MEETING THE COMMON CORE S ELA STANDARDS WITH A SCHOOL-WIDE LITERACY PROGRAM HOMEWOOD-FLOSSMOOR COMMUNITY HIGH SCHOOL DISTRICT 233 Dr. Ryan Pitcock, Principal Dr. Nancy Spaniak, Director of Curriculum, Instruction, and Professional Development Ms. Lauren Freeman, Reading Department Chair
WHO IS HOMEWOOD-FLOSSMOOR HIGH SCHOOL?
HOW IS HOMEWOOD-FLOSSMOOR HIGH SCHOOL REGARDED? 3-Time National Blue Ribbon Award Winner Newsweek s America s Best High Schools for 10 of the past 11 consecutive years Recognized by the College Board for 3 consecutive years Highest ACT composite score on record since testing 100% of all students
WHAT UNIVERSITIES DO H-F S HIGHEST PERFORMING STUDENTS ATTEND? Harvard Princeton Cornell Dartmouth (Ithaca, NY) Univ. of Pennsylvania NYU (New York Univ.) UVA (Univ. of Virginia) University of Chicago Northwestern Notre Dame Duke UNC (U of North Carolina) Washington University St. Louis Big-Ten: Universities of Illinois, Wisconsin, Purdue, Indiana, Michigan, Iowa, Ohio, Stanford USC (U. of S. California) U. of California, Berkeley Pepperdine University Spellman College Morehouse College Howard University Marquette University Tulane University Syracuse University University of Missouri (Mizzou)
PEDAGOGICAL SHIFTS* DEMANDED BY COMMON CORE ELA STANDARDS Shift 1: Balancing Informational & Literary Text Shift 2: Knowledge in the Disciplines Shift 3: Staircase of Complexity Shift 4: Text-based Answers Shift 5: Writing from Sources Shift 6: Academic Vocabulary *www.engageny.org
BUILDING & SUSTAINING A SCHOOL-WIDE LITERACY PROGRAM TO SUPPORT CCSS ELA DEMANDS Literacy strategy instruction in every classroom at least 2x s per week Staff literacy strategy training Literacy coaching team to support teachers in all content areas Strategy overview in the student planner School-wide strategy roll-out plan Reading courses (both required and recommended) for frosh through seniors H-F Reads events
H-F READING COURSES 1 st Quartile 2 nd Quartile 3 rd Quartile 9 TH Grade Strategic Secondary Reading (AC)* 10 th Grade Introduction to Strategic College Reading (AC)* 11 th Grade Strategic College Reading (AC)* Strategic Secondary Reading (CP)* Introduction to Strategic College Reading (CP)* Strategic College Reading (CP) Strategic Secondary Reading (H) Strategic College Reading (H) Strategic College Reading (H) 12 th Grade Strategic College Reading (AC)* Strategic College Reading (CP) *Required
STRATEGIES FOR CONSTRUCTING MEANING Previews text Identifies plot Examines first & last sentence Connects to all areas of background knowledge Asks questions Creates a single type of inference Creates isolated sensory/ conceptual images Locates repeated words/ synonyms Asks, answers, and evaluations questions Creates predictions Identifies themes Categorizes similar words/ details Creates viable connections Adjusts answers to questions Creates varied types of inferences Organizes sensory/ conceptual images Notices transitions Asks a variety of questions Monitors predictions Combines techniques Focuses connections Understands a continuum of inference Combines imaging techniques 2011-2013, Gretchen Courtney & Associates, Ltd. ID s important text sections
LITERACY STRATEGIES SUPPORTING COMMON CORE STANDARDS GRADES 9 & 10 READING IN INFORMA- TIONAL TEXT 1, 2, 3, 5, 8, 9 3, 7, 9 1, 4, 6, 7, 8 4 10 READING IN LITERATURE LITERACY IN SOCIAL STUDIES LITERACY IN SCIENCE & TECHNICAL SUBJECTS 5 2, 3 1 7, 9 1, 3, 4, 6 10 5 1, 2, 3 1, 6, 7, 9 1 3, 5, 6, 8 10 1, 2, 3 4, 5, 9 5, 6 6, 8 4, 7 10 2011-2013, Gretchen Courtney & Associates, Ltd.
LITERACY STRATEGIES SUPPORTING COMMON CORE STANDARDS GRADES 11 & 12 READING IN INFORMA- TIONAL TEXT READING IN LITERATURE 5 1, 2, 3, 5, 9 2, 3, 7, 9 1, 4, 6, 8, 9 4 10 5 1, 2, 3, 5, 9 7, 9 1, 3, 4, 5 10 LITERACY IN SOCIAL STUDIES 5 1, 2, 3 1, 2, 5, 6, 7, 8, 9 3, 6, 8 10 LITERACY IN SCIENCE & TECHNICAL SUBJECTS 5 1, 2, 3, 5 7, 8, 9 7 6, 8 4 10 2011-2013, Gretchen Courtney & Associates, Ltd.
WHO? RESPONSIBLE FOR UNDERSTANDS LITERACY STRATEGY IMPLEMENTATION AT H-F DIRECT INSTRUCTORS FRESHMEN TEACHERS: ALGEBRA 1 BIOLOGY ENGLISH 1 HEALTH THE DIRECT INSTRUCTION OF THE LITERACY STRATEGIES, USING GRAPHIC ORGANIZERS FULL UNDERSTANDING OF THE STRATEGIES AND THEIR APPLICATION TO THE TEACHER S FRESHMEN CORE COURSE APPLY & ASSIGN TEACHERS ALL OTHER TEACHERS EXCEPT READING TEACHERS TO SUPPORT DIRECT INSTRUCTORS BY APPLYING THE LITERACY STRATEGIES IN THEIR COURSES GENERAL UNDERSTANDING OF THE STRATEGIES AND THEIR APPLICATION TO THE TEACHER S CONTENT AREA INTERVEN- TIONISTS READING SPECIALISTS TO SUPPORT OTHER TEACHERS BY WORKING WITH THE STRUGGLING READERS TO ALLOW FOR ADDITIONAL REPETITIONS OF THE STRATEGIES FULL UNDERSTANDING OF THE STRATEGIES AND THEIR APPLICATION TO ALL CONTENT AREAS
H-F LITERACY COACHING STRUCTURE READING DEPARTMENT CHAIR 2 READING SPECIALISTS/ LITERACY COACHES READING SPECIALIST/ LITERACY COACH READING SPECIALIST/ LITERACY COACH READING SPECIALIST/ LITERACY COACH READING SPECIALIST/ LITERACY COACH TEACHERS OUTSIDE FRESHMAN CORE ALGEBRA 1 TEACHER/ CONTENT COACH BIOLOGY TEACHER/ CONTENT COACH ENGLISH 1 TEACHER/ CONTENT COACH HEALTH TEACHER/ CONTENT COACH MATH TEACHERS SCIENCE TEACHERS ENGLISH TEACHERS PE/HEALTH/DRIVERS ED TEACHERS
100% EFFECTIVE PD: ON-GOING, JOB-EMBEDDED 90% 80% 70% 60% 50% 40% 30% 20% W W, M W, M, P W, M, P, F W, M, P, F, C 10% 0% PD TRANSFER TO CLASSROOM R. N. Bush, 1984
GAUGING STRATEGY UNDERSTANDING STUDENTS TEACHERS 6% HIGH UNDER- STANDING 9% HIGH UNDER- STANDING 25% 69% MODERATE UNDER- STANDING LOW UNDER- STANDING 32% 59% MEDIUM UNDER- STANDING LOW UNDER- STANDING
QUESTIONS? RYAN PITCOCK rpitock@hf233.org NANCY SPANIAK nspaniak@hf233.org LAUREN FREEMAN lfreeman@hf233.org www.hfhighschool.org