high-quality literacy materials adoption k-5 boe
TRANSCRIPT
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Ethan Netterstrom, Ex. Dir. C&ISilvia Romero-Johnson, Ex. Dir OMGETheresa Morateck, Dir. Lit & Humanities
BOE Instruction Work Group: High-Quality Literacy Materials Adoption K-5 April 6, 2020
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BOE Instructional Work Group
Build understanding of K-5 Materials as an Equity Strategy
Feedback from BOE:• Pause Point: What feedback does the BOE have around
the vision, mission, & K-5 programming commitments?• Pause Point: What are considerations/recommendations
for potential improvement of the process leading to the recommendation for adoption of K-5 materials in December, 2020.
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While educators must be well versed in culturally responsive teaching practices, every employee needs to function from a common understanding about the history and effects of racism, structural racism and implicit bias. This work will be embedded in induction and professional learning district-wide.
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WHY from UnboundEd, Standards Institute
“Educational Equity ensures that all children regardless of circumstance-are receiving high-quality grade level, standards-aligned instruction with access to high-quality materials and resources.”-UnboundEd on Equity in Education
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Coherence: Working toward Our Graduate Vision
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Transforming Literacy Pedagogy in MMSD
Where WERE we?Where ARE we? And, where are we GOING?
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MMSD Literacy Vision
“All students and staff are literacy learners and teachers”
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The programming commitments target three big buckets: ● skills & knowledge● student engagement● success
The most current draft that is guiding our work: K-5
Programming Commitments for Literacy 2020
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PAUSE POINT:
We ask that the board look at each section of the K-5 programming commitments and provide feedback.
BOE Feedback on Vision, Mission, and Practices
Strengths & Suggestions for Revisions: ● Vision● Mission● Values● Programming
Commitments
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Balanced Literacy Approach
MONDO Adoption, Calle Adoption (Spanish)
Inconsistent usage thereafter; inconsistent messaging around expectations for implementation and standards aligned instruction; however, schools were implementing
Scopes and sequences were created to be standards aligned with embedded assessments; along with 5-day (10 day for biliteracy) reading process to target approaches to reading through a balanced literacy approach; training around the standards occurred across the district
Pre 2010 2010 2010-2015 2015 2018
Needs Assessment reveals need for materials K-5 that have a structured Phonics component, are standards aligned and are more culturally and linguistically responsive, historically accurate and inclusive
Where WERE we?
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Opportunities for Growth...
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Snapshot of Literacy Data
+8 percentage pointsOur biggest gains found in our data are during the years of 2012-2014. During those years, we had 8 point gains overall in our internal assessment (MAPS); it has since been a steady data point from 2014-2019.
1.3% decreaseFORWARD assessment reflects a 1.3% decrease in the third grade over the past three years (Spring 16-17 was 36% Prof/Adv; Spring 17-18 was 37.5%; Spring 18-19 was 34.7%).
up and down trendPALS reflects an up and down trend over the past three years: Spring 16-17 showed 77%; Spring 17-18 showed 79.6%; Spring 18-19 showed 76.9% passed.
persistent opportunity gapsALL Assessments: We continue to have persistent opportunity gaps in certain areas of our: Low-Income, ELs, Sped, and Af Am/Black populations
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● 2020 Planning on how to expand PD opportunities from what was learned at the standards institute
● 2020 Initial training offered to school based instructional coaches on early reading acquisition grounded and supporting striving readers
● 2020-2021 Rethinking structures and systems for professional learning opportunities for all staff (principals, instructional coaches, teachers) to allow for increased coherence of messaging and new learning.
● 2019-2020 Refocus on standards instruction - the district sent over 30 staff across the district (district admin, principals, teachers) to the UnBoundEd Standards Institute during the spring and winter sessions
● 2019 Spring - MMSD applied and was awarded DPI High Materials Grant to fund an adoption process of new K-5 Materials
● 2019-2020 MMSD has been engaged in the adoption process that will lead to a recommendation to the BOE in Winter of 2021
Where ARE we?
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Grounding Our Work in Research
● Effective reading instruction requires teaching of two types of competencies: foundational reading skills and knowledge-based competencies.
● Foundational reading skills must be taught explicitly and systematically.
● Fluency is the bridge between decoding and comprehension AND background knowledge improves comprehension.
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Grounding Our Work in Research
ll
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Our Approach to Literacy Improvement
Application of HIgh Quality
Standards-Aligned Materials
aFocused, Braided
Professional Development with Coaching Cycles
Strong Instructional
Practices Implemented with
Integrity
Vision for Improvement in Literacy
Our Approach to Improvement in K-5 Literacy
“Know Better, Do Better!”
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Adoption Process for 2019-2021
Review Committee Cycles
Recommendations to narrow sets of materials to examine further will be made at the end of the cycle.
2020 January
Partnerships, Research & Empathy Groups
2019 Sept-Nov
Data will inform our vision and localized Criterion. Feedback will also be used to adjust and modify the plan.
Begin RFP Process & Gather Additional Feedback
This will include opportunities for stakeholders, including BOE, to examine recommended sets of materials.
2020 March-May
Quality MaterialsK-5 Literacy Adoption Process
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Adoption Process for 2019-2021
Staff Training & Preparation for ImplementationYear 1 Implementation will occur in the Fall of 2021. Implementation plan is yet to be determined.
2021 March-August
Recommendation for Materials with BOE VoteMaterials will be ordered after the vote passes.
2020-2021 Dec-Jan
Implement sample lessons in selected gradesParticipating classrooms will be a representation of schools across the district.
Biliteracy and EL Review Committee Meets
2020 June-November
Quality MaterialsK-5 Literacy Adoption Process
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All Staff SurveyTeachers & Principals
Multiple Empathy Groups Stakeholders: Experts, Teachers, Families, Community Members
Review Committee52%Teachers48% Admin
Field Study: Five K Classroomsstudents, teachers, coaches, principals
Upcoming:6th GradersAll Staff Survey PodcastsTeachers & Students w/Lesson Trials
Informing the Process: VOICE & FEEDBACK
Voice & Feedback has been collected in a variety of ways
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Expert Round Table 11participants
Family/Community Members35 participants
Staff (teachers/principals) 86 participants
Teachers with MTI 49 participants
Instructional Coachesfall: 28 participants
spring: 26 participants
Informing the Process: Empathy Groups
HIGHLIGHT: Empathy Groups, September - December, 2019
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Initial Empathy Group Highlights
Hopes from our Black Family & Community Members:● “Normalizing” multicultural materials● Improved accountability for lack of progress on goals or missteps● More home to school connections● Hope the district would implement more effective instruction guidelines for
teachers and principals● Hope the district works to make sure the curriculum is sufficient/excellent
preparation for the next level● Teachers get more support● Higher expectations for our children (meet me at MY level that I have for my
child; set an expectation; challenge them; stop acting like they can’t ● 11 Participants
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Initial Empathy Group Highlights Hopes from our Teachers and MTI Partnership:● Systematic phonics ● Embedded assessments that are user-friendly and inform instruction● Professional Development is “vital”● Curriculum that builds knowledge and vocabulary● Differentiated opportunities● Connections between ELI
and DLI● Variety of books that
offer “Doors and Mirrors,” and diversity
● 49 Participants
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Review Committee Cycles
25+ members across the district58% Teacher Roles 42% Administrator Roles
Representation for:English LearnersAdvanced LearningSpecialized Services
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Review Committee Cycles - Next Steps
Theme: Communication● The committee expressed desire to continue to meet in order
to communicate the work/process among stakeholders● Expressed need to more clearly communicate the
partnership between OMGE and C&I in a combined selection process.
● Plan to collect feedback from students. The core team is currently working with research department to develop a plan to interview 6th graders to explore their teaching and learning experiences specific to literacy in the K-5 system in regards to preparation for middle school
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Review Committee Cycles - Next StepsTheme: Deeper Learning
Expressed need for professional development of instructional practices across staff (this is a part of our braided approach for K-5 literacy improvement -adoption of high quality materials, professional development for the improvement of instructional practices, and on-giong coaching for implementation`
Expressed need across staff to develop knowledge around the research behind the program offerings
Conduct lesson trials in classrooms from high quality programs
Opportunities for K-5 principals to explore materials and provide feedback
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Field Study Early Learnings
● Allis and Gompers● EL Educational Curriculum:
Foundational Skills Block, Kindergarten
● Purpose: Inform how we can plan for a successful implementation of materials selected in the future
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Field Study Early Learnings
● Important to identify and communicate common essential program components and practices to teachers and principals
● Provide training around the big ideas of the organization of the program/materials AND instructional practice (what, why, and how)
● On-going coaching is essential to implementation● Identify assessments and train teachers how to use the
assessments to track student progress and to determine teacher moves
● Collect teacher feedback along the way to meet coaching and instructional needs (this was used to inform quarterly pd sessions)
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PAUSE POINT: We ask the BOE to provide feedback on the Adoption Process (Slides 17&18).
BOE Feedback on the Adoption Process
Strengths & Ideas for Consideration:● Timeline● Communication● Meetings with
Stakeholders● Professional
Development● Materials Review
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Next steps for the process
March-May 2020● Empathy Group - 6th Grade Students● 2nd Empathy Group - Instructional Coaches ● Begin development of RFP ● Conduct lesson trials with materials● Increase updates for staff beyond BOE updates● Second All Staff survey -on training and implementation● Continue Podcasts
Summer 2020● Review Committee for ELA for English Learners and Biliteracy● Professional development for teachers● Viewing Materials Session with Principals, Coaches and
Teachers to gain feedback
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Articles to Inform PracticeLeadership for Systems Change:ASCD-Educational Leadership illustrates the goal of navigating change management within our K-5 system ASCD Article
Effective Implementation Approaches:Baltimore Case Study, EdReports Baltimore High Quality Materials AdoptionInstitute for Policy Change Effective PD Article
Reading Instructional Practices:Science of Reading T. Shanahan ArticleThe DRIVE Model of Reading, International Reading Association Nell Duke ArticleCultural Responsive, Social Justice, Multiculturalism Z. Hammond