District Literacy Initiative Presentation
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The presentation outlined the Franklin School District's literacy initiative for the 2009-2010 school year. The goals were to implement readers' workshop in elementary schools, teach comprehension strategies, and use the Key Three reading strategies in middle schools. Professional development for teachers would include lab classrooms, coaching, and graduate coursework to support the literacy goals and increase student learning.
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District Literacy Initiative Presentation
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Notas del editor
- Year 3 of initiative and year 2 of implementation Elementary and secondary committees
- Goal 1 Readers workshop - (focus lesson, students practice/conferring, group share) Indicators of this practice include: Management system for teaching in small groups and conferring. (e.g. book bags, folders or browsing boxes; system for informal assessment, and established classroom routines and expectations.) Movement of students from whole class to independent/small group practice and back to whole class. All students actively engaged in reading for recommended period of time for each grade level. Visible classroom library that is organized by author, genre, topic and/or level and use of book room materials. Using assessment data (e.g. DRA, RR, conference notes; GRADE; MCAS etc.) to match books to readers. Goal 2 Indicators of this practice include: Teachers visit lab classrooms in the district. Teachers observe and collaborate with colleagues. Some faculty meetings address student learning and teaching practices. District-wide grade level teams collaborate to share instructional practices. Student assessment data is used to inform instruction. Principals attend professional development sessions on the administrative role in a balanced literacy model.
- Unit of Study goal: Indicators of this practice include: Explicit modeling of reading strategies during focus lessons, small groups and individual conferences (e.g. think aloud, turn and talk, shared text) Focus lessons should be 10-15 minutes in length. Implement two units of study (Comprehension Strategy, Decoding, Genre, Author, Content Area, Test Prep.) Use formal and informal assessment data (e.g. DRA, conference notes, RRJ, MCAS, GRADE, etc.) to inform instruction GRADE Goal Indicators of this practice include: Teachers visit lab/pilot classrooms in the district. Teachers observe and collaborate with colleagues. GRADE assessment data is used to inform instruction during reader’s workshop. Teachers will administer the GRADE in January to their class.
- Teacher Goals: classroom teachers, UA, special educators UA teachers will have Key 3 available online during half PD days. Describe Key Three Strategies Indicators of this practice include: Participate in Key Three professional development activities Share progress at faculty and department meetings Discussion of Key Three strategies at RtI Tier I and II progress meetings Visit coach/lab teacher classrooms Post resources and evidence of co-teaching lessons on FC literacy conference (at least one per trimester) Maintain a Key Three portfolio with evidence of student work and share with colleagues at meetings and workshops
- Lab Teacher/Literacy Coach (rdg Specialists) Goal: Indicators of this practice include: Post content-specific, strategy-based lessons with explanation (at least 1 per trimester) for modeling, discussion and teacher use Sharing of strategy lessons for staff via classroom, faculty, dept. meetings Classroom visits and modeling of lessons/strategies Discussions at grade level/cluster/department meetings of Key Three strategy use in Tier I instruction Coach/Lab Teacher activity log of classroom observations, consultations, modeling, co-teaching and reflections Facilitate professional learning, both formally and informally at faculty, department, team and/or cluster meetings Building Goals: Building-based professional development workshops facilitated by literacy coaches/lab teachers (1/2 days PD days) Dedicated professional time/structures in place for (faculty, department meetings, team/curriculum meetings, classroom visits, walk-throughs, etc) Professional discussions/opportunities to share literacy practices as they relate to Tier I and II instruction and interventions)
- GRADE Goal - (Group Reading Assessment and Developmental Evaluation) Indicators of this practice include: Training on administration of GRADE Administer GRADE to all 6 th grade students in the fall of 2009 Analyze student data to identify general instructional areas of strength and of concern Analyze student data to identify high risk students (benchmark 1-3 stanine) and pilot GRADE CD resources for Tier I interventions Share data among teams to inform instruction in the content areas Records of student results from fall and mid-year