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August 9, 2006 The Superintendent’sAugust 9, 2006 The Superintendent’sSummer InstituteSummer Institute
by by JJEROMEEROME C COLONNAOLONNA, , SuperintendentSuperintendent
Pre-K-12 Approach to LiteracyPre-K-12 Approach to Literacyin the Beaverton School Districtin the Beaverton School District
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COMPONENTS OF THE BEAVERTON PRE-K-12 LITERACY PLAN
I. BASIC STRUCTURE
• Pre-K-12 Articulation Through 4 Regional Groups
• Common Instructional Strategies, Uniform Assessments and Integrated Professional Development
• Intensive Intervention for Below Grade Level Readers
• School-Wide, Cross-Curricular Plans Facilitated by Literacy Teams
• Advanced Support and Challenge for Highest Level Students
• Training in Critical Friends Protocols
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COMPONENTS OF THE BEAVERTON PRE-K-12 LITERACY PLAN
II. ELEMENTARY SCHOOLS (31)
• Emphasis on Big 5 Reading Components
• Full Time Literacy Coaches at Each School
• Pre-K Programs (3 schools)
• Full Day Kindergartens (10 schools)
• Reading First Programs (2 schools)
• Before School Reading and Pre-Reading School Programs
• Five Year Reduction of Class Sizes with Targets of 21:1 @ Pre-K-1, 23:1 @ 2-3, and 25:1 @4-5
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COMPONENTS OF THE BEAVERTON PRE-K-12 LITERACY PLAN
III. MIDDLE SCHOOLS (8)
• Full Time Literacy Specialists at Each School
• Literacy Teams at Each School Anchored by Literacy Specialist which Includes the
Principal and 2-6 Teachers
• Extended Day Literacy Programs at Each School
• Onward to Excellence II and Read 180
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COMPONENTS OF THE BEAVERTON PRE-K-12 LITERACY PLAN
IV. HIGH SCHOOLS (8)
• Full Time Literacy Specialists at Each School• Cross-Curricular Literacy Teams Anchored by Literacy Specialist which Includes the Principal and 6-8 Teachers• Received Training from Judith Irvin, Penny Plavala, and Step Up to Writing
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COMPONENTS OF THE BEAVERTON PRE-K-12 LITERACY PLAN
V. CENTRAL OFFICE
• Coordinate $1,200,000 annual Literacy Staff Development Budget
• Have 1.5 FTE Literacy Teacher on Special Assignment Positions
• George Fox Reading Endorsement Cohort
• Summer Staff Development Institute Dedicated to Literacy and Mathematics
• Established Consultancies with Doug Reeves/the Center for Performance Assessment and the
American Productivity and Quality Center (APQC)
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Only One District-wide GoalOnly One District-wide Goal
Narrowed Focus:
The District Five Year Goal
Increase academic achievement district-wide with literacy and mathematics gains for each
student.
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Reporting System Reveals Achievement Levels of all Students:Reporting System Reveals Achievement Levels of all Students:
Semi-Annual School Board Accountability Reports on 23 Goal Targets
Spring School and Department Improvement Plan Progress Reports
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SUPERINTENDENT’S MULTI-YEAR GOALS(Originated November 2003 and Updated in August 2004, 2005 and 2006)
I. Leadership for The District Five Year Goal*
*District Goal for 2004-2009: Increase academic achievement district-wide with a special emphasis on
literacy and mathematics gains for each student. The intent is to give every student the skills to succeed in challenging courses, meet academic standards, graduate from high school and be fully prepared for a
range of post-secondary education and vocational options.
Raise District-wide Expectations for Academic Achievement
Make projected annual improvement in reading, writing and mathematics for all students with a special emphasis for high poverty, high mobility, Hispanic/Latino, Black, and Native American student groups that have been historically less academically successful as compared to the achievement of the District’s total student population.
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Literacy is Literacy is
Learning to Read,Learning to Read,
Reading to Learn andReading to Learn and
Learning to LearnLearning to Learn
Skillfully Reading, Writing,Skillfully Reading, Writing,
Speaking, Analyzing and Speaking, Analyzing and
Listening. Listening.
What is Literacy?What is Literacy?
From The Oregon Literacy Leadership State Steering Committee
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Reading is the Key to All Academic LearningReading is the Key to All Academic Learning
Why Reading?
It is a fundamental skill and the gateway to all other knowledge.
Each public school student must have the right to be literate at a high level and be a productive citizen of their community.
Years and years of educational research support reading’s importance.
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Reading is FundamentalThe ability to read affects learning across the curriculum.
MATH60-70%
WRITING80-90%
SOCIALSTUDIES80-90%
LANGUAGEARTS
80-90%
SCIENCE70-80%
Learning to Read, Reading to Learn
From the Renaissance Learning Corporation
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The Literacy Failure Cycle
Early Attempts at Learning to Read
Failure
Frustration
Avoidance
Lack of Practice
The good students do better and weak students do worse
Loss of self esteem
Loss of motivation
No Improvement
Research from Dr. Ted Hasselbring, U. of Kentucky
Early intervention for struggling readers is a social obligation for all educators.
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Skills of Readers at Lowest LevelsSkills of Readers at Lowest Levels
Can Usually Cannot Usually
Sign one’s name Locate eligibility from a table of employee benefits
Identify a country in a short article
Locate an intersection on a street map
Locate one piece of information in a sports article
Locate two pieces of information in a sports article
Locate the expiration date on a drivers license
Identify and enter background information on a social security card application
Total a bank deposit entry Calculate total costs of purchase from an order form
Source: Reder (1998)
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If you don’t read you cannot lead.
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The Importance of LeadershipThe Importance of Leadership
Many correlational studies show the importance of strong and unified leadership in school improvement.
Excellent leadership will improve student achievement, but poor leadership will negatively effect student achievement.
Paraphrased from Dr. Timothy Shanahan, U. of Illinois at Chicago
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Leadership
Amount of Instruction
Curriculum
Framework
Professional Developmen
t
Assessment &
Monitoring
Teaching Materials
Special Students
Parents Quality Variables
Motivation
Literacy Improvement Pyramid________________________________________________________________
From Dr. Timothy Shanahan, U. of Illinois at Chicago
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IT IS NOT ABOUT THE STUDENTS!IT IS NOT ABOUT THE STUDENTS!
It Is About Adult BehaviorIt Is About Adult Behavior
GAP is Expectations + Practices = ResultsGAP is Expectations + Practices = Results
The real question is . . . how do we raise the The real question is . . . how do we raise the competence of the ADULTS to meet the competence of the ADULTS to meet the diverse needs of our students?diverse needs of our students?
From the work of Dr. Allen Rodgers of the Hope Foundation From the work of Dr. Allen Rodgers of the Hope Foundation