South Scotland Elementary School
Date: January 3, 2014
We pledge to try our best every
day and not give up. We will learn
and use our skills to become 21st
century leaders.
South Scotland Elementary School’s Literacy Action Plan
Acknowledgements
Indicate Literacy Team Members who assisted in the development of plan
Angela Gallagher
Laura Bailey
Shawnda Barfield
Elizabeth McIntyre
Emily Wood
Elizabeth Burroughs
Kris Head
Dina Gunnells
Dawn Sellers
Beth Clark
Amanda Dixon
Thomasina McRae
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South Scotland Elementary School’s Literacy Action Plan
Table of Contents
Acknowledgements ..................................................................................................................... 1
Section 1:
Section 2:
Section 3:
Section 4:
Section 5:
Section 6:
Section 7:
Section 8:
Connection Between the School's Literacy Action Plan and the Districts............................ 3
Purpose of Plan………………………………………………………………………………….4-5
Literacy Vision Statement..................................................................................................... 6
School Literacy Improvement Goals .................................................................................... 7
Action Plan Maps ............................................................................................................ 8-11
Plan for Assessing and Reporting Progress ..................................................................... 12
Expectations and Supports ............................................................................................... 13
Plan for Monitoring Implementation ............................................................................. 14-15
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South Scotland Elementary School’s Literacy Action Plan
Section 1: Connection Between the School’s Literacy Action Plan and the District
NC Goal: Leadership will guide innovation in North Carolina public schools. North Carolina public
schools will be governed and supported by 21st Century systems.
SCS Goal: By 2015, 80% of Scotland County high school seniors will graduate college and career
ready. Develop a data analysis system that will enable effective monitoring and benchmarking of student
performance.
Literacy Goal:
Data driven analysis & targets from informal, formal, and summative assessments shall be used to keep
instruction focused on the goal of students being college or career ready by graduation.
Individual teachers and grade/subject teams will conduct analysis of data regularly as data becomes
available weekly (teacher assessments, district common assessments, and Reading 3D), quarterly
(benchmarks), and yearly (EOGs, EOCs, and EVAAS data).
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South Scotland Elementary School’s Literacy Action Plan
Section 2: Why is School Literacy Plan Needed
South Scotland’s Literacy Plan is being created to align our vision with Scotland County Schools vision and align our goals to the
school improvement process. Class Walkthrough data, benchmarks analysis, RTI reports, and observations in classroom show the
need to begin using common languages and processes vertically throughout South Scotland Elementary.
EVAAS DATA
2012 Reading data shows that South Scotland had a composite mean Gain (growth) of .5 Norm Curve Equivalence (NCE). In 2013,
South Scotland EVAAS results show a positive gain of 2.8 NCE. Fourth grade reading had a mean gain of 1.8 and met growth. Fifth
grade reading had a mean gain of 3.9 and exceeded growth. . It is important to note that during 2012-2013 the Common Core was
implemented.
Estimated School Mean NCE Gain
Grade
3
4
Growth Standard
5
Mean NCE Gain over
Grades Relative to
Growth Standard
0.0
0.0
2012 Mean NCE Gain
1.8 G
-0.9 G
0.5 G
Std Error
1.7
1.7
1.2
2013 Mean NCE Gain
1.8 G
3.9 B
2.8 B
Std Error
1.7
1.7
1.2
2011 Mean NCE Gain
Std Error
3-Yr-Avg NCE Gain
Std Error
The EVAAS data results show that the gap is beginning to close with struggling students with growth across all subject areas and
content. Using common structures such as Daily Five, Café Literacy, Keys to Literacy (3-5) and The Leader In Me program vertically
aligns expectations and language to help provide consistency across all grade levels. South Scotland is addressing growth with AIG
and higher achieving student populations through the use of the PETS program to expose them with critical thinking skills in grades
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South Scotland Elementary School’s Literacy Action Plan
K-3. Café Literacy and the theory behind Daily Five allow for instruction to be differentiated by its own nature to reach students of all
reading ability levels.
END OF GRADE PROFICIENCY
Due to the implementation of Common Core and re-norming of new assessments the state showed a 15%-40% decrease in
proficiency. As a result South Scotland’s proficiency scores are as follows:
2013-2014
State
Scotland County
South
Composite Reading
44.7
43.9
37.1
35.3
49.6
45.3
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Math
42.3
37.2
50.5
Science
52.2
49
59.7
Growth
Exceeds
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South Scotland Elementary School’s Literacy Action Plan
Section 3: Literacy Vision Statements
South Scotland Elementary School is implementing three goals to help align a common vision for grades K-5. The Daily Five and
Café Literacy structure were chosen to be implemented in grades K-5 in order to give students the tools needed to be independent,
successful readers and to instill a passion for reading in students. The research based methods from both of the literacy structures
help teachers to provide interventions on student’s skill base across all spans of learners. The Café menu is aligned to the Common
Core and the strategies of Daily Five are researched based techniques that include a variety of brain research to help reach students
at all levels.
Keys to Literacy is being implemented in grades 3-5 to align processes for note taking, organization of information, and processes
for writing. As students move from one grade level to the next the process of how to take notes and organize information is done so
through a common language that Keys to Literacy offers. Teachers are using a common language that allows for some of the
processes to be taken away from what students have to complete on a daily basis. Keys to Literacy incorporates visual aids such as
two column notes, top down topic webs, and vocabulary graphic organizers to help students understand the concepts that they are
learning. All teachers in grades 3-5 use the Keys to Literacy structure-not just English Language Arts teachers.
Reading 3D is also being utilized in grades K-3 to assist teachers in progress monitoring students and providing research based
interventions to help students maximize their success. Teachers are responsible for progress monitoring all students on a protocol
based on their reading abilities to help strengthen the core curriculum in literacy skills. This data is used in weekly planning
backwards sheets to help plan lessons to meet students at their specific level. Reading 3D also offers research based intervention
lessons and ability grouping tools to help teachers know exactly where to begin working with a child. There are monthly and
quarterly reports that the administration team utilizes to look at student growth, fidelity of progress monitoring, and achievement gaps
of students.
All three goals being implemented by South Scotland are to improve the alignment of structures, processes, and languages vertically
throughout the school so that students are able to maximize their focus on learning and 21st Century skill base.
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South Scotland Elementary School’s Literacy Action Plan
Section 4: School Literacy Improvement Goals
Goal 1: Implement Daily Five and Café Literacy in grades K-5 to increase reading achievement by 5 percentage points.
Goal 2: Utilize Keys to Literacy in all subject areas (3-5) to increase mastery of the skills and strategies needed to comprehend
content reading, build strong vocabularies, and write and communicate effectively. (100% of 3-5 and EC teachers trained and utilize
training in classroom instruction.)
Goal 3: K-3 teachers will use Reading 3D assessments and tools with fidelity to provide data driven instruction to continue to meet
or exceed growth.
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South Scotland Elementary School’s Literacy Action Plan
Section 5: Action Plan Maps
In this section of the Plan you will see each literacy goal statement followed by a goal action map. Each map describes how
implementation of the Plan will take place for each specific literacy goal that the Plan is designed to address.
Literacy
Goal
Statement:
Implement Daily Five and Café Literacy in grades K-5 to increase reading achievement by 5
percentage points. (50 percent proficient in 2013-14 and 55 percent proficient by 2014-15)
Action Steps:
Timeline
(include check in
dates)
Lead Person(s)
Resources
needed
Implementation Specifics
Measure of Success
1.
Purchase of materials
Materials purchasedFebruary 2013
Register for training in
Charlotte (April 2013)
Lead Team decided
on in February 2013
2. Training of Staff
Central Office and
School
Administration
Central office purchased Daily Five and
Café Literacy books
Funds for books
Purchase of materials
Central Office and
School
Administration
Dr. Burris provided registration
information and materials for weekend
training
Funds for training
Completed registration
School
Administration
Principal elected classroom teachers
based on leadership skills, grade levels,
and collaboration efforts. All participants
were asked to be on the team-no one
was required.
Lead Teachers were expected to use the
Book Study and have read The Daily
Five and Café Literacy books before
attending the training in May/June 2013.
All teachers were expected to read the
books over the summer and utilize
guiding questions from the study guide
to help transition from current classroom
practices to the new structure of Daily
Five
Participation of
staff members
Acceptance and
attendance logs
Books
Study Guide
Use of Study Guide to
help teachers transition
into Daily Five structure
Book Study
Created by Central
Office and School
Administration
Training of Lead
Lead Teachers (13 staff members) and
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South Scotland Elementary School’s Literacy Action Plan
Teachers and Central
Office staff with the
Two Sisters
Follow up Lead
Teacher meeting with
Central office to plan
for implementation
May 31-June 2
(2013)
June 12, 2013
Classroom Setup and
Resources
August 12
Curriculum Facilitator
and Lead Teachers
August 22 & 23
3. Follow up planning
sessions
Administration
Susan Tucker
Ongoing
School Administration
End of 1st Quarter
Lead Teachers
School Administration
Central Office
Administration
Daily Five Trainers
Susan Tucker
Spring 2014
As needed
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Central office staff attended training in
Charlotte, NC.
Registration,
Mileage, Meals,
and Hotel
Accommodations
Dr. Burris led follow up meeting with
Lead Teachers and Curriculum
Facilitators on how to push out the
training to the rest of the staff.
Action plan and
dates for whole
staff training
Currituck County teachers came to
South Scotland for a question and
answer session and work session in to
setup three model classrooms at grades
K, 2, and 4.
Mrs. Tucker led 2 morning overview
sessions for teachers on what Daily Five
and Café Literacy look like in the
classroom. Lead teachers led afternoon
sessions each day with their specific
grad level to begin planning for the
implementation.
Mrs. Tucker and Administration met with
teachers to get feedback on the
processes and overall initial
implementation of Daily Five
School administration implemented
deadline for beginning the use of Café
boards in the classroom with students.
Meet to discuss next steps in
implementation
Make sure that new staff members are
trained in Daily Five strategies, structure
and research
9
Donation of
materials such as
carpet, pillows
Completed Central
Office Finance Forms
Plan for how to train
staff
Attendance logs
Model Classrooms
Attendance logs
All classroom
teachers and
specialist
Planning times
Notes, suggestions,
and ideas for feedback.
Implementation
Deadline
Café Literacy
book
Café Menu Board
Classroom Walkthrough
data
Pensieve Notebooks
Meeting Date
(TBD)
Meeting times
(TBD)
Feedback
Next Steps
Implementation in
classrooms, feedback
from teachers,
classroom
walkthroughs
South Scotland Elementary School’s Literacy Action Plan
Literacy
Goal
Statement:
Utilize Keys to Literacy in all subject areas (3-5) to increase mastery of the skills and strategies
needed to comprehend content reading, build strong vocabularies, and write and communicate
effectively. (100% of 3-5 and EC teachers trained and utilize training in classroom instruction.)
Action Steps:
Timeline
(include check in
dates)
1.
Introduce Keys To
Literacy
Fall 2012
Lead Person(s)
School Administration
Dina Gunnells
Laura Britt
2.
Train 3-5 teachers
January-March
2013
Begin discussing K3 Training
Spring 2014
Choose 2 teachers
K-3 to participate in
K-3 Keys To
Literacy Training
Winter 2013
3. Consistently use
in the classroom
On-going
Implementation Specifics
Resources needed
School administration began
discussions with teachers about
the Keys to Literacy program.
Classroom teachers visited Dina
Gunnells room to learn more about
implementation with classroom
instruction.
Meetings
Observations
Walkthroughs
Communication between
teachers
Teachers agreed to the
professional development training
for Keys to Literacy. Trainings take
place at 2:00 on specific days.
Teachers agree to complete the
online modules prior to the next
training session
Coverage for classes
Trainers
Meeting place
Internet for Modules
K-2 teachers
Laura Britt
School Administration
Begin discussions with K-2
teachers about Keys to Literacy
and if this is something that is
needed in K-2 classrooms that
align processes vertically.
K-2 teachers
School Administration
Laura Britt
School Administration
Teachers
Teachers attend required trainings
and complete required modules.
$100.00 per teacher
Training
2 Teachers
School Administration
Classroom Teachers
(3-5 & EC)
Laura Britt
School administration put
expectations in place that all
teachers in 3-5 will use Keys to
Literacy in all content areas
School Administration
3-5 & EC teachers
Laura Britt
Susan Johnson
All 3-5 teachers
EC teachers
Measure of Success
Buy-in from classroom
teachers
Agreement to attend
training
Completed Modules
Attendance logs from
Trainings
Certificates of completion
Feedback from staff
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Implementation of training
in classrooms
Classroom Walkthrough
Data
Observations
Evaluations
Lesson plans
Student work
South Scotland Elementary School’s Literacy Action Plan
Goal Action Map
Literacy
Goal
Statement:
K-3 teachers will use Reading 3D assessments and tools with fidelity to provide data driven
instruction to continue to meet or exceed growth and improve proficiency.
Action Steps:
Timeline
(include check in
dates)
Lead Person(s)
Implementation Specifics
Resources needed
Measure of Success
New teachers will attend Reading
3D training.
Curriculum Facilitator
Meeting times
Attendance logs
1.
Train teachers on how to
perform assessments and
use progress monitoring
schools
Beginning of each
year
Curriculum
Facilitator
All teachers attend training at
South Scotland to review
guidelines for Reading 3D.
2.
Train teachers on how to
read reports and access
instructional tools
3.
Monitor students based off
of Reading 3D reports and
the RTI process
Ongoing during
PLC meetings
Ongoing
throughout the
year during PLCs
and data
conferences
School
Administration
Curriculum
Facilitator
Classroom
Teachers
Dr. Burris
Dr. Baldwin
During PLC times utilize Reading
3D reports to form RTI tiers, plan
instruction, and access
researched based instruction and
interventions
Grade Level PLCs
Reading 3D reports
Now What Tools
Small Group Advisory
FCRR Interventions
Attendance at PLC
meetings
Reading 3D reports
RTI interventions
School
Administration
Dr. Baldwin
Dr. Burris
Curriculum
Faclitiator
Utilize reports to review progress,
growth, and improvement and
communicate data to teachers
Reading 3D reports
RTI reports
Meetings with
teachers and
Curriculum &
Instruction staff
Reading 3D
RTI reports
Conferences
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South Scotland Elementary School’s Literacy Action Plan
Section 6: Plan for Assessing and Reporting School Progress
Student success will be measured by classroom teacher data, Reading 3D reports, RTI progress (specific to students), Benchmarks,
EVAAS data, and EOG proficiency. Classroom teachers keep a data notebook and the administration team maintains teacher data
notebooks and school wide data to look trends of progress and improvement areas.
The administration team holds data conferences at mid-year and towards the end of the year to discuss specific teacher data, areas
of improvement, and successes.
School administration meets weekly with PLCs to discuss struggling to students, interventions, and trends in data.
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South Scotland Elementary School’s Literacy Action Plan
Section 7: Expectations and Supports for School’s Literacy Plan
The following supports are needed to help increase student success in growth and proficiency:

District office support to provide on-going staff development through needs assessment, guidance, and review data

Monetary support through grants, local funds, businesses

School Administration support teachers with reading data, researching interventions, reaching out to parents

Classroom Teachers support each other through positive and productive collaboration

Parents to support students at home, attend teacher conferences, communicate with teachers
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South Scotland Elementary School’s Literacy Action Plan
Section 8: Plan for Monitoring Implementation
The literacy team in collaboration with the Curriculum & Instruction Department created, revised and edited the Literacy plan to meet
the goals set for students to meet or exceed growth and achieve reading proficiency. Data was gathered by utilizing EVAAS results,
EOG Scores, evaluations and Classroom Walkthrough trends.
South Scotland’s Literacy Plan will be available on the school website, hard copies (upon request), communicated through PTO &
Curriculum Nights, and at staff meetings. The plan will also be presented to Central Office staff and Board of Education members
will be presented.
Implementation of Goals:
Goal 1: Implement Daily Five and Café Literacy in grades K-5 to increase reading achievement by 5 percentage points.









Central office purchased Daily Five and Café Literacy books
Dr. Burris provided registration information and materials for weekend training
Principal elected classroom teachers based on leadership skills, grade levels, and collaboration efforts. All participants were
asked to be on the team-no one was required.
Lead Teachers were expected to use the Book Study and have read The Daily Five and Café Literacy books before attending
the training in May/June 2013. All teachers were expected to read the books over the summer and utilize guiding questions
from the study guide to help transition from current classroom practices to the new structure of Daily Five
Lead Teachers (13 staff members) and Central office staff attended training in Charlotte, NC.
Dr. Burris led follow up meeting with Lead Teachers and Curriculum Facilitators on how to push out the training to the rest of
the staff.
Currituck County teachers came to South Scotland for a question and answer session and work session in to setup three
model classrooms at grades K, 2, and 4.
Mrs. Tucker led 2 morning overview sessions for teachers on what Daily Five and Café Literacy look like in the classroom.
Lead teachers led afternoon sessions each day with their specific grad level to begin planning for the implementation

Mrs. Tucker and Administration met with teachers to get feedback on the processes and overall initial implementation of Daily
Five
School administration implemented deadline for beginning the use of Café boards in the classroom with students.

Meet to discuss next steps in implementation
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South Scotland Elementary School’s Literacy Action Plan
Goal 2: Utilize Keys to Literacy in all subject areas (3-5) to increase mastery of the skills and strategies needed to
comprehend content reading, build strong vocabularies, and write and communicate effectively. (100% of 3-5 and EC
teachers trained and utilize training in classroom instruction.)

School administration began discussions with teachers about the Keys to Literacy program. Classroom teachers visited Dina
Gunnells room to learn more about implementation with classroom instruction.

Teachers agreed to the professional development training for Keys to Literacy. Trainings take place at 2:00 on specific days.
Teachers agree to complete the online modules prior to the next training session
Begin discussions with K-2 teachers about Keys to Literacy and if this is something that is needed in K-2 classrooms that
align processes vertically.


School administration put expectations in place that all teachers in 3-5 will use Keys to Literacy in all content areas
Goal 3: K-3 teachers will use Reading 3D assessments and tools with fidelity to provide data driven instruction to continue
to meet or exceed growth.


New teachers will attend Reading 3D training.
All teachers attend training at South Scotland to review guidelines for Reading 3D.

During PLC times utilize Reading 3D reports to form RTI tiers, plan instruction, and access researched based instruction and
interventions

Utilize reports to review progress, growth, and improvement and communicate data to teachers
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