John H. Reagan High School CAMPUS LITERACY PLAN – 2014-17 (HIGH SCHOOL)
The 2014 – 17 Campus Literacy Plan is intended to serve as a roadmap for individual campuses to implement the District Literacy Plan over the next three
years in light of the needs and resources of the whole school community. The District stands ready to support and guide campus implementation of the literacy
plan with curriculum and assessment resources, professional development, material support, coaching, and administrative guidance.
CAMPUS LITERACY PLAN COMPONENTS
For all TIER I instruction
1
2
3
4
5
6
CHECKING FOR
UNDERSTANDING
AUTHENTIC AND
PURPOSEFUL
READING
AUTHENTIC AND
PURPOSEFUL
WRITING
AUTHENTIC AND
PURPOSEFUL
VOCABULARY
STUDY
ACCOUNTABLE
STUDENT
ACADEMIC
DISCOURSE
DEVELOPMENT OF
DIGITAL LITERACY
AND RESEARCH
SKILLS
In addition, for TIER II/III
7
TIERED, DIFFERENTIATED, STRUCTURED INTERVENTION (RtI, SRI)
These components work within the context of full implementation and use of the District Scope and Sequence and Curriculum guidance documents for all
courses where they are available (with the exception of campuses that have received a Board waiver to an alternative approved scope and sequence).
CAMPUS LITERACY TEAM
Who will be collectively responsible for guiding and ensuring implementation of the Campus Literacy Plan?
Name, Position
Role in Implementing Literacy
Plan
Administrator/s
Connie Berger, Principal
Robert Michaels-Johnson, Dean of Instruction
Oversight of development and
implementation
Literacy Leaders
Alicia McAfee, Instructional Specialist
Natalie Martinez, Instructional Coach – ELA/R
Primary responsibility for
implementation
Tisha Mesa, Instructional Technologist
Trisha Aguas, Instructional Coach - Science
Chad High, Instructional Coach – Social Studies
Khoon Tan, Instructional Coach - Math
Assist in implementation in the
corresponding content areas
http://goo.gl/hVhZ6i
Other Staff
DRAFT prepared 6-9-14 Secondary Curriculum, Instruction, & Assessment (with feedback from Middle and High School Offices ) page 1
John H. Reagan High School CAMPUS LITERACY PLAN – 2014-17 (HIGH SCHOOL)
READING AND WRITING RESULTS/STUDENT GROUP
See data template or worksheet.
LITERACY GOALS AND METRICS
metric: a simple measure which you will monitor continuously to ensure progress toward goal
Annual Literacy Goal
Metric
 7- 10% Increase in ELA STAAR Scores, I and II
Annual reporting results
 50-75% Increase in SAT Scores
Annual reporting results
 15-25% Increase in AP Scores
Annual reporting results
CAMPUS LITERACY PLAN COMPONENTS
CAMPUS LITERACY PLAN ELEMENTS. Which high-impact actions aligned to the District Literacy Plan do you feel your campus can confidently implement? Focus on
actions that you will be able to support and monitor so that they become “the way we do things” at your campus.
IMPLEMENTATION TIMELINE. In a three-year literacy plan, what measurable progress will you expect to see along the way. Set observable, measurable targets to help
ensure that you are making progress toward full implementation, and to provide valuable feedback about elements that need to be revised.
SUPPORT. How will you support teachers, students, administrators, and support staff in developing the knowledge, skills, and mindsets required for full
implementation? How will you create the time and space for them to develop those proficiencies? What resources will you provide or obtain?
MONITORING. How will you monitor the implementation of each element of the plan consistently and provide timely feedback and guidance based on the data?
RESOURCES. What resources (time, money, staff, materials, etc.) will you devote to implementing this element with fidelity.
Draft Completed: ______
Final 2014-15 Completed: _____
Final 2015-16 Completed: ______
Final 2016-17 Completed: ______
DRAFT prepared 6-9-14 Secondary Curriculum, Instruction, & Assessment (with feedback from Middle and High School Offices ) page 2
John H. Reagan High School CAMPUS LITERACY PLAN – 2014-17 (HIGH SCHOOL)
1 CHECKING FOR UNDERSTANDING
District Literacy Plan Elements
• Implement a checking-forunderstanding (I-2) routine to
include:
o planning checkpoints and
scaffolded questions
o checking understanding of
instructions and content
o cold calling
(e.g., Do I Really Get It?
Everyday Excellence Routine.)
Campus Literacy Plan Elements


• Establish a literacy baseline
for all students
o Using lexile data to
establish baselines
o Analyze multiple points of
data for struggling readers
(e.g., Get to Know Me
Everyday Excellence Routine)

Include opportunities
for Checks for
Understanding in
content area lesson
plans, e.g exit tickets,
white board responses
Use STAAR Confidential
Student Reports to
establish individual
student reading levels
through horizontal
collaboration in PLCs
Participation in High
School Collaborative
formative assessments
and data dig protocols
Implementation
Timeline


monitoring system to
include:
o administering a progress
monitoring assessment
three times per year
o planning instruction in
response to data
• Assess students using a
variety of methods to include
open-ended items.
• Time and processes for
teachers and administrators
to analyze and act on data.
Monitoring
By 1/15 we
will see 100%
compliance in
core subjects
and by 1/16
100%
compliance in
core support
subjects
Instructional Coaches,
PLC Teacher Leaders
and Department
Chairs, Assistant
Principal Department
Leadership
PLC Planning
Documents
Planning time
By 12/14 we
will see all 9th
grade
students
tiered by
STAAR or
iStation data
High School
Collaborative
Assessments and
EdPLan
High School
Collaborative
Assessment and
Scope and
Sequence
Documents

By 9/15 we
will see 100%
participation
by state
assessed
subjects

By 1/15 we
will see 100%
participation
by all core
subjects and
by 1/16 100%
participation
by core
support
subjects
• Implement a progress
Support
Formative
Assessment Data
Reports
DRAFT prepared 6-9-14 Secondary Curriculum, Instruction, & Assessment (with feedback from Middle and High School Offices ) page 3
Resources
Campus Wide Book
Study on Checks
for Understanding.
Teach-ology
Tuesday, Dog
Chow, and Early
Release Day
Professional
Development
Instructional Coach
observation
feedback and
coaching
John H. Reagan High School CAMPUS LITERACY PLAN – 2014-17 (HIGH SCHOOL)
2 AUTHENTIC AND PURPOSEFUL READING
District Literacy Plan Elements
• A
campus-wide
reading
target (e.g., “Students will
read 2 ½ pages in each class
period
every
day”
or
“Students will read one novel
a semester”)
• Implement a content-area
reading routine to emphasize:
o scaffolding of grade-level
content text
o pre-, during-, and postreading strategy
o I Do, We Do, You Do
(e.g., Be the Lead Reader
Everyday Excellence routine)
• Implement a campus-wide
literacy campaign to build a
literacy culture:
o Daily independent
reading of just-right
texts
o Student choice
o Text talks
Campus Literacy Plan Elements

2 ELA class novels per
semester

Quick Reads in core
subjects per week

Quick Reads in core
support per cycle

Use of technology based
reading resources, e.g.
NewsELA, Office 365 and
other PowerUP based
applications

Intervention/Interest
Based Reading Period for
each student - Buddy
Readers, DEAR

Campus Literacy
Campaign, e.g. Name that
Book, Reading Posters
Implementation
Timeline


By 5/15 we
will see 100%
compliance in
ELA and other
core subjects
By 5/16 we
will see 100%
compliance in
core support
subjects

Interventions
will begin
with Reading
and
Language!
instruction in
8/14

Full
interventions
and interest
based reading
by 1/16

Literacy
Campaign will
begin in 9/14
Support
Monitoring
Resources
Be the Lead Reader
Training for all Faculty
PLC Planning
Documents
PowerUp Training
and Resources
Changes to campus
Master Schedule
PowerUp Training
Logs/Rosters
Planning time and
space utilization
plan
List of reading options
and “Buddy” training
for faculty/staff
Program Portfolio
Development
DRAFT prepared 6-9-14 Secondary Curriculum, Instruction, & Assessment (with feedback from Middle and High School Offices ) page 4
Development of
revised master
schedule
John H. Reagan High School CAMPUS LITERACY PLAN – 2014-17 (HIGH SCHOOL)
3 AUTHENTIC AND PURPOSEFUL WRITING
District Literacy Plan Elements
 A campus-wide target of
writing-to-learn reflective of
student thought (e.g.,
“Students will write-to-learn
in every class daily.”)
 Implement a writing-tolearn routine that includes:
o informal writing
opportunities
throughout the lesson
cycle
o teacher modeling
o scaffolding of writing
tasks
(e.g., Pen/cil to Paper
Everyday Excellence Routine)
 Clear expectations for
student formal writing in
core content areas
 A campus-wide plan for
collecting, scoring, and
planning around authentic
student writing samples
Campus Literacy Plan
Elements

Abydos training and
writing

Quick Writes

Formative Assessment
changes to OER options

PAP/AP Vertical
Articulation

Expansion from core to
core-support classrooms

Pen/cil to Paper strategy

Student Research –
progress from ELA to core
to core-support
Implementation
Timeline




By 2/15 we
will see
implementati
on in ELA 1
By 8/15 we
will see
implementati
on in EAL 2
By 2/16 we
will see
implemenatio
n in all core
subjects
Support
Abydos training –
beginning with tested
ELA teachers,
progressing to all
ELA/AP teachers – core
teachers – core
support teachers
Instructional Coaches
PowerUp Tech Support
and training
Monitoring
Resources
PLC Planning
Documents
Abydos training
funding
Training
logs/rosters
PowerUp training
and support
Observations/Walk
-throughs
Student Exemplars
By 8/16 we
will see
implementati
on in coresupport
subjects
DRAFT prepared 6-9-14 Secondary Curriculum, Instruction, & Assessment (with feedback from Middle and High School Offices ) page 5
John H. Reagan High School CAMPUS LITERACY PLAN – 2014-17 (HIGH SCHOOL)
4 AUTHENTIC AND PURPOSEFUL VOCABULARY STUDY
District Literacy Plan Elements
Campus Literacy Plan Elements
 Campus-wide expectation of
interactive, regular
vocabulary study
 Implement a vocabulary
instruction routine to
include:
o a focus on Latin and
Greek roots and Spanish
cognates
o carefully selecting a
handful of high-leverage
terms
o assessing prior
knowledge
o student-generated
definitions
(e.g., Pump Up the Vocab
Everyday Excellence Routine)
* Development of Power Words
– first content areas then
support
Implementation
Timeline

* Creation of Word Walls
* Cognates training (ESL/LEP)
* Power Up the Vocabulary
strategies
* PowerUp vocabulary building
related resources, e.g. Tagxedo
and Thinglink

By 1/15 we
will see 100%
compliance
and
participation
in core
subject areas
By 1/16 we
will see 100%
compliance
and
participation
in core
support
areas.
Support
Monitoring
Resources
Planning Time and
Supplies
PLC Planning
Documents
Preparation time
and materials
Resources, e.g. Word
Walls
Observation and
Walk-through
Documentation
PowerUp training
and resources
Technology training
Student Writing
Samples
DRAFT prepared 6-9-14 Secondary Curriculum, Instruction, & Assessment (with feedback from Middle and High School Offices ) page 6
John H. Reagan High School CAMPUS LITERACY PLAN – 2014-17 (HIGH SCHOOL)
5 ACCOUNTABLE STUDENT ACADEMIC DISCOURSE
District Literacy Plan Elements
 Implement an accountable
student discourse routine to
include:
o Planning and posting
conversation questions
o Using structures and
procedures to guide
student discourse
o Expecting students to
use academic language
o Coaching students to
clarify and paraphrase
(Examples: Let’s Talk
Everyday Excellence Routine,
Common Instructional
Framework’s Classroom
Talk)
Campus Literacy Plan Elements

Implementation of
Socratic Seminars

Let’s Talk

Purposeful Academic
Discourse

Speech and Debate
Strategies
Implementation
Timeline


By 5/15 we
will see
periodic
implementati
on in core
subjects
By 1/16 we
will see full
implementati
on in core
subjects

By 5/16 we
will see
periodic
implementati
on in core
support
subjects

By 1/17 we
will see full
implementati
on in core
support
subjects
Support
Training on Socratic
Seminar and
Purposeful Academic
Discourse
Monitoring
PLC Planning
Documents
Training
Logs/Rosters
Planning Time
Development of
Grading/Scoring
Rubrics
Instructional
Rounds –
observations and
Walk-throughs
DRAFT prepared 6-9-14 Secondary Curriculum, Instruction, & Assessment (with feedback from Middle and High School Offices ) page 7
Resources
Training
Time and Content
Resources
John H. Reagan High School CAMPUS LITERACY PLAN – 2014-17 (HIGH SCHOOL)
6 DEVELOPMENT OF DIGITAL LITERACY AND RESEARCH SKILLS
District Literacy Plan Elements
• Campus-wide expectation for
the development of 21C skills
(such as collaboration,
communication, creativity, or
critical thinking)
Campus Literacy Plan Elements

PowerUp in its full
complexity and range of
eTools
Implementation
Timeline

• The use of digital resources
and tools promotes reading,
writing, listening, speaking,
and thinking.
• Campus-wide expectation
for academic research
• Work toward equitable
By 9/14 we
will see
teachers
begin to
explore
implementati
on of
PowerUp
resources
into
instruction

By 1/15 we
will see
deployment
of PowerUp
resources to
students and
the
implementati
on of “Every
day, but not
all the time.

By 1/16 we
will see
substantive
progress on
the
integration of
eTools in
weekly/daily
instruction.
technology and digital
resource access for all
students and teachers
Support
PowerUp 1-1 Technical
and Instructional
Support
Monitoring
PLC Planning
Documents
Training
Logs/Rosters
Instructional
Rounds –
observations and
Walk-throughs
DRAFT prepared 6-9-14 Secondary Curriculum, Instruction, & Assessment (with feedback from Middle and High School Offices ) page 8
Resources
PowerUp 1-1
Resources and
District Training
and Support
John H. Reagan High School CAMPUS LITERACY PLAN – 2014-17 (HIGH SCHOOL)
In addition, for TIER II/III:
7 TIERED, DIFFERENTIATED, STRUCTURED INTERVENTION
District Literacy Plan Elements
Campus Literacy Plan Elements
Multi-Tiered Systems of Support
(MTSS: Academic Focus (RtI).

Active Intervention
Assessment Team
 Active Intervention
Assessment Team (IAT). ddd

Response to
Intervention Team
focused on Special
Education, Limited
English Proficiency,
and 504
 Tier I Progress Monitoring.
ddd
 Tier II Supplemental
instruction. ddd
Implementation
Timeline


 Tier III Intensive
intervention.ddd

Reading Classes and
Language! Instruction
for those most in need

Designation of Literacy
Coach
 Scheduling/Assignment of
Students. ddd
 Staffing. ddd
 Oversight. ddd
 Progress Monitoring. Ddd
By 5/15 full
implementati
on plans will
developed
and published

By 8/15
teams will be
fully
operational
and
interventions
in place

By 8/16
interventions
will be fully
operational
and
functioning
Secondary Reading Initiative
(SRI) (Gr 6 – 9)
 Screening. ddd
By 1/15 we
will see the
establishmen
t of RTI
team(s)
Support
Monitoring
Determine team
leadership and locate
training
Student Progress
Meetings, similar
to DRIP
Time and resources
to develop systems
and arrange staffing
Planning meeting
agendas
Campus
administrative
oversight
DRAFT prepared 6-9-14 Secondary Curriculum, Instruction, & Assessment (with feedback from Middle and High School Offices ) page 9
Resources
Training and
budgetary support