Keystones to Opportunity
District Comprehensive Local Literacy Plan
Williamsport Area School District
2780 West Fourth Street
Williamsport, Pa 17701
Lead Writers
¬ Dr. Susan L Bigger, Director Federal Programs
¬ Jacqueline Whiteman, KtO Data Liaison
Primary Contributors by Grade Level
Pre-Kindergarten
Head Start- Shahnaz Mondanipour
Elementary: Kindergarten-Grade 5
John Killian—Jackson Principal
Kirk Felix-Stevens Principal
Michelle Dixon-Instructional Coach
Lynne Piotrowski—Instructional Coach
Wendy Kelsey—Instructional Coach
Stacey Robinson—Instructional Coach
Middle: Grades 6-7-8
Brandon Pardoe-WAMS Principal
Sheila Shull—Instructional Coach-MS
High School: Grades 9-12
Michael Reed- HS Principal
1
Keystones to Opportunity
Acknowledgements
The Williamsport Area School District’s Literacy plan is a comprehensive effort of many contributors
and all grade levels Pre-K and K-12. From the beginning, the district took great steps to include all 4 statutory
areas at all levels of KtO planning. Presently, each statutory area has a faculty and/or administrator, identified as
their representative. These statutory representatives bring to the plan the collective work of instructional and
curricular planning going on at each level. Originally, members of the local planning team were given
and shared excerpts from Pennsylvania Comprehensive Literacy Plan (PaCLP) to inform our work, to
clarify and understand the categories of the Needs Assessment. Further, the Literacy Advisory Team was
careful to understand local resource commitments, district resources, grant resources, and alignment with other
district literacy initiatives. The plan each year is reviewed to consider possible changes or inclusion of new
ideas/initiatives that are aligned to district goals.
Each statutory has identified contributors considered a key communicator of the district’s l i t e r a c y
work at their statutory level, and is the point of contact. Most crucial to the district’s literacy plan has been
the work and contributions made by instructional coaches, who are listed as primary contributors. The WASD
Literacy Advisory Team used PaCLP as their primary guide and mirrored in their own work the same 5 guiding
principles and 6 essential elements in the district’s locally developed plan. A significant foundational document,
the communication of “why” and “what” are already clearly articulated through the PaCLP by the theoretical
and research evidence discussed in the state’s plan. The role of WASD Literacy Steering Team was to identify
the “how” and “who” of local actions that will support improved literacy experiences and achievement.
It was the intent to create “explicit alignment” of the district’s plan with PaCLP, in that in some cases
we have adopted wholly the principles outlined in PaCLP. To create that type of alignment, readers will find
that the WASD Literacy Steering/Advisory Team acknowledges PaCLP, which is frequently and directly
cited, appropriately referenced and adopted in part or whole as the district’s own beliefs. In areas of developing
the plan, the Advisory Committee saw no need to re-word or create new language around already sound literacy
principles grounded in research.
2
Keystones to Opportunity
Table of Contents
Section I:
Literacy Plan Team Members
…………….…….[page #4]
Section II
Mission and Vision Statements
………..…..…….[ page #5-6]
Section III:
Guiding Principles
…………..…..….[ page #7-12]
Section IV:
Needs Assessment Review
………………….[ page #13-18]
Section V:
Setting and Prioritizing Goals
……………..……[page #19]
Section VI:
Section VII:
Dissemination of Plan
Assessing and Reporting Progress
Appendix A: Literacy Needs Assessment
………………….[ page #21]
…………………..[page #22]
…………….……..Appendix
3
Keystones to Opportunity
Section I: Literacy Plan Team
Membership
• Dr. Susan Bigger, Director of Federal Programs
•
Dr. Don Adams, Assistant Superintendent
•
Jackie Whiteman, KtO Data Liaison
•
Pam Fink, District Parent
•
Anne Doerr, STEP
•
Shahnaz Mondanipour, Head Start
•
Michelle Dixon, Instructional Coach Elementary
•
Stacey Robinson, Instructional Coach Elementary
•
Wendy Kelsey, Instructional Coach Elementary
•
Lynne Piotrowski, Title I and Instructional Coach Elementary
•
Sheila Shull, Instructional Coach Middle School
•
John Killian, Elementary Principal
•
Kirk Felix, Elementary Principal
•
Brandon Pardoe, Middle School Principal
•
•
Michael Reed, High School Principal
Ad Hoc –Blast IU#17
Timeline and On-going Feedback
The primary implementers of the district’s KtO plan are the Director of Federal Programs, KtO data liaison
coach, elementary and middle school instructional coaches. Feedback and reflections that shape the plan comes
from monthly coaches meetings, monthly Instructional Leadership Team (ILT) meetings, monthly principal
meetings, and comprehensive planning of district in-services. Annually, the leadership team is asked to provide
feedback at either in-person meetings or through electronic feedback.
4
Keystones to Opportunity
Section II: Mission and Vision Statements
Williamsport Area School District
District Vision: Developing responsible citizens through excellence in education.
District Mission and Shared Values: As members of the Williamsport Area School District community we
value:
•
A safe physical and emotional environment
•
Communication and collaboration between home, school, and community
•
Teacher leadership, shared decision-making and professional development
•
Creating a community of life-long learners and responsible citizens
•
The unique characteristics of our diverse population
•
Different learning styles, abilities and individual aspirations
•
Extended learning opportunities and experiential opportunities available to each child
•
The emotional, physical, intellectual, social and creative (whole) child
•
Consistent district curricula across buildings and classrooms (aligned K-12), while recognizing
individual needs of all students
•
The pursuit of excellence
Literacy Mission and Vision
The district’s literacy vision and mission is taken directly from the guidance provided by PA Department of
Education’s Standards Aligned System (SAS). As the state continues to provide a framework and guidance on
developing standards-aligned systems, the district willingly accepts these goals as their own and to ensure
complete alignment.
WASD’s Literacy Vision
All students in WASD will become well-educated citizens with a command of literacy that prepares them for
the challenges of Common Core Standards and 21st century college and career goals.
5
Keystones to Opportunity
WASD’s Mission
As addressed in Pennsylvania’s Common Core, English Language Arts Framework and the state’s Long Term
Transfer Goals: Transfer goals highlight the effective uses of understanding, knowledge, and skill that we seek
in the long run; i.e., what we want students to be able to do when they confront new challenges – both in and
outside of school.
Students will be able to independently use their learning to:
1. Comprehend and evaluate complex texts across a range of types and disciplines.
2. Be a critical consumer of text and other media to recognize, understand, and appreciate multiple
perspectives and cultures
3. Produce writing to address task, purpose, perspective, and intended audience; research and gather
evidence to create a clear and coherent message
4. Communicate effectively for varied purposes and audiences.
5. Listen actively to engage in a range of conversations, to analyze and synthesize idea and positions, and
to evaluate accuracy in order to learn, reflect, and respond.
The district’s literacy plan is a vehicle that will drive both the direction and purpose of literacy
initiatives in each school and at every grade level. As the district moves forward, the WASD literacy plan and
goals set-out within this document will provide a touchstone/filter when determining the value and purpose
of other district initiatives and alignment of resources. With the number one goal of improving student
achievement, the mission of the literacy plan and district create a singular leadership vision and planning
document. The same team and people that participate in the WASD Literacy Plan are the same administrators
that initiate annual goals for the district. This naturally creates an internal check and balance when aligning
goals. The district has chosen to completely allow the district’s Literacy Team and Plan as the prevailing
document that will drive all literacy initiatives. Simply, there are no other literacy initiatives not included within
plan, which eliminates all potential contention or working at cross purposes.
6
Keystones to Opportunity
Section III: Guiding Principles
Pa Comprehensive Literacy Plan—Guiding Principle #1
1. Literacy is a critical foundation for all learning and serves as a “keystone” for opportunity and
success. The Standards for literacy must promote high level learning for all students to ensure that
they are prepared to meet the challenges of the 21st century. Because literacy is an important skill
in itself and serves as a tool for learning, it is an essential at all levels (Birth-Grades 12). Moreover,
to enhance literacy learning of students, there must be shared responsibility of educators, parents
and caretakers, and the broader community.
WASD Guiding Principle #1 –Literacy is a Critical Foundation
All language arts skills-reading, writing, speaking and listening are considered essential capabilities of
literate students and adults to meet successfully the demands of 21st century skills, education, and careers. The
teaching of these essential skills are the responsibilities of all teachers in and outside of English language arts
classrooms (discipline literacy). Our actions taken to date to support a standards aligned curriculum in all
subjects with a focus on literacy as a foundation skill:
Standards-Based Curriculum
Grade Level
Current Curriculum Support
Best Practices
Non Negotiable
Pre-Kindergarten
Creative Curriculum-Gold
Well defined Head Start
Curriculum
Elementary: K-6
Implementation of core
reading program aligned to
common core
Core reading program is
evidence and research based ,
aligned to common core
Middle: 7-8
PLC Time
Embedded Coaching
PIIC Coaching Support
On-going curriculum writing
using a common 7-12
template
PLC
Embedded Coaching
PIIC Coaching Support
On-going curriculum writing
using a common 7-12 literacy
template
Penn Literacy Team
Collins Writing
Cross-Content Reading
Strategies school calendar
Common ELA
assessments
Common strategy
calendar for all
Penn Literacy Network
Collins Writing
Embedded reading
strategies—school calendar
Common ELA
assessments
High School: 9-12
Delivery of written
curriculum—defined
objectives
Core Reading
Implementation Guide
in-place, pacing
calendar, assessments
7
Keystones to Opportunity
Pa Comprehensive Literacy Plan—Guiding Principle #2
2. Student learning, motivation, and access to educational opportunities are increased when
linguistic, cultural, and personal experiences are valued, understood, represented in the
curriculum and classroom practice, and used to help students make connections between what
they know and what they are learning. Multiple perspectives and experiences provide
opportunities for students to learn about their own as well as the culture of others.
WASD #2 Guiding Principle-Cultures and Learning
We need to prepare students for a diverse world. A differentiated and multi-cultural education approach
that explicitly values diverse cultures will benefit students’ ability to access curriculum. Educational practices
respectful to students’ language and culture are essential and impact student interactions, literacy development
and academic achievement. Related to the needs of developing a respectful and diverse curriculum are the
essential elements of oral language, speaking, and listening. All are tools of communication that become the
basis for the written word. Further, engagement and resiliency in a diverse classroom are keys to developing
literate students. Effective literacy program focus on developing students who are engaged and academically
resilient driven by high expectations and consistent goal setting. (PaCLP).
Grade Level
Differentiation
Oral Language
Resiliency
Pre-Kindergarten
Creative Curriculum-Gold.
Tiered instruction and levels
of readiness
A daily part of the curriculum, defined
objectives for oral language and
vocabulary
Teaching of life skills ,
peer communication
Elementary: K-6
Small group instruction and
tiered interventions
Core reading program is evidence and
research based , aligned to common core
Grade level text
High expectations
Self-monitoring
strategies
Middle: 7-8
Small group instruction and
tiered interventions,
inclusive learning support
Speaking and listening skills embedded
into Common Core and curriculum
template
Grade level text
High expectations
Test Taking Strategies
for PSSA
High School: 9-12
In development for 20132014, tiered academic
interventions for Tier 2 and
Tier 3
Speaking and listening skills embedded
into Common Core and curriculum
template
Grade level text
High Expectations
Test taking strategies
for Keystone Exams
8
Keystones to Opportunity
Pa Comprehensive Literacy Plan—Guiding Principle #3
3. There must be high expectations for all learners and a belief that all are capable of gaining
literacy skills that enable them to be successful as adults. Instruction must address the full range
of learners, must be differentiated to meet each child’s needs, and requires a well-integrated
system connecting general, compensatory, gifted, and special education.
WASD #3 Guiding Principle-Meeting Needs of All Students
The district’s curriculum needs to provide all children access to high quality literacy instruction
that is both evidence-based and aligned to a progression of well-articulated standards. Ensuring high
levels of literacy requires high literacy expectations for ALL students regardless of their socioeconomic
backgrounds and learning challenges. With high expectations must come a skilled teaching staff that is
prepared to differentiate their instruction and intervene with instructional supports that enable students
to meet high expectations (PaCLP).
Grade Level
Pre-Kindergarten
Elementary: K-6
Growth of Learners
Creative Curriculum-Gold
Evidence –based developmental
practices
Assessments of GRADE and ECERS
Implementation of core reading
program aligned to common core
Defined scope and sequence of skills
with multiple assessment measures;
DIBELS, GRADE, 4-Sight,
Curriculum Based, and PSSA
Middle: 7-8
On-going curriculum writing that
documents teaching of common core
standards
High School: 9-12
On-going curriculum writing that
documents teaching of common core
standards
Systematic tracking of progress and
risk factors through RtII
Differentiation
Aligned Supports
Small teacher to student ratio
Well defined Head Start Curriculum
Transition planning with kindergarten
Focus on reading readiness
Core reading program is evidence and
research based and aligned to
common core. Inclusionary support
systems of Title I and Learning
Support—all aligned and supporting
core. RtII model of documented Tier
2 and Tier 3 interventions
Embedded Coaching
Data Teams
Cross-Content Reading Strategies
Embedded Coaching
Data Teams
Cross-Content Reading Strategies
9
Keystones to Opportunity
Pa Comprehensive Literacy Plan—Guiding Principle #4
4. Evidence-based decision-making must be at the heart of all instructional decisions related to
literacy development.
WASD #4 Guiding Principle-Evidence-based instruction
It is not enough that a district merely collects data. The true beneficial relationship between assessment and
instruction will only occur if data is collected, shared, analyzed, and changes made based on the data. The
PaCLP (p.25) suggests an assessment cycle that defines the steps of; starting with assessment, analysis,
interpretation, adjustment of instruction, reflect and monitor the progress of individuals and groups. At the
center of that process is the sharing of reports with students, teachers, parents and other school stakeholders.
The goal must be for teachers to analyze and use data at a daily level to self-monitor their own practices and
tailor their instruction to meet student needs. As a district we much support and cultivate data literacy of our
teachers, make time for data analysis, and create data protocols that will support effective analysis.
Grade Level
Pre-Kindergarten
Elementary: K-6
Middle: 7-8
High School: 9-12
Data Present
Creative Curriculum-Gold
Evidence –based developmental
practices
Assessments of GRADE and ECERS
Implementation of core reading
program aligned to common core
Defined scope and sequence of skills
with multiple assessment measures;
DIBELS, GRADE, 4-Sight,
Curriculum Based, and PSSA
Common Unit Assessments
Common Open Ended Assessment 4Sight
Classroom Diagnostic Tools
Common Unit Assessments
Common Open Ended Assessment
4-Sight
Classroom Diagnostic Tools
Use of Data
Transition planning with kindergarten
Assess reading readiness
Focus on growth
Grade level data teams
School wide data teams
Coaching led data analysis
RtII decision making process
Child Study protocol of looking at
data
Multiple Measures Calendar
ELA Department data analysis
PSSA Analysis-Principals
4-Sight analysis –Coaching support
CDT Analysis-Coaching support
ELA Department data analysis
Keystone Exam Analysis-Principal
CDT Analysis-Coaching Support
RtII principal—tracking at-risk
assessment indicators—course
failures, attendance, behavior
10
Keystones to Opportunity
Pa Comprehensive Literacy Plan—Guiding Principle #5
5. Educators must be prepared to teach effectively in the schools of the 21st century and be provided
with continuing professional development support that enables them to be lifelong learners.
WASD #5 High Quality Teaching
A district’s greatest resource is their teaching faculty and investing in quality professional development
will raise professional practice and increase organizational capacity. The path to sustainable literacy
outcomes for all students rests on an investment in quality and shared professional learning toward the
goal of becoming practice-centered (DuFour). Simply, students need well-prepared and supported staff
to maximize their chances to learn and to succeed. Quality teaching has been identified as the most
significant variable associated with student learning (Darling-Hammond). Taking cues from PaCLP, the
WASD Literacy Team agrees that job-embedded professional development must be an integral part of
every school’s comprehensive planning. The district is committed to providing professional
development focused on improving literacy achievement that will ensure a cohesive implementation of
aligned curriculum and evidenced based instructional model. Coaching, instructional supervision,
ongoing teacher collaboration, peer coaching, and related strategies are all in-place and leveraged to the
most strategic and productive use of professional learning resources. Students need a well-prepared and
supported staff to maximize their chances to learn and to succeed. Differentiated professional learning is
provided for all staff that teaches or supervises literacy through the district’s teacher evaluation process.
The high school is ranked higher in several areas because of their work with the SIG grant where they
were able to embed literacy coaches. Head Start has required professional development that is targeted
and specific to curriculum and instructional goals. There is strong district support placing emphasis on
professional learning , principals are the "literacy leader” of their building . Newly hired teachers are
placed in a rigorous Instructional I process where induction workshops and intensive professional
development are embedded into their first year and on-going into Instructional II status.
11
Keystones to Opportunity
Grade Level
Professional Development
Pre-Kindergarten
Participated in all 7 KtO content
modules with district teachers
Elementary: K-6
Participated in all 7 KtO content
modules and reached minimally 75%
participation
Middle: 7-8
Penn Literacy Team
Collins Writing
Cross-Content Reading Strategies
school calendar
Penn Literacy Team
Collins Writing
Cross-Content Reading Strategies
school calendar
High School: 9-12
Supporting Teachers
IU delivered KtO modules
Shared pd with district
Data liaison available to consult with
Head Start
Coaching support-job embedded
Principal participation in all KtO
Modules
Daily PLC Time
Grade level collaboration
PLC Time
Embedded Coaching
PIIC Coaching Support
PLC Time
Embedded Coaching
PIIC Coaching Support
12
Keystones to Opportunity
Section IV: Needs Assessment Review
Priorities
Overall Identified Need
Priority #1 Written, standards aligned, curriculum for Literacy from Kdg-Grade 12.
Priority #2 Implementation of common instructional design and core materials inclusive of all reading
elements Students are provided differentiated reading instruction in addition to core reading time
Priority #3 Professional development focused on achievement, written curriculum and instructional design
Priority #4 A district assessment plan with formative and summative assessments incorporated all grade
levels
Priority #5 To improve Preschool to Kindergarten transitions of curricular and assessment expectations and
raise Preschool teacher awareness of kindergarten goals.
Standards and Curriculum
A comprehensive and articulated literacy curriculum was ranked as the highest need within the district,
K-12. The ranking of the team was evident, this is the district's highest priority and number #1 major roadblock
to student achievement identified as a root cause. This school year, the district has empowered teacher teams
and coaches with writing essential goals and content articulated within and across grade levels. Additionally,
specific attention has been paid to bridging key transition years of middle to high school with grade level teams
of 7-12 writing together. Our curriculum alignment goal is to enable all students to gain the necessary skills of a
“literate person in the twenty-first century” as defined by the Common Core Standards. Standards
This was not a high need area for Head Start, which has a thoroughly established program, Creative Curriculum.
In process, the district is writing essential goals and content articulated by grade level to enable all students to
gain the necessary skills of a “literate person in the twenty-first century” as defined by the Common Core
Standards. At the writing of this plan, Pre-Kindergarten and K-6 are complete. Grades 7-12 are progressing
with an expected completion date of fall 2013 with summer curriculum writing planned.
Standards &
Curriculum
In Place
Not in Place
KtO Content Area
Modules that would
assist
Birth – 5yrs.
In-Place Creative
Curriculum
Literacy Building
Blocks
Universal Design
for Learning
K-5th grade
In-Place-
Literacy Building
Other Professional
Development
/Resources that
would assist
13
Keystones to Opportunity
6th – 8th grade
9th – 12th grade
Implemented core
reading program,
written scope and
sequence of literacy
skills
On-going partially
completed
On-going partially
completed
Blocks
Universal Design
for Learning
Penn Literacy
Network
Common Core
Standards with IU
Penn Literacy
Network
Common Core
Standards with IU
Assessment
A data-driven culture is articulated at the district administration level. There are people and technology
structures in place to build a stronger data process. However, this process is still emerging at grades K-12. .The
team assessed our readiness and capacity for deeper analysis high but the district needs to be more organized
and strategic with the what, how, and when of our assessment collection. A missing element is a comprehensive
plan/calendar that documents types, purposes, and schedule of all district assessments, they exist now as
separate building documents. One is now in place at elementary and first draft complete for middle school.
Additionally, our assessments need to "talk" to one another and be analyzed by a student, school, program, and
district level. Although we have assessments that are assessing individual students we are in the early stages of
creating a feedback loop to our literacy programming at a grade level, school, and district level. Students are
provided differentiated reading instruction based upon student assessment data. Additional instructional time
needs to be prioritized for small group, teacher-directed intensive literacy intervention provided beyond the core
literacy block for all K-8 students that are reading below grade level and/or at-risk of not achieving at a
proficiency level. Teachers and principals are using planned in-service time, PLC time, grade level meetings,
and data team meetings to dig deep into data. The district is in process of developing a more defined RTI and
data collection and analysis process. There are identified points of contact for each building for EXCEED (a
data warehouse management system). The planning team recognizes that there is good district capacity to
provide a data repository and analysis process. In year 2, the district will focus on a "comprehensive plan”,
calendar of assessments, and selection of embedded assessments.
14
Keystones to Opportunity
Assessment
In Place
Not in Place
KtO Content Area
Modules that would
assist
Birth – 5yrs.
Yes—data is
regularly scheduled
and reviewed
Using Data
Building Blocks
K-5th grade
Yes—assessments
are on a schedule
and time is given to
analyze data in a
structured way
Using Data
Building Blocks
6th – 8th grade
Data analyzed at
building level and
by ELA department
on common
assessments
Model of calendar
presented
9th – 12th grade
Data teams meeting
Data analysis by
leadership team
inclusive of
teachers
Professional
Development that
would assist
In-house coaching
on data analysis—
will continue
Assessment
calendar expected
to occur at start of
2013-2014
In-house coaching
on data analysis—
will continue
Instruction
The district’s second most important need is the implementation of an evidenced based instructional
design. Our literacy instruction is explicitly organized on a grade-appropriate basis around the essential
elements of literacy including phonemic awareness, phonics, fluency, vocabulary, comprehension,
receptive and expressive language, and writing. The district needed evidence-based instructional
materials, which was accomplished through the careful selection of a core reading program, and
standards-aligned curriculum for literacy 7-13. Additionally, for our diverse student needs the district
researched and implemented supplemental and intervention reading programs for both Title I and
Special Education. The team found that because written curriculum was lacking so was the evidence of
a high quality instructional design. Without a "written curriculum" there was little consistency of
teachers’ instructional practices. With the implementation of a new core reading program (K-5) and
15
Keystones to Opportunity
shared reading practices (7-13), the district defined a literacy lesson plan, literacy blocks of time,
expectations of small group teaching, reading strategies embedded across the content, informational
writing, and reading interventions across K-12 classrooms. K-5 teachers started the year with a defined
implementation guide of nonnegotiable that they were required to deliver with support. Significant
shifts have occurred this year at K-5, and deeper intervention and cross content teaching of reading is
still on-going at the middle and high school.
Instruction
In Place
Birth – 5yrs.
Defined
instructional
practices through
curriculum
Building Blocks
Special Needs
K-5th grade
Defined
instructional
practices through
new core reading
program
Shared Reading
expectations
Shared Reading
Expectations
Building Blocks
Special Needs
6th – 8th grade
9th – 12th grade
Not in Place
KtO Content Area
Modules that would
assist
Professional
Development that
would assist
Penn Literacy
PIIC Coaching
Penn Literacy
PIIC Coaching
Professional Learning and Practice
The district’s professional development focus is on improving literacy achievement that will ensure a cohesive
implementation of aligned curriculum and evidenced based instructional model. Coaching, instructional
supervision, ongoing teacher collaboration, peer coaching, and related strategies are leveraged to the most
strategic and productive use of professional learning resources. Most crucial to that work has been the support
of job embedded instructional coaches. Coaches have been integral in supporting and following-up all literacy
initiatives, using data, and facilitating PLC teams. The district has generously provided PLC time for teachers
separate from preparation time to mainly focus on literacy and data collection. Head Start has required
professional development that is targeted and specific to curriculum and instructional goals. There is strong
district support placing emphasis on professional learning where principals are the main "literacy leader” in
their building.
16
Keystones to Opportunity
Professional
Learning and
Practice
In Place
Birth – 5yrs.
Common pd time
All 7 KtO modules
were overall
helpful to literacy
K-5th grade
PLC and inservice time, job
embedded
coaching
PLC and inservice time, job
embedded
coaching
PLC and inservice time, job
embedded
coaching
All 7 KtO modules
were overall
helpful to literacy
6th – 8th grade
9th – 12th grade
Not in Place
KtO Content Area
Modules that
would assist
Professional
Development that
would assist
Penn Literacy
PIIC Coaching
Penn Literacy
PIIC Coaching
Literacy Leadership, Goals, and Sustainability—This was a strength--Not an area of high need within the
district’s Needs Assessment or original KtO plan. Advisory team chose to focus on Needs Assessment
priorities and not overreach by identifying too many target areas and goals.
Transition
The district’s transition needs were mainly identified at the Pre-Kindergarten to Kindergarten transition. The
district and Head Start need to have a written and comprehensive transition plan that identifies the major
transitions and processes to school, between schools, and grade levels. The perceptions of the planning team
were that many of the transition goals stated here were in place in the district but not articulated well in a
written plan form. A defined transition process that is well-communicated will also give families meaningful
information for their children entering kindergarten and ways to support learning at home. Head Start is the
district’s largest provider of birth to pre-kindergarten educational services to children in the district. Head Start
services greatly benefit most of our disadvantaged population, who cannot afford early intervention through
their own means. Serving more than 312 prekindergarten students and families through several programs;
Federal Head Start, Pre-K Counts, Early Head Start, and Birth Parenting programs. As listed in the district
needs survey, approximately 48% of our incoming kindergarten students have benefited from at least one type
of Head Start Services across the continuum of birth to age.
17
Keystones to Opportunity
Transition
In Place
Birth – 5yrs.
Alignment with
district this year
Head Start
transition
meeting
reorganized
K-5th grade
Not in Place
KtO Content
Area Modules
that would assist
Professional
Development
that would assist
Transitions
Transitions
6th – 8th grade
9th – 12th grade
Partnerships— This was strength--Not an area of high need within the district’s Needs Assessment or
original KtO plan. Advisory team chose to focus on Needs Assessment priorities and not overreach by
identifying too many target areas and goals.
18
Keystones to Opportunity
Section V: Setting and Prioritizing Goals
Goal Setting
Rationale: District goals remain unchanged and are considered important and on-going work. These goals
were identified as high priority goals and will continue to be developed and implemented in Year 2. After
reviewing the Needs Assessment, the Literacy Advisory Team prioritized goals as follows.
Priorities
Prioritized Goals
#1
Written, standards aligned, curriculum for Literacy from Kdg-Grade 12.
Curriculum
#2
Implementation of common instructional design and core materials inclusive of all reading
Instructional elements Students are provided differentiated reading instruction in addition to core reading
Design
time—described as RtII plan
#3
Professional development focused on achievement, written curriculum and instructional design
Professional
Development
#4
A district assessment plan with formative and summative assessments incorporated all grade
Assessment levels
Planning
#5
To improve Preschool to Kindergarten transitions of curricular and assessment expectations and
Transition raise Preschool teacher awareness of kindergarten goals.
19
Keystones to Opportunity
Goal Action Map
Goal Statement:
1. Written, standards aligned, curriculum for Literacy from Kdg-Grade 12.
2. RtII-Implementation of common instructional design and core materials inclusive of all reading elements Students are
provided differentiated reading instruction in addition to core reading time—described as RtII plan
3. Professional development focused on achievement, written curriculum and instructional design
4. A district assessment plan with formative and summative assessments incorporated all grade levels
5. To improve Preschool to Kindergarten transitions of curricular and assessment expectations and raise Preschool
teacher awareness of kindergarten goals
››Action Step
Time Line
Lead Person/s
Resources Needed
Goal 1
Action Steps
Goal 2
Action Steps
Goal 3
Action Steps
Goal 4
Action Steps
Goal 5
Action Steps
•
Finish MS
and HS
ELA
Writing
• Combine all
levels into 1
document
Fall 2013
•
Written
RtII
handbook
• Data
protocol
• Principal
Training
Summer 2013
Fall 2013
Coaching
support of pd
topics
Coaching logs
of contact
•
•
All year
2013-2014
Fall 2013
Fall 2013
Sprig 2014
Federal
Programs
MS/HS
Teachers
Summer writing
2013
Elementary
Principals
KtO Data
Instructional
Coaches
Principals
Federal Programs
Federal Programs
KtO Data Liaison
Professional
Development
Instructional
Coaches
none
Head Start Transition
meetings, teacher release
•
Written
assessment
handbook
Publish
assessment
calendar
•
•
Re-organized head start
transition meetings
Teacher visitations to
classroom
Participation with kinder
screenings
20
Keystones to Opportunity
Section VI: Dissemination of Plan
The KtO Literacy Team will use already established engagement opportunities and
tailor them specifically to the goal of disseminating the goals of WASD’s Literacy Plan and
where needed expand upon them to engage more partners. The entire literacy plan will be
posted on the district’s website and live links at each building by the fall of 2013. Then, in a
condensed manner we will disseminate in print and in electronic form through smaller
summaries of the planning document. Head Start, Title I School wide (K-8) and the high
school have defined parent involvement activities that include all parents and their children
such as; defined parent engagement policy, Parent and School compact, parent surveys,
parent open-houses, back to school nights, parent conferences, literacy focused parent events,
literacy presentations to PTA/PTO, Title I Parent facilitators, organized preschool and
kindergarten volunteers, parent resource centers, District-wide Title I night, school report
cards, on-line grade access, school building newsletters, school websites, RIF programs at all
6 elementary schools. During these opportunities, a 1-page bookmark/rack card will be
available highlight our literacy mission and message. These activities happen throughout the
school year and will begin in the fall of 2013 throughout the 2014 school year. The
Superintendent devotes the district’s opening message to the improvement of literacy she
also meets with key community communicators, Count Chamber, high school students, and
BOE members to support and engage them on the message of improving literacy. This year a
published BOE goal is the improvement of literacy. The improvement of K-12 literacy has
been the topic twice in the district wide community newsletter and will continue each year.
Other active partnerships are forged with the following educational and community agencies
with who we will share our literacy message; Head Start, United Way, local county
Chamber, city library board membership, WASD Foundation, county health coalition and the
YMCA-annually.
21
Keystones to Opportunity
Section VII: Assessing and Reporting Progress
As discussed in PaCLP and a belief shared by the district, a strong multi-dimensional
assessment system is imperative to developing and implementing an effective literacy
program for all students. Congruent with PaCLP, we believe a school system that adopts a
systemic approach that emphasizes the importance of a school-wide assessment system is
well positioned to use assessment data to inform teaching and learning practices. The
development of an Assessment Plan is an on-going goal for the district. The district is fully
in-process of developing an articulated, standardized, comprehensive data protocol, to
administer, collect, and compile multiple literacy assessments across the district. *See
attached Multiple Measures calendar as an example. The district is fully committed to
administering ECERS, DIBELS, GRADE, and HEAT at 2-3 times a year intervals in
addition to the state assessment-PSSA. In the district’s on-going plan is the creation of a
published assessment calendar, web-based teacher dashboard housing testing administration
directions and teacher delivery expectations—as a guiding reference tool. Creating an
assessment plan is the just the beginning, but a necessary step to provide assurances that data
will be submitted accurately and timely. Every principal and coach is tasked with the
supervision of the data collection process, establishing data teams, delivery of teacher
training, analysis, and targeted intervention using data within their buildings. This more
complete picture of data collection is being uploaded in the district’s newly deployed data
warehouse management system, EXCEED (operational 2012-2013). This year, the district
has established data trainers by building, a teacher leadership cohort and a district data
collection process. The EXCEED system will eliminate input duplication, allow direct
teacher data collection, provide profiles of individual students, teachers, grade levels
buildings, district-wide and a full analysis of all subgroups. Starting the 2013-2014 school
year, we will begin the school year by publishing at our 1st in-service of the year a district,
building, and grade level of profile of assessment results that will include; Keystone Exams,
PSSA scores, AYP percentages, and baseline KtO data from the previous year. This data will
updated throughout the year with faculty through principal and coach led data teams.
22
Keystones to Opportunity
Literacy Needs Assessment listed as Appendix
23