Guidelines for Developing an Effective District Literacy ...
Middleborough Public Schools
District Literacy Action Plan
Developed by: Middleborough District Literacy Action Team
Date: Revised February 2015
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@BoroughLiteracy
#ReadWriteYourDestiny
District Literacy Improvement Goals
• Data Use/Assessment: Establish a district-wide assessment framework.
• Standards-based Curriculum: Align district-wide curriculum to ensure 100% of our students reach proficiency on English language arts MCAS/PARCC in all tested grade levels. Rationale: Currently, the district is at 65% proficiency in ELA.
• Tiered System of Instruction and Intervention: Establish a district- wide system of tiered student support for literacy.
• Family and Community Involvement: Establish meaningful and purposeful academic opportunities in literacy to engage families and community members.
Action Plan Maps
| |
|1) Goal | Data Use/Assessment: Establish a district-wide assessment framework. |
|Statement | |
| | |
| |Action Step 1 |Action Step 2 |Action Step 3 |
|( Action Step |Identify common writing |Design standards-based writing |Reestablish a District Data Team.|
| |assessments at each grade |rubrics at each grade level that | |
| |level/course that reflect |can be used to report progress of| |
| |standards. |students toward proficiency. | |
|1. Timeline | | | |
| |9/1/13 – 6/30/15 |9/1/14 – 6/30/15 |9/1/13 – 9/1/15 |
|2. Lead Person(s) | | | |
| |Curriculum Directors & |Curriculum Directors & |Curriculum Directors & |
| |Coordinators, |Coordinators |Coordinators, |
| |Principals | |Literacy Team Subgroup |
| |Department Leaders | | |
|3. Resources Needed |• Teams at each level – |• Form a team that represents all|• School-level data teams that |
| |elementary, middle school, high |grade levels to recommend |provide representation to the |
| |school – to identify/develop |assessments. |District Data Team |
| |grade level/course common |• Schedule of meeting dates and |• Schedule of meeting dates and |
| |assessments. |times. |times |
| |• Schools will determine |• Information regarding DDM | |
| |available times. |development. | |
| |•Possible grant funding | | |
|4. Specifics of Implementation |• Identify/develop writing |• Work in grade-level teams to |• Invite staff members to join |
| |assessments at elementary schools|revise standards-based writing |the District Data Team. |
| |aligned with standards to collect|rubrics based on exemplars from |• Review the original materials |
| |and use data. |other school districts. |with course attendees. |
| |• Identify/develop aligned middle| |• Share cycle of inquiry with |
| |school and high school content | |other members |
| |writing assessments to collect | |• Establish norms, meeting dates,|
| |and use data. | |charge. |
| |• Pilot assessments. | | |
|5. Measure of Success |• Assessment data collected once |• Rubrics identified. | • District Data Team |
| |each trimester/semester. |• Teacher implementation of |• School Level Data Teams |
| |• District data team will review |rubrics. | |
| |assessment results and report |• Teacher participation in | |
| |findings. |calibration of rubric and looking| |
| | |at student work utilizing student| |
| | |work protocols. | |
|6. Check in/review date |9/8 /14, 1/12/15, May |9/8/14, 1/12/15, March 2015, May |9/8/14, 1/12/15, February 2015, |
| | |2015 |April 2015, May 2015 |
| |
| |
| |
| |
|2) Goal |Standards-based Curriculum: Align district-wide curriculum to ensure 100% of our students reach proficiency on English |
|Statement |language arts MCAS/PARCC in all tested grade levels. Rationale: Currently, the district is at 65% proficiency in ELA. |
| | |
| |Action Step 1 |Action Step 2 |Action Step 3 |
|( Action Step |• Continue grade level teams PK-8 |Develop horizontally and vertically |Implement the utilization of |
| |to design UbD-structured, |aligned curriculum maps. |Standards-based IEPs throughout the |
| |standards-aligned units of study. | |district. |
| |• HS will continue to develop | | |
| |common, standards-aligned units of | | |
| |study. | | |
|1. Timeline |9/1/13 -6/30/15 |Elementary: 9/1/15 |3/19/15-6/30/15 |
| | |Secondary: 9/1/16 | |
|2. Lead Person(s) |Curriculum Directors & |Curriculum Directors & Coordinators, |Director of Pupil Personnel Services, |
| |Coordinators, |Elementary Instructional Coaches, |Curriculum Directors and Coordinators |
| |Elementary Instructional Coaches; |Department Leaders | |
| |Elementary Curriculum Teams | | |
| |MS/HS Department Leaders | | |
|3. Resources Needed |• Use 738 Literacy Partnership |•Review and revise, as needed, |Training related to writing and assessing|
| |Grant Funds to provide time for |existing curriculum maps. |standards-based goals |
| |further unit development. | | |
|4. Specifics of |• Work with grade level teams to |Align maps/units vertically |IEPs randomly reviewed for quality |
|Implementation |develop and revise units. | |assurance by PPS Facilitators |
| |• Work with HS departments (grade | | |
| |level, courses) | |Updated training quarterly |
| | | | |
| | | |Development of a PLC for 2015-2016 school|
| | | |year |
|5. Measure of Success |• Revised units of study |Published curriculum maps. |Development of exemplar IEPs |
| |• Proficiency levels based on | |Enhanced collaboration between special |
| |performance assessments | |educators and general educators |
| | | |Proficiency levels based on performance |
| | | |assessments |
|6. Check in/review date |9/8/14, 1/12/15, March 2015, May |9/8/14, 1/12/15, March 2015, May 2015,|4/1/2015, 5/1/15, 6/1/15 |
| |2015 |September 2015, January 2016, May 2016|IEP Reviews during Summer 2015 |
| |
|3) Goal |Tiered System of Instruction and Intervention: Establish a district-wide system of tiered student support for literacy. |
|Statement | |
| | |
| |Action Step 1 |Action Step 2 |Action Step 3 |
|( Action Step |Establish a district-wide system |Pilot a reading intervention |Improve instructional practices |
| |of tiered student support that |program at Grades PreK-12 |for all teachers by creating a |
| |includes scheduled time and |Lively Letters (PreK) |full continuum of services. |
| |definition of an intervention |Read Naturally Live (Grades 1-8) | |
| |block at each school. |Read 180 (Grades 9-12) | |
|1. Timeline | | | |
| |9/1/13 – 6/30/16 |11/1/14-6/30/15 |11/1/15-6/30/16 |
|2. Lead Person(s) |Principals, |Elementary Curriculum |Director of Pupil Personnel |
| |Assistant Principals |Coordinator, Principals, Director|Services, Principals |
| |Literacy Team Subgroup |of Pupil Personnel Services | |
| |HS Scheduling Committee | | |
|3. Resources Needed |• Members who attended the MA |Lively Letters Staff |Determine Planning Sessions for |
| |Tiered System of Support |Training:11/4/14 |Extended Year Services (EYS) to |
| |/Universal Design for Learning | |determine literacy themes, needed|
| |(UDL) Academy |Read Naturally Live- 3/12/15 |materials and projects for |
| |• Reading Recovery Training for | |students to address reading, |
| |reading teachers |Read 180- TBD |expressive and receptive |
| |• Training and learning walks | |language, writing, etc. |
| |with Dr. Deborah Harris related | |Dr. Deborah Harris work with |
| |to inclusion and teaching all | |teachers grades 1-12 during early|
| |students | |release days |
| |• New England Association of | |Special Ed Teachers |
| |Schools and Colleges (NEASC) | |Strategic Instructional Model |
| |recommendations | |RISE Revitalizing Instruction for|
| |• HS Scheduling Committee Time | |Students and Educators |
| |• Recommendations of the | | |
| |Middleborough District Review | | |
| |• Stock of books to include | | |
| |recommended readings lists from | | |
| |MA state Frameworks and other | | |
| |reputable sources to provide | | |
| |student access to appropriate | | |
| |texts | | |
|4. Specifics of Implementation |• Use knowledge gained design |Special Education teachers |Instructional modeling |
| |tiered system of support at each |utilize pilot program with |consultation |
| |school. |students |The Special Education EYS Program|
| |• Investigate MS/HS models that |November Lively Letters training |scheduled July 6-August 13, 2015 |
| |successfully provide tiered |March early release day Read |(6 Weeks) – 9 am-1pm |
| |supports; refer to NEASC |Naturally Live training | |
| |• Report and Middleborough Public|Check-in to provide feedback in | |
| |Schools District Review. |April and June | |
| | |Special Education grants are | |
| | |funding the training and | |
| | |materials for the discussed | |
| | |Reading Intervention Programs | |
|5. Measure of Success |Establishment and definition of |Student data |Student data |
| |the intervention block at each |Teacher feedback |Closing Achievement Gap |
| |school/level based on the support|Create a teacher survey regarding|Discovery Education assessment |
| |of the District-wide system of |the use of each program to |scores |
| |student support. |determine continued usage in |Development of a comprehensive |
| | |2015-16 school year |EYS program focused on literacy |
| | |Progress monitoring data |development |
| | | | |
|6. Check in/review date |9/8/14, 1/12/15, March 2015, May |May 2015 |June 2015 |
| |2015, September 2015, January | |September 2015 |
| |2016, May 2016 | |November 2015 |
| |
|4) Goal |Family and Community Involvement: Establish meaningful and purposeful academic opportunities in literacy to engage |
|Statement |families and community members. |
| | |
| |Action Step 1 |Action Step 2 |Action Step 3 |
|( Action Step |Establish a collection of “Little|Research and design a |Produce a “#ReadWriteYour Destiny|
| |Free Library” locations |district-wide summer reading |Where are you Headed” Literacy |
| |throughout Middleborough. |program in collaboration with |Fair to promote reading, writing,|
| | |Middleborough Public Library. |research, speaking & listening |
| | | |for students and adults of all |
| | | |ages throughout the Middleborough|
| | | |Community. |
|1. Timeline |8/27/13 – 6/30/14 |9/1/14-6/30/15 |3/1/15-6/30/15 |
|2. Lead Person(s) |Literacy Team Subcommittee, |Literacy Team Summer Reading |Director of PPS, Literacy Team |
| |Public Librarian |Subcommittee, Elementary |Literacy Fair Subcommittee |
| | |Curriculum Coordinator, Public | |
| | |Librarian, | |
|3. Resources Needed |• Community Sponsors to fund the |• Collaboration of the Public |Collaboration with Community |
| |building of the “Little Free |Library |Partners and sponsors |
| |Library” Book Boxes |•Book study (Summer Reading | |
| |• Book donations |Subcommittee) Summer Reading: | |
| |• Volunteers to manage and |Closing the Rich/Poor Reading | |
| |maintain book boxes (Stewards) |Achievement Gap by Richard | |
| |• Volunteers to promote use of |Allington | |
| |Little Free Library network |• Collaboration of the Public | |
| |• Collaboration with the Public |Library | |
| |Library |Summer Reading Program proposals | |
| |Permission to setup Little Free |from members of the Summer | |
| |Library Book Boxes |Reading Book Study | |
| |Partner with Bristol-Plymouth to | | |
| |build book boxes | | |
|4. Specifics of Implementation |Goal 4 Little Free Library Book |Contact Directors |Determine subcommittee |
| |Boxes |• Share specifics of Summer | |
| |Contact community businesses and |Reading program designed by |Schedule meeting dates |
| |community members for sponsorship|sub-committee with teachers, |4/9/15, 5/20/15, |
| |of book boxes |students and families |Determine September Date and |
| |Request donation of books of | |Location-school? |
| |varied reading levels PreK | | |
| |through adult to fill book boxes | | |
| |Request permission to setup book | | |
| |boxes throughout the community | | |
| |Request building of book boxes | | |
| |from BP | | |
| |Charter from Little Free Library | | |
| |Utilize Little Free Library book | | |
| |plates in recognition of the book| | |
| |donations | | |
| |Order Little Free Library book | | |
| |box charter signs on each box | | |
|5. Measure of Success |• Book boxes built and setup in |• Summer Reading program |Increased community understanding|
| |designated locations throughout |established |of the importance of reading and |
| |Middleborough. |• Participation (student reading |involvement with the event |
| |• Volunteer Stewards assigned. |log) | |
| | |• Literacy assessment data. | |
|6. Check in/review date |11/19/14, 1/12/15, March 2015, |9/8/14, 1/12/15, March 2015, May |May 18, 2015 |
| |May 2015 |2015, September 2015, January | |
| | |2016, May 2016 | |
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