It Takes a District Developing and Implementing an Effective Literacy Action Plan that Gets Results December 8 & 10, 2009 Presenter: Julie Meltzer

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

Page 2© PCG’s Center for Resource Management

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


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


The goal of a K–12 school experience

To graduate

LITERATE ADOLESCENTS who have the capacity to be COMPETENT, INDEPENDENT, LIFELONG LEARNERS


Numerous reports stress that literacy is key


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


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


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.”


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.


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


What were you like as a reader in high school?


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!!!!


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


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?


Systems thinking

Really good teachers working on their own can make some difference.

Really good teachers working collectively can make ALL the difference!


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


Taking Action Literacy Leadership Model





Student Motivation, Engagement, and Achievement


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



Integrating Literacy and Learning


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?”


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


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


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


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


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


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


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


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


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.


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.


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.


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


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



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


Intervention classes and support as needed Use of appropriate progress monitoring tools



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


Intervention classes and support as needed Use of appropriate progress monitoring tools



Sustaining Literacy Development


Sustaining literacy development

School culture, policies, and structures

Parents and community

District support



5 Action Points


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


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


Key district supports and practices

Professional development

District structures

Resource allocation

Policies and procedures


Connecting school and district literacy plans

Guidelines for Developing an

Effective District Literacy Action

Plan

Version 1.0


Process for developing a District Literacy Action Plan


Stage 1: Organize for Action


Stage 2: Assess Current Practice


Stage 3: Develop the Plan


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


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


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?


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


Goal: Build an effective SYSTEM of literacy support


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


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


By learning and working together…

YOU CAN MAKE IT HAPPEN!


Literacy is NOT something added to the plate…

Literacy IS the plate


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

[email protected]

Documents

It Takes a District Developing and Implementing an Effective Literacy Action Plan that Gets Results December 8 & 10, 2009 Presenter: Julie Meltzer