it takes a district developing and implementing an effective literacy action plan that gets results...
TRANSCRIPT
It Takes a DistrictIt Takes a District—Developing and —Developing and Implementing an Implementing an Effective Literacy Effective Literacy Action Plan that Action Plan that
Gets ResultsGets Results December 8 & 10, 2009
Presenter: Julie Meltzer
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Today’s goals
To discuss WHY we need to focus on literacy
To describe WHAT we need to do to improve student literacy and learning K-12
To provide practical tools, approaches, and ideas about HOW to do it
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Today’s agenda
Welcome and Opening Remarks Keynote: It Takes a District Breakout Sessions: 4 Approaches to
School-based Literacy Action PlanningThe HILL Keys to LiteracyPCG Education SchoolRise
LUNCH Panel Discussion Closing Session
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The goal of a K–12 school experience
To graduate
LITERATE ADOLESCENTS who have the capacity to be COMPETENT, INDEPENDENT, LIFELONG LEARNERS
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Numerous reports stress that literacy is key
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RAND Report: Meeting Literacy Goals Set by NCLB
Conclusion: Unless we, as a nation, are prepared to focus attention and resources on this issue, our schools are likely to continue producing students who lack skills and are ill-prepared to deal with the demands of post-secondary education and the workplace…The costs of inattention are very high, in both personal and economic terms.
RAND Research Brief -- 2005
Meeting Literacy Goals Set by No Child Left Behind: A Long Uphill Road
Available at http://www.rand.org/pubs/research_briefs/RB9081-1/RAND_RB9081-1.pdf
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Does Massachusetts need to worry about this?
Grade 10 ELA
242244
250
236
244Proficient
242
210
215
220
225
230
235
240
245
250
255
260
2002 2003 2004 2005 2006 2007 2008
Sca
led
sco
re o
f av
erag
e ra
w s
core
Female Male
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UNESCO definition of literacy
The “ability to identify, understand, interpret, create, communicate, compute, and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.”
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Definition of “adolescent literacy”
Adolescents who are fully literate
KNOW and USE
reading, writing, listening, speaking, and thinking
strategies to learn across all content areas
and
CAN DEMONSTRATE/COMMUNICATE
that learning to others who need to know
and
CAN TRANSFER
their learning to new situations.
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Are gaps narrowing fast enough?
Female Grade 10 ELA
244248
252
228232
240Proficient
210
215
220
225
230
235
240
245
250
255
260
2002 2003 2004 2005 2006 2007 2008
Sca
led
sco
re o
f av
erag
e ra
w s
core
Not low income Low income
Male Grade 10 ELA
242 242246
222
230
236Proficient
210
215
220
225
230
235
240
245
250
255
260
2002 2003 2004 2005 2006 2007 2008
Sca
led
sco
re o
f av
erag
e ra
w s
core
Not low income Low income
Do we know how to do this?Do we know how to do this?
Question: If we wanted to address this issue, do we know what it will
take?
Answer: YES
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What were you like as a reader in high school?
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The BIG question…
If the answer is YES – a collective concerted effort is required.
If the answer is NO – a collective concerted effort is required.
Do you want your students to be a reader/writer like you were?!!!!?
Either way, working together on this is how to make it happen!!!!
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Who needs literacy support?
Non-readers Struggling readers and writers Reluctant readers and writers Average readers and writers Excellent readers and writers English language learners who may be
any of the above
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Why does the whole school need to get involved?
If they learn to read in elementary school won’t they be set?
Can’t students just take a reading class or get extra help?
Can’t the English teachers take care of it?
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Systems thinking
Really good teachers working on their own can make some difference.
Really good teachers working collectively can make ALL the difference!
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Goal: Get rid of Swiss cheese
The problem is NOT the parents, the teachers or the students
The issue is that throughout our schools and districts we have “Swiss cheese” literacy programming
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Taking Action Literacy Leadership Model
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Taking Action Literacy Leadership Model
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Taking Action Literacy Leadership Model
Student Motivation, Engagement, and Achievement
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Provide instruction, modeling, and guided practice of literacy support
strategies in context.
Improve student confidence, competence, and efficacy.
Engage students in literacy tasks that are meaningful and purposeful.
Literacy Engagement and Instruction Cycle
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Taking Action Literacy Leadership Model
Integrating Literacy and Learning
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Asking the right question
Not “Everyone a reading teacher?” but “How will students become better readers, writers, speakers, and thinkers of this content (English language arts, math, science, health, geography, etc.) as a result of being in your class?”
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Content literacy
How, why, and what you READ and WRITE in a particular content area
How and why you SPEAK/PRESENT in a given content area
Types of THINKING required by a specific discipline
Applicable vocabulary, formats/text structures, and discourse elements
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What do we mean by “literacy demands”?
CROSS CONTENT literacy demands
Students need to strategically read, write, speak/listen, present, and think across content areas (however these may need to be APPLIED in different ways to each discipline of study)
Examples: Activating prior knowledge, setting purpose for reading, clarifying, questioning, predicting, summarizing, visualizing, deductive and inductive thinking, brainstorming, responding
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What do we mean by “literacy demands”?
DISCIPLINE-SPECIFIC literacy demands
Specific ways of reading, writing, speaking/listening, presenting, and thinking WITHIN each discipline of study are more applicable to some disciplines as opposed to others
Examples: Rules of evidence, text types and structures, presentation formats, conceptual vocabulary, technical vocabulary
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Content of the English language arts classroom
Literary genres and formats: Poem, essay, short story, play, biography, memoir, novel, letter
Language usage: Grammar, technical and conceptual vocabulary related to the study of literature
Writing: Narrative, persuasive, and expository writing
English language arts is heavily dependent on reading and writing for success BUT teachers may not know how to support literacy development, especially in the area of reading
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Content of the math classroom
Literary genres and formats: Word problems, textbooks, proofs, articles, graphs and charts
Language usage: Operations, terminology with precise meanings, conceptual vocabulary
Writing: Problem write-ups, manuals, proofs, statistical analysis, response to problematic situations, notes combining symbols and text
Math is heavily dependent on critical thinking, vocabulary/concept development, and the ability to learn from dense concise text BUT teachers may not know how to support literacy development
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Content of the science classroom
Literary genres and formats: Articles, lab reports, textbooks, websites, graphs, charts, diagrams
Language usage: Process words, terminology with precise meanings, conceptual vocabulary
Writing: Lab reports, analytical essays, notes, research projects, summaries, evidence-based conclusions
Science is heavily dependent on reading and research skills, critical thinking and vocabulary/concept development for success BUT teachers may not know how to support literacy development
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Content of the social studies classroom
Literary genres and formats: Primary sources, textbooks, articles, nonfiction texts, maps, historical photographs, graphs, charts, artifacts
Language usage: Conceptual vocabulary, debateWriting: Analytical essays, opinion essays, I-search
and research projects, summaries, evidence-based conclusions
Social Studies is heavily dependent on reading, critical thinking, vocabulary/concept development and writing for success BUT teachers may not know how to support literacy development
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Reading, writing, and learning as processes Before reading, writing, or learning
Activate prior knowledge, teach vocabulary, set purpose
During reading, writing, or learning Ask and answer questions, monitor
comprehension, make inferences, make connections
After reading, writing, or learning Summarize, make connections, evaluate, apply,
synthesize
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Why are strategies important?
You return from vacation and a week’s worth of mail has accumulated in your absence.
Discuss what strategy you would use to deal with the pile of mail.
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What if students are struggling as readers or writers?
They will need core program literacy support AND strategic literacy interventions.
Strategic literacy interventions are supports put into place to accelerate the progress of struggling readers and writers.
Strategic literacy interventions can be offered in multiple formats: One size does not fit all.
Tiered systems of instruction and intervention seem to have great promise.
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Eight ways to be a struggling reader
I can read it, but I don’t “get it.” If the answer is “right there,” I’m okay. I never see pictures when I read. I have trouble sounding out the words. I read very slowly. I don’t know a lot of the words. I like real stuff, not Shakespeare. I like stories, not textbooks.
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What does this look like in grades K-2?
Universal screening/benchmark assessments Tier 1: Focus on phonemic awareness, phonics,
fluency, vocabulary, and comprehension using a strong core program Modeling; whole and small group instruction; ample
guided and independent practice; differentiated instruction
Writing and word work in conjunction with reading 50/50 fiction and nonfiction Focus on critical thinking and metacognition
Tiers 2 and 3: Flexible grouping and interventions as needed Use of appropriate progress monitoring tools
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What does this look like in grades 3-5?
Universal screening/benchmark assessment Tier 1: Focus on fluency, vocabulary, and
comprehension using a strong core program Modeling, small group instruction (guided reading),
guided and independent practice, differentiated instruction
Writing and word work in conjunction with reading 50/50 fiction/nonfiction Focus on critical thinking, metacognition and goal
setting Tiers 2 and 3:
Flexible grouping and interventions as needed Use of appropriate progress monitoring tools
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What does this look like in grades 6-8?
Universal screening/benchmark assessments Tier 1: Strong content literacy instruction in all
content areas Frequent reading, writing and vocabulary
development in all content areas Focus on writing to communicate as well as writing
to learn Focus on critical thinking, metacognition and goal
setting Tiers 2 and 3:
Intervention classes and support as needed Use of appropriate progress monitoring tools
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What does this look like in grades 9-12?
Universal screening/benchmarks Tier 1: Strong content literacy instruction in all
content areas Frequent reading, writing, and vocabulary
development in all content areas Focus on writing to communicate as well as writing
to learn Focus on critical thinking, metacognition and goal
setting Tiers 2 and 3:
Intervention classes and support as needed Use of appropriate progress monitoring tools
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Taking Action Literacy Leadership Model
Sustaining Literacy Development
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Sustaining literacy development
School culture, policies, and structures
Parents and community
District support
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Taking Action Literacy Leadership Model
5 Action Points
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Five action points
Implement a Literacy Action Plan Support teachers Use data Build capacity Allocate resources
Focus on the role of the districtFocus on the role of the district
Developing an effective District
Literacy Action Plan
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What do we know about successful districts?
Systems thinking Use of data Alignment of curriculum, instruction, and
assessment Ongoing teacher professional development Intense focus on instruction Vision and communication Clarity and accountability Widespread participation
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Key district supports and practices
Professional development
District structures
Resource allocation
Policies and procedures
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Connecting school and district literacy plans
Guidelines for Developing an
Effective District Literacy Action
Plan
Version 1.0
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Process for developing a District Literacy Action Plan
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Stage 1: Organize for Action
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Stage 2: Assess Current Practice
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Stage 3: Develop the Plan
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The heart of the District Literacy Action Plan
Section 4 Establish an overall literacy improvement goal Develop literacy goals related to each key area of
practice that will support progress toward the overall literacy goal
Section 5 Develop a Goal Action Map for each of the literacy
goals
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Goal Action Map
Action Step 1 Action Step 2 Action Step 3
Action Step
1. Timeline
2. Lead Person(s)
3. Resources Needed
4. Specifics of Implementation
5. Measure of Success
6. Check in/ review date
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Creating a vision
If our literacy improvement effort was successful, how would our district be different?
What would students be doing?What would teachers be doing?
What would the environment be like?How would school leaders be supporting the
effort?
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Getting people on board
Reasons why some teachers are reluctant to get on board with a literacy improvement initiative
Strategies for getting people on board –- The 4 Es
Environment Engagement Expectations Encouragement
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Goal: Build an effective SYSTEM of literacy support
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To build a sturdy structure
Requires intentional design Requires collaboration and focus Requires common language and
approaches Requires good reinforcement and
scaffolding Requires vertical integrity Requires horizontal integrity Requires use of the right materials Requires ongoing maintenance
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Can we do this?
If you think you can do a thing or think you can't do a thing, you're right.
--Henry Ford
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By learning and working together…
YOU CAN MAKE IT HAPPEN!
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Literacy is NOT something added to the plate…
Literacy IS the plate
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For more information…
This presentation was developed for the Massachusetts Office of Literacy by Dr. Julie Meltzer from PCG Education’s Center for Resource Management (PCG-CRM), December 2009
Contact information:Julie Meltzer, Ph.D.
Senior Advisor for Strategy, Research and DesignPCG Education’s Center for Resource Management
200 International Drive, Suite 201Portsmouth, NH 03801