the focus of the reading. Once the focus is established, students read in partners who support one another with the comprehension strategy through a think together. Guided Practice - Reading Reading: The teacher uses a variety of grouping strategies to provide support as students develop critical thinking skills that pair with the skills taught during whole group instruction. The teacher coaches students on comprehension strategies through think on my own concept. Students are reading books at their instructional reading level. Independent Practice Reading Workshop Reading: Students are provided time to practice reading and applying the strategies and skills learned during whole group and small group instruction. Students are also building reading stamina using books at their independent reading level.

10 INVER GROVE HEIGHTS K-5 LANGUAGE ARTS INSTRUCTIONAL FRAMEWORK FOR WRITING TAKEN FROM LITERACY BY DESIGN Grades K-5 time allotment = 115 minutes of integrated reading and writing instruction, plus an additional 25 minutes of literacy intervention (RTI) instruction Modeled Writing Teachers demonstrate what good writers do by using mentor text that have been read during modeled reading to explicitly show students the writing strategy of focus. Teachers use the think aloud model to share their decisions made while composing a piece of writing. This step is important for student to see that writing continues to transform and reshape itself throughout the entire writing process. Shared Writing The teacher and the students work together to compose a piece of writing focusing on a single writing component. The teacher uses prompting to get students to be the primary writers of the piece starting with the graphic organizer. This piece is used for students to use as a reference for their own writing. Interactive Writing This process is similar to shared writing, but this time the students take on the actual act of writing for the class. The teacher will use the graphic organizer and think aloud to get the piece started, but students will be invited to add their own writing to the piece. This piece can also be used as a reference for students and their own writing. Guided Practice Writing Writing: The teacher works with a small group of students based on their writing needs on a specific instructional focus. The teacher acts like a coach as the students begin organizing their own writing. This time allows the teacher to assess students writing skills and students can build writing independence. Independent Practice Writing Workshop Writing: Students practice applying what they have learned during the whole group and small group instruction to their own writing. Students keep a writers notebook to keep track of their thoughts and ideas. This notebook can serve as a springboard for students completing the formal writing process.

11 BEST PRACTICES: BASED ON THE WORKS OF ROBERT J. MARZANO, PICKERING, AND POLLOCK, AND DECADES OF RESEARCH, THE FOLLOWING STRATEGIES HAVE BEEN PROVEN TO RAISE STUDENT ACHIEVEMENT AND SHOULD BE CONSIDERED WHEN DEVELOPING LESSONS. Identifying Similarities and Differences: This strategy focuses on the mental processes that students can use to restructure and understand information. Classroom activities ask students to identify similarities and differences including comparison tasks, classifying tasks, and the use of metaphors and analogies. These strategies result in understanding content at a deeper level. Summarizing and Note Taking: Summarizing is restating the essence of text or an experience in as few words as possible in a new, yet concise form. Summarizing and note taking requires the ability to synthesize information. Students must be able to analyze information and organize it in a way that captures the main ideas and supporting details that is stated in their own words. Students can summarize information in different ways, including deleting information that isn t important to understand specific content for learning. Reinforcing Effort and Providing Recognition: These strategies address student s attitudes and beliefs. Most students are not aware of the importance of believing that their level of effort is related to their achievement. When students are rewarded or praised for achieving specific goals, their level of achievement is higher. Homework and Practice: Homework and practice both provide opportunities for students practice, review, and apply knowledge. It also enhances a student s ability to reach a level of expected proficiency for a skill or concept. Research indicates students need to practice a skill 24 times to reach 80% competency, with the first four practices yielding the greatest effect. Cooperative Learning: When students are provided with opportunities to interact with each other in a variety of ways their learning is enhanced. These activities support the ideas that there should be a variety of criteria to group students: that there should be formal, informal and base groups and that the size of learning groups should be continually monitored. Nonlinguistic Representations: This strategy can enhance a student s ability to represent and elaborate on knowledge using mental images. When students elaborate on knowledge they are able to understand it in greater depth and be more successful at recalling it. Nonlinguistic representation can include graphic representations, mental pictures, physical models, drawings, and kinesthetic activities. New knowledge is usually presented in a linguistic form. When students are also able to use imagery, the effects on achievement can be significant. Setting Objectives and Providing Feedback: Setting objectives establishes a direction for learning. Once students understand the parameters of an objective, they should brainstorm to determine what they know and what they want to learn. Specific, timely and regular feedback to students enhances their learning. Also, feedback should include and explanation of why an item is correct or incorrect to be criterion referenced. In other words, students should understand where they stand relative to a specific target of knowledge or skill. Generating and Testing Hypotheses: The strategy of generating and testing hypotheses includes several processes including system analysis, invention, experimental inquiry, decision making, and problem solving. Students should be asked what if? as they plan and conduct simple investigations. Cues, Questions and Advanced Organizers: Giving students a preview of what they are about to learn or experience helps them activate prior knowledge. This strategy gives students the opportunity to connect what they already know to what they need to know. Questions should focus on what is central and most important. Advance organizers are most useful for information that is not easily presented in a well-organized manner.

12 ASSESSMENTS The Inver Grove Heights School District continues to evaluate, implement, and refine assessments to ensure student proficiency in literacy. Teachers use assessments to determine instruction and future actions. An effective assessment plan has four main objectives: 1. To identify students who are at-risk or who are experiencing difficulties on an ongoing basis and who may need extra instruction or intensive interventions if they are to progress toward gradelevel by the end of the school year. 2. To monitor students progress during the year to determine whether students in intervention are making adequate progress in literacy development. 3. To inform instructional planning in order to meet the instructional needs of individual students. 4. To evaluate whether the instruction or intervention provided it is intensive enough to help students achieve grade-level standards by the end of the year. The following pages provide: Elementary Assessment Calendar (Literacy) page 14 Definitions of Literacy Assessments page 15 Proficiency Scores for Literacy Assessments page 16

13 ELEMENTARY LITERACY ASSESSMENT CALENDAR

14 DEFINITIONS AND RESPONSIBILITIES OF ELEMENTARY ASSESSMENTS

15 ELEMENTARY PROFICIENCY CHART The purpose of this chart is to provide teachers, principals and other staff members with current cut scores that define proficiency in the assessments given to students. You will also find the end of the year targets on this form.

16 MULTI TIERED SYSTEMS OF SUPPORT Tiered levels of support represent a system in which multiple tiers of increasingly intense interventions are directed at correspondingly smaller population segments so that a continuum of supports are available to students based on their needs. Multi-Tiered Systems of Support that accelerate the learning of all students has been identified as one of the five cored components of effective practice that is recognized as an integral component of a systemic framework needed to support and sustain innovations and improve learner outcomes. The Inver Grove Heights Schools continue to define, develop, implement and evaluate the multi-tiered intervention system for students needing additional support in the area of literacy. Every classroom K-5 has a 30 minute block in which students are provided intervention, practice, and enrichment to meet the individual needs of all learners. Intervention programs are designed to supplement core instruction to help all students read at or above grade level. At this time, intervention takes place at different levels; (a) Tier I: during core reading instructional time in the classroom through differentiation; (b) Tier 2 and 3: specialized instruction provided by support staff outside of the core reading instruction; (c) Tier 2 and 3: targeted instruction provided by staff before and after school hours. The multi-tiered system is for all students whether it be for a student who needs additional literacy support or for students who need more of a challenge in their literacy instruction. The key elements of Tiered Systems of Support are multiple tiers of increasingly intense scientific, research-based interventions that are matched to student need. The tiered supports fall into three levels: primary or universal, secondary or targeted, and tertiary or intensive. This tiered system is intended to provide a framework of instruction to meet the needs of ALL learners and is not intended as only a method for identifying referrals to special education. The following pages provide: Levels of support in a multi-tiered system of support page 18 Data based decisions flowchart page 19 Gifted and Talented services page 20

17 LEVELS OF SUPPORT IN A MULTI-TIERED SYSTEM As a general guideline, about 80% of students should be successful at the primary level of support, meaning they do not need additional support beyond the core instruction provided in the classroom. The secondary level should serve approximately 15% of students, and the tertiary level should serve approximately 5%. Primary / Universal Level of Support: The primary level of support is the level at which ALL students receive high quality instruction in the core curriculum of the school. Students who require interventions due to learning difficulties continue to receive instruction in the core curriculum. The primary level of support should include: A core curriculum that is research based Instructional practices that are culturally responsive Universal screening to determine students current level of performance Differentiated learning activities to address individual needs Accommodations to ensure access Problem solving to identify and address behavior problems that prevent students from demonstrating the academic skills they possess Secondary / Targeted Support: The secondary level of support typically involves small-group instruction that is delivered as a part of the general education curriculum. Key characteristics of interventions used at the secondary level of support include: Evidence based Adult led small group instruction Clearly articulated, validated intervention, adhered to with fidelity Tertiary / Intensive Support; If students are still struggling in the core curriculum after receiving support at the secondary level, a more intensive level of support may be necessary. The tertiary level includes the most individualized interventions targeted to each student s area(s) of need. The educators engage in a problem solving process to identify the student s specific need and then choose interventions to meet those needs.

18 Assessment DATA BASED DECISION MAKING FLOWCHART Progress Monitoring Expected Outcome TIES Testing MAP Testing DRA Testing CFA s At Risk Using the DuFour s PLC model, teams determine individual student needs Is this student making the progress you expected? No Continue with intervention if progress continues and re- evaluate student for a new intervention ON TARGET! Theme Tests At Level Teacher will continue differentiated instruction and maintenance Yes Teacher will continue differentiated instruction Above Level Teacher will continue differentiated instruction and provide enrichment

19 ENRICHMENT SERVICES Cluster Classrooms at All Elementary Schools: Many of our Cluster teachers completed writing time in the areas of math and Language Arts over the summer. A wide variety of classroom resources have been purchased to support the addition of more rigorous learning opportunities. Advanced books and discussion guides (from the College of William and Mary) will be used for literary discussion groups in the cluster classrooms. Word Masters, a competition that focuses on vocabulary and engages verbal reasoning through the study of analogies, will be implemented in cluster classrooms in grades three through five. As in previous years, Brainboosters Math Enrichments, Jr. Great Books (grades 3-5), Pancakes and Poetry and Destination Imagination will also be available to Able Learners. PLC Decision Based Model: Teachers use data to determine student needs and are provided enrichment opportunities if needed. Cluster programs will also be available for students who demonstrate the need for enrichment through the PLC model. Atheneum Gifted Magnet Program at Salem Hills: The program began with third-, fourthand fifth-graders in Since that time, Atheneum has expanded to include second-graders. Students in the Atheneum Magnet Program have to meet eligibility criteria determined by a district identification committee. Students invited to participate have been tested and found to be in the superior range of cognitive ability. The program s mission is to provide a self-contained classroom option for these students to enhance the daily academic rigor that will motivate and challenge this group of learners.

20 INSTRUCTIONAL LEADERSHIP Specific practices perceived to help improve instruction: Focusing the school on goals and expectations for student achievement Keeping track of professional development Providing and encouraging collaborative learning Change is difficult and leadership is required to help hold the vision in tough times while creating space to operate outside current thinking and work habits. Data-based problem solving is necessary leadership processes if significant educational and systems change is to be achieved. Committed and skillful leadership can mean the difference between progress toward the goals rather than abandoning challenging goals in favor of easier targets or the next new educational fad. Leading others through the change process to reach targeted results at every level requires leadership that: Fosters the development of innovation competency at multiple levels by sustaining and evaluating the quality of the Core Implementation Components Uses data to define challenges, celebrate successes, monitor progress, measure implementation and assess outcomes Anticipates, recognizes, analyzes and monitors the systemic impacts of decisions at multiple levels (classroom, school, community, city, state) Communicates strengths and identifies barriers Selects and uses leadership strategies to match the type of challenge that has surfaced The follow page provides: Levels of Leadership page 22

21 LEVELS OF LEADERSHIP District Level: The K-12 Language Arts Vertical Team: This team is made up of district administration, building principals, classroom teachers, and specialists. The team meets at least one time each trimester to develop vertical alignment of the curriculum and assessments with the Minnesota Common Core Standards for Language Arts. Instructional Coaches: The district has three instructional coaches that work with staff across the district. Coaches use Marzano s best practices to model and encourage teachers to use these strategies in their daily practice. Building Level: Leadership Teams: This team is made up of the building principal and 6-8 classroom teachers and specialists. The team meets on a regular basis to share data and make decisions about academic and behavioral changes needed for the building and specific students. These teachers will share this information with fellow classroom teachers to move forward with the PLC process. PLC Teams: Each building is made of grade level and content focused PLC teams. These teams meet on a weekly basis to examine and analyze student data, create CFA s and make instructional decisions.

22 PROFESSIONAL DEVELOPMENT Inver Grove Heights Schools defines job embedded professional development as teacher learning that is grounded in day to day teaching practice and is designed to enhance teachers content-specific instructional practices with the intent of improving student learning. It is integrated into the workday, consisting of teachers assessing and finding solutions for authentic and immediate problems of practice as part of the continuous improvement. The follow are some of the ways in which professional development around literacy takes place. A reading support teacher works with teachers in grades K-8 across the district. The role of this person is to share best practices for literacy and ensure that quality core instruction and interventions for all students are happening daily in the classrooms. This teacher also serves as a coach to work with staff on meeting the literacy needs of all students. Each building meets weekly in a regular Professional Learning Community (PLC). The purpose of these meetings are to examine student data and artifacts to ensure that instruction is leading to student achievement. School leaders such as principals, literacy coaches, and head teachers or other resource people share goals and strategies to coordinate efforts. The K-12 Language Arts vertical team meets at least one time each trimester to develop vertical alignment of the curriculum and assessments with the Minnesota Common Core Standards for Language Arts. Literacy walkthroughs are completed by the reading support teacher, administration, and classroom teachers each trimester. The walkthroughs provide feedback on a specific area of literacy instruction and help the teacher and coach find areas to discuss at the next meeting.

23 FAMILY AND COMMUNITY PARTNERSHIPS The goal of the Inver Grove Heights Schools is to improve learner outcomes through building strong family and community partnerships. A collaborative effort among educators, families, and community is key. Research shows a consistent relationship between parent/community engagement producing positive outcomes for students. These outcomes include improved academic performance, motivation, social skills, behavior, and the greater likelihood of obtaining postsecondary education. These findings have been found across families of economic, racial/ethnic, and educational backgrounds and for students at all ages. Effective parent and community engagement in education is about: Supporting, teaching, and enjoying children and youth Working together to promote positive outcomes, including school completion, achievement, opportunity to learn, social functioning, and achievement Creating conditions that support children The following are ways in which our school district communicates with families and communities: Parent/Teacher conferences happen two times during the school year to set goals and discuss students progress. Report cards are sent home in envelopes two times during the school year and the final one being mailed for all students in K-5. MAP and AIMS web test results are shared with families in the fall, winter and spring. MCA results are sent to parents at the conclusion of the MCA window. IEP meetings are scheduled for students requiring those meetings Inver Grove Heights School District app Building PTSA meetings Wednesday Folders Reading in the Community Preschool Inititative