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Keystones to Opportunity
1
Pennsylvania District Comprehensive
Local Literacy Plan (CLLP)
Aliquippa School District
800 21st Street
Aliquippa PA 15001
Date: 2013-2014 revision
Keystones to Opportunity
2
Acknowledgements
The lead writers would like to acknowledge the following for their support in writing the
Aliquippa Comprehensive Literacy Plan:
Mr. David Wytiaz - Superintendent
Mr. Alvin Gipson – Principal, Junior-Senior High School
Dr. Pete Carbone – Principal, Elementary
Dr. Paula Calabrese – Educational Consultant, OnHand Schools
Mrs. Maria Paluselli – Educational Consultant, OnHand Schools
Keystones to Opportunity
3
Table of Contents
Section I: Literacy Plan Team Members …………….…….page 4
Section II Mission and Vision Statements …………….…... page 6
Section III: Guiding Principles ……………….... page 11
Section IV: Needs Assessment Review ………………….page 20
Section V: Setting and Prioritizing Goals ……………..……page 57
Section VI: Dissemination of Plan .………………….page 68
Section VII: Assessing and Reporting Progress …………………..page 69
Appendix A: Literacy Needs Assessment …………….……..page 71
Keystones to Opportunity
4
Section I: Literacy Plan Team(revised May 2014)
Name Title Agency Email Phone
David Wytiaz Superintendent ASD dwytiaz@quipsd.org 724-857-7500
x 1100
Pete Carbone Principal –
Elementary School
ASD pcarbone@quipsd.org 724-857-7550
x 2001
Dennis Drevna Asst. Principal –
Elementary School
ASD ddrevna@quipsd.org 724-857-7550
x 2002
Alvin Gipson Principal –JrSr High ASD agipson@quipsd.org 724-857-7515
x 4003
Lisa
Dutkovich
Asst. Principal –JrSr
High
ASD ldutkovich@quipsd.org
724-857-7515
x 4004
Beth Smith Special Education
Coordinator
ASD bsmith@quipsd.org 724-857-7515
x4028
Debbie Frank K-12 Instructional
Support/Federal
Programs/ KtO
ASD dfrank@quipsd.org 724-857-7550
x 2331
Grace Danylo K-12 Instructional
Support
ASD gdanylo@quipsd.org 724-857-7550
x 2323
Renee Bufalini KtO Resource
Teacher
ASD rbufalini@quipsd.org 724-857-7550
x 2307
Jennifer
Garvin
Child Development
and Education
Manager
Private Industry
Council – Head
Start of Beaver
County
jgarvin@privateindustryc
ouncil.com
Stacy Culler Education Manager Private Industry
Council – Head
Start of Beaver
County
sculler@privateindustryc
ouncil.com
724-771-8249
Angela.
Abbiati
Community
Engagement Manager
Private Industry
Council – Head
Start of Beaver
County
aabbiati@privateindustry
council.com
Cindy Cherico 9-12 Language Arts ASD ccherico@quipsd.org
724-857-7515
x 4120
Ellen Hermes 7-12 Guidance
Counselor
ASD ehermes@quipsd.org 724-857-7515
x 4166
Meena Hill Parent – K-5th, 7
th –
12th
Parent mhill@quipsd.org 724-908-0511
Keystones to Opportunity
5
Timeline
What needs to be
done
Who is
responsible
When will it be done Evidence of
Implementation
Assign a Project
Director/Data Liaison
Superintendent Sept 2012 Position filled – Debbie
Frank
Assign Resource Teacher
team to work with Project
Director; K-5 classroom
teachers
Principals
Project Director
June 7, 2012 Positions filled –
R. Bufalini
A. McCullogh
K. Pilotti
P. Owen
P. Swanson
Assign CLLP Team
members
Superintendent
Principals
Project Director
Aug 28, 2012 See list of members
Schedule meetings of
CLLP Team
Principals
Project Director
Oct. 19, 2012 Carbone, Drevna &
Frank
Submit completed
Curriculum reading Map
for grades K-12
EdInsight Consultant
Curriculum Map Team
June 1 – Aug 30, 2012 Submitted documents
Conduct literacy needs
survey students, parents,
Principals
Project Director
Oct- Dec, 2012 Send to buildings to
distribute
Schedule CLLP meetings Project Director Nov 2012 Letters
CLLP meetings Project Director Dec 27 & 28,
2012
Jan 8, 2013
Jan 18
Jan 24 & 25
Feb 7, 2013
Feb 14
Feb 15 (Head
Start only)
Feb 21
Feb 28
Mar 14
Mar 15
Letters, emails
Draft report will be
available
CLLP Team May 2013 Draft report
Public viewing of report Principals
Core Planning Team
May 2013 Public notification
Board review Superintendent
Principals
June 2013 Board minutes
Implementation begins Superintendent
Principals
July 2013
Keystones to Opportunity
6
Section II: Mission and Vision Statements
Aliquippa School District
District Mission:
Aliquippa School District prepares students for college, career and productive global
citizenship by fostering academic achievement in a supportive and challenging learning
community.
District Vision Statement:
Aliquippa School District empowers students to achieve proficiency and successfully
transition to college and career.
To achieve this Vision, we will provide:
A standards-based, aligned and articulated curriculum that ensures academic success
for all students;
A school community that respects diversity;
A highly qualified staff who delivers quality instruction with high expectations for all
students;
Professional development that promotes evidence-based, best practices to enhance
student achievement; and
A school where staff, parents and community work together to improve student
achievement.
District Literacy Mission:
Aliquippa School District implements the developmental, accelerated and preventive reading
program requirements that ensure students can read on grade level before entering Grade 3.
Teachers consistently diagnose needs, differentiate instruction and accelerate the reading
performance of all students in all grade levels. Success begins with high expectations;
therefore, the District harnesses student potential to achieve extraordinary literacy gains, and
to manifest that potential to establish students as 21st century citizens.
District Literacy Vision Statement:
Aliquippa School District promotes high expectations for all students. We envision
commitment to lifelong student learning, evidence-based teaching strategies and
organizational leadership practices. These practices will be regularly assessed, analyzed and
Keystones to Opportunity
7
reflected upon to track and monitor students’ progress toward the goal of 100% literacy
proficiency. We monitor and communicate progress, continuously improve and employ
differentiated instructional methods, ensure student, teacher and parental accountability for
achievement and celebrate extraordinary accomplishments. Literacy is the ability to
communicate effectively in the real world. This involves teaching thinking skills as an
integral part of learning to listen, read, write, research and speak. A balanced literacy
program is a powerful vehicle that enables children to become successful, independent
readers and writers. Exemplary teachers provide a comprehensive program by integrating
instruction in reading, writing, listening, speaking, language and literature. As they model
good reading and writing, they connect skills and strategy development across the literacy
spectrum. Other disciplines such as social studies, science and mathematics are integrated as
well, providing substance for research, discussion, problem solving, journal writing, oral
reports and debates. The textbook alone is not enough; curriculum area include literature that
is rich and abundant and can be used to develop higher order thinking skills. Providing these
experiences ensures children will have a balance of supportive and challenging learning
opportunities.
Preparing literate citizens in the 21st century means providing our students with the means to
locate, evaluate, use and communicate through text, visual, auditory, and video sources. They
must demonstrate independence; build strong content knowledge, respond to varying
demands of audience, task, purpose, and discipline; comprehend as well as critique; value
evidence; use technology and digital media strategically and capably; and come to
understand other perspectives and cultures. Instruction that is integrated and helps students
understand how to access, evaluate, synthesize, and contribute to information must occur
across disciplines and is the responsibility of all Aliquippa teachers and administrators.
Birth to Age 5
Birth to Age 5 Literacy Vision Statement:
The Head Start program will prepare children who are ready for school, families who
are ready to support their children’s learning, and schools that are ready for these students.
Birth to Age 5 Literacy Mission Statement:
Keystones to Opportunity
8
The CDI Head Start Serving Beaver County’s literacy plan is to provide early and
comprehensive child services and align these goals with the Aliquippa Literacy Plan, to
strengthen the parent’s skills as a child’s first teacher as the most important influences on
their child’s education.
Birth to Age 5 Literacy Narrative:
The Head Start program will effectively implement four integral elements to move all
children toward school readiness (HOUSE); highly individualized teaching and learning,
ongoing child assessment, engaging interactions and environments, and research-based
curriculum and teaching practices. We believe the four elements are interrelated and essential
components of high-quality preschool education for all children. Early Head Start utilizes
Parents as Teachers (PAT), a home-based curriculum. Head Start preschool center utilizes
Creative Classroom. Both implement Ounce Scale, a highly reliable, criterion-referenced
program to streamline data collection and analysis. Head Start/Early Head Start believes
their mission to increase engagement, communication, and inclusion of parents and families
to support school readiness. Effective professional development opportunities are provided
for all staff to better understand and support the school readiness goals.
Elementary: K-6th
grade
K-6th
grade Literacy Vision Statement:
The students in Aliquippa Elementary School, kindergarten through 6th
grades, will
become independent and proficient readers across content areas that are prepared for the
challenges of the 21st century.
K-6th
grade Literacy Mission Statement:
The Aliquippa Elementary Literacy Plan will guide staff, administration and the
community to develop effective literacy skills and experiences for students across content
areas. We believe that all our children can achieve success and that motivating students to
believe in themselves leads to achievement. The Literacy Plan is based in ongoing
professional development in the eight components of effective literacy instruction and data
driven decision making.
Keystones to Opportunity
9
K-6th
grade Literacy Narrative:
The Aliquippa Elementary School believes in the District mission that students can
read on grade level before entering Grade 3, and to diagnose needs, differentiate instruction
and accelerate the reading performance of all students in all grade levels. Success begins with
high expectations; therefore we are motivated to create a safe and positive school
environment where students receive the skills necessary to become informed, healthy,
productive, and responsible citizens of the 21st century. By providing ongoing focused
professional development, challenging every child, and implementing shared ownership, this
school community is committed to pursuing the goal that every child will become an
independent literate contributing citizen.
Junior – Senior High School: 7th
– 12th
grade
7th
– 12th
Literacy Vision Statement:
The Aliquippa Junior-Senior High School believes all students can be motivated to
think critically, analyze text, and communicate effectively through oral and written language
in all content areas. Through differentiated instruction in comprehension, metacognitive
skills, writing and knowledge of text structure and influence of text on reading in a
technological society, a command of literacy will evolve in all students.
7th
- 12th
Literacy Mission Statement:
The Junior-Senior High Literacy Plan provides maximum growth opportunities for all
students and staff through the use of innovative instructional practices, shared ownership of
students and data driven decision-making. The plan will include: on-going focused
professional development, data analysis meetings, teaching reading across all content areas,
identification of literacy leaders, and reflective professional learning communities.
7th
– 12th
grade Narrative:
The Junior-Senior High believes the District Mission is to prepare students to be
literate citizens in the 21st century. This means providing our students with the means to
locate, evaluate, use and communicate through text, visual, audio and video sources in all
content areas. Teachers must receive professional development and nurture literacy leaders
who provide quality literacy instructional strategies so students demonstrate independence;
build strong content knowledge, respond to varying demands of audience, task, purpose, and
Keystones to Opportunity
10
discipline; comprehend as well as critique; value evidence; use technology and digital media
strategically and capably; and come to understand other perspectives and cultures.
Keystones to Opportunity
11
Section III: Guiding Principles
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.
Literacy learning is the primary focus of the Aliquippa School District and its’ early
childhood partner. We are committed to high quality, data-driven literacy instruction. The
vision, goals, and core values in the school’s district literacy plan reflect our shared
responsibility to this commitment for our students, staff and community that promotes
academic excellence for all learners.
Current curriculum development supports the principle through the alignment of the
Common Core Standards with the curriculum. Completion of a district curriculum map
which organizes the body of knowledge students are expected to learn at
grade/developmental levels in a clear concise manner. A working curriculum document is
one which can be reviewed to learn what is expected of each child. The Aliquippa School
District must complete a ‘guaranteed and viable curriculum’ that identifies essential goals
and content for all students at each grade level in order to gain the necessary skills for the 21st
Century (Marzano, 2003).
During the summer of 2012, funded by the KtO monies, a team of K-12 teachers met
for three weeks to develop a cohesive vertically aligned K-12 reading and math curriculum
framework. Under the tutelage of an OnHand Schools curriculum consultant, these teachers
received professional development in writing a working curriculum map. As the teams
worked in content areas, it became very evident there was a lack of consistency in current
instructional requirements, skills, and expectations. There were skills repeated in multiple
grades and still not mastered; literary materials were repeated as well or omitted depending
on personal discretion. The development of a shared curriculum map broken down by content
and grade/subject level is now in place to provide a common language, consistent
Keystones to Opportunity
12
instructional guide, and baseline rigor of expectations for anyone assigned in LA/Reading
and/or mathematics courses.
In addition, the use of technology, Birth-Grade 12 quality initiatives and on-going
professional development reinforce literacy as a critical foundation for all learning. Best
practices align with this principle through the implementation of the district wide literacy
plan. Staff incorporates instructional planning based on learning standards and data,
participates in classroom observations and walkthroughs, and actively engages in
professional development opportunities including peer mentoring, modeling, and coaching.
The administrative team uses literacy walkthroughs and LoTi/H.E.A.T observation tools to
monitor and assess teaching quality, student engagement, and literacy instruction in a regular
and timely basis. Evaluations, monitoring, and a structured system of instructional
accountability raises program implementation, fidelity, and rigorous differentiated delivery
of literacy instruction.
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.
Aliquippa School District recognizes that linguistic, cultural, and personal
experiences are essential to student learning. In developing these connections the Aliquippa
community has embraced and implemented a philosophy which increases cultural awareness
including the special and individual needs of children. Together we celebrate our differences.
The diversity of the Aliquippa community is reflected among the faculty and students.
Exchanges of cultural differences are shared, explained, described, and appreciated through
dialogue, academics, art, music, and sports. The curriculum and classroom practices integrate
diversity through learning in context and connecting literacy to community and citizenship.
The more experience with language and literacy children receive before formal
schooling, the better equipped they are to succeed in reading (Snow et al., 1998). Research
finds strong correlations between young children living in language rich environments and
Keystones to Opportunity
13
higher academic performance (Hart and Risley, 1995). Throughout the district, readalouds
are accepted as a key instructional piece; it allows struggling readers to give full attention to
enjoying language and visual images (Allen, 2000).
We recognize there is a need to strengthen the language foundation of our students,
based on Head Start and kindergarten screenings and assessments. Beginning in Early Head
Start/Head Start through grade twelve, staff engages students in conversations using language
patterns and rich vocabulary; provides time to read to students; and encourages independent
reading. Early Head Start is a home based option for parents. Home visitors create
individualized literacy plans with the family that encourages talking to young children,
parroting facial expressions, using a clear voice and reading/interacting with their children.
At the age of three, children transition to the Head Start classrooms where staff continues
working with children to use varied vocabulary, interact with text, and play with sounds and
nursery rhymes. The staff continues working with families to foster strong relationships
between home and formal education settings.
Continuing to provide a strong language foundation, Aliquippa Elementary utilizes
the LoTI/H.E.A.T tool to increase higher order thinking, engage students, and provide
authentic connections and technology in literacy. The KtO team worked through the modules
and has provided a summary training to the staff. In 2013-2014, another team of teachers will
participate in the online H.E.A.T trainings. The KtO Resource Team pushes into 90 minute
core reading time for 30 minutes daily for small group instruction. The small group model
engages students who are mentally, emotionally, and even physically involved in a task to
increase literacy knowledge. Students who are at-risk were identified through DIBELS and
GRADE scores and placed into small intervention groups. Reading Mastery and Corrective
Reading are research-based direct instruction programs utilized in the 35 minute daily
intervention block. The library has a wide assortment of texts in various genres to encourage
students to read independently. To make the facility available for family and community use,
the library hours have been changed to extend beyond the school day. There is a building
wide emphasis to lay a solid literacy foundation for all children to gain an appreciation for
reading and to develop an intrinsic motivation to read.
The Junior-Senior High School recognizes that secondary students are expected to
learn new words, new fact, and new ideas from reading using their literacy skills to learn new
Keystones to Opportunity
14
content. Teachers provide text-based collaborative learning that actively engages students in
all content areas. Increasing vocabulary through direct instruction utilizes social interaction
and independent word learning strategies. In addition, Read 180 is being implemented in 7th
and 8th
grades as an intervention for those students identified as reading below grade level
using various assessments. Writing across the curriculum is a tool to help students reflect on
word choice, sentence structure, and literacy devices. The library has a wide assortment of
genres to encourage independent reading and build an inherent appreciation for literature.
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.
Aliquippa School District is committed to the belief that all students are capable of
gaining literacy skills that enable their success. The district provides all students access to
high quality literacy instruction that is evidence based, data driven, and aligned to an
articulated progress of the common core standards. Literacy leaders are identified and serve
as district/building resources, alongside the Special Education supervisor and building
principals, to assist teachers in planning and implement instruction that is differentiated to
meet the needs of all learners.
Professional development strengthens the capacity of teachers to deliver effective
literacy instruction, differentiating instruction which recognizes the varied background, prior
experiences, and diversity of each child to maximize growth and individual successes. A
safe, welcoming, and positive learning environment with varied models of instruction,
multiple learning experiences/activities, and assignments allows flexible groupings to meet
enrichment, supplementation, and/or remediation needs. A continuum of assessments
determines students’ mastery of subject specific content and individual strengths and
weaknesses. Professional communities initiate reflective practices to improve classroom
instruction through the use of data.
Early Head Start provides ongoing home-based language and literacy Parents as
Teachers Foundational Curriculum and the EHS assessment tool, the Ounce Scale, determine
Keystones to Opportunity
15
what parent-child activities are conducted during home visits. Interactions and participation
are observed and recorded by the home visitor and parent in the areas of child development.
Head Start teachers establish a print-rich environment, practice literacy skills in real life
experiences, teach key literacy concepts, increase vocabulary and language, knowledge of
print, letters and words, comprehension, understanding books and other texts. They share
books with children, provide differentiated instruction, and embed vocabulary instruction in
storybooks.
All elementary students are screened at the beginning of the year and again in the
middle of the year with benchmark/diagnostic assessments. The progress of students with an
elevated risk for reading disabilities is regularly monitored. Based on assessments of current
reading levels, small group differentiated reading instruction is provided for all students (Tier
1). Using data analysis, students who score below benchmark on the universal screening
receive intensive, systematic instruction in foundational reading skills. These groups meet
five times a week for 35-40 minutes (Tier 2). For those students making insufficient progress,
a Tier 3 plan that provides intensive instruction on a daily basis is being developed. Students
identified as gifted receive pull-out enrichment instruction, participate in competitive
academic games, expand their experiences through academic field trips and apply gained
knowledge through project based learning.
With the establishment of secondary literacy leaders and the data team, the Junior
Senior High will use benchmark assessments to screen students entering seventh and eighth
grades to identify those students at risk in literacy. They will receive intensive, systematic
instruction using Read 180 during an intervention period. The core 7 -12th
grade
English/Language Arts period lays the groundwork for a school-wide vocabulary focus
which has been identified as an area of need throughout the district. Students identified as
gifted receive accelerated instruction through honors classes, online opportunities, and
competitive academic games.
There is a need to build academic resiliency among our students, to build each
student’s ability to persist in the face of multiple difficulties. A district-wide implementation
of readalouds as a key instructional piece will allow struggling readers to give full attention
to enjoying language and visual images (Allen, 2000). The staff will provide readalouds in
Keystones to Opportunity
16
order to share literature, to improve listening skills, to build vocabulary, to aid reading
comprehension, and to impact positively on student attitudes toward reading.
4. Evidence-based decision-making must be at the heart of all instructional decisions
related to literacy development.
Head Start and the Aliquippa School District utilize various sources of data –
summative, formative, benchmark, and diagnostic to ascertain the literacy needs of our
students. Aligning assessment to Early Childhood, Common Core, and PA Academic
Standards allows students, parents, and educators to gauge and monitor student performance.
A district assessment calendar developed in the Spring and communicated with the
staff and community for the upcoming school year. This will provide an aligned assessment
system, essential grade and/or content specific goals, and enable each building to look
longitudinally at the achievement of students.
The Local Comprehensive Literacy Plan assessments provide teachers with
information to guide student instruction based on data and evidence based practices (i.e.
PSSA, PVAAS, Keystone, eMetric). Teachers analyze benchmarking data from DIBELs,
GRADE, CDT and local assessments through the use of skill inventories and diagnostic
assessments. Trained data leaders, literacy leaders and administrators assist in the analysis
and instructional decision-making to differentiate instruction for students. Parent
involvement activities are designed to aid home literacy based on the data. Using the
assessment results, the district will make decisions about long-term planning and resource
allocations.
Assessment data is gathered by CDI Head Start Serving Beaver County which aligns
with the HS Child Development and Early Learning Framework to determine children’s
school readiness. Using Teaching Strategies GOLD online assessment, classroom
observation and monitoring, health status issues/trends and health knowledge and practice,
and family engagement program goals are determined. Review and analysis of the
assessment results are completed by the School Readiness Team which includes content area
managers, Center Supervisors, EHS manager, program director, and parents.
Aliquippa Elementary will utilize DIBELS Next, GRADE, and PSSA as benchmark
and diagnostic assessments. Administration of DIBELS Next and GRADE will occur three
Keystones to Opportunity
17
times a year, Fall/Winter/Spring and serve as an instrument to identify academic needs, to
group students, and to serve as the foundation in which instructional decisions are based.
Utilizing the thirty minute professional learning time, the staff will conduct detailed data
analysis after each administration. Intervention, adaptation, and enrichment strategies will be
provided based on the data which will also include local measures and teacher observations.
PSSA, in grades 3-6, and TerraNova, in grades K through 2, will be administered yearly in
the spring with the results available at the start of the next school year. At that time, the
results will be included in the data analysis of literacy skills.
The Junior-Senior High will utilize CDT, Keystones, and PSSA as benchmark and
diagnostic assessments. The CDT administrations three a year, Fall/Winter/Spring will serve
as an instrument to identify needs, to group students, and to make decisions about instruction.
Time specifically allotted for data analysis opportunities will be available in the professional
learning community block after each assessment administration. Teachers will reflect on
what is and what isn’t working in classrooms, and modify instruction to meet student needs.
Intervention, adaptations, and enrichment strategies will be provided based on multiple
assessment data as well as local measures.
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.
The Aliquippa School District is committed to delivering effective, research-based
instructional practices to students by supporting the continued professional development of
its educators, in order to prepare children birth to grade 12 as lifelong learners in the 21st
century. By obtaining perceptual, demographic, school processes and student achievement
data through district wide needs assessments, informal and formal classroom observations,
and staff surveys, the school district will identify and prioritize needed staff development.
Based on this data, Aliquippa School District will develop a plan for professional
development that is specific to the individual needs of its educators. Through strong
instructional leadership, modeling, peer coaching, co-teaching, collaboration, and
professional learning communities the District continues to grow and improve literacy
instruction birth to grade 12. The identification of literacy leaders at the building levels is the
Keystones to Opportunity
18
first step to utilize the knowledge base that exists within district to form collaborative
professional communities with a common vision, knowledge, and language.
Academic resiliency is a critical factor that influences literacy development (PaCLP).
District statistics show that 84% of our students live in poverty; many of these students do
not have the persistence when faced with academic difficulties to pursue individual mastery
goals. Teachers must strive to assist in building problem-solving skills, increasing social
competence, and providing a sense of purpose for all students to succeed. Professional
development opportunities will be provided that incorporates effective literacy instruction to
build academic resiliency. Teachers will work with students to set high, yet realistic, reading
goals and engage them in meaningful literacy experiences to overcome some of the negative
risk factors of life. In addition, culture influences various perspectives on nurturing and
independence, communication, and differences of expectations between teachers, parents,
and students. The district will seek and provide professional development tied to
understanding and embracing multiple cultural perspectives in the classroom. Technology
plays a key role in fostering academic resiliency and engagement for students of all levels,
especially the secondary level. Information and communication technologies (new literacys)
shape new forms of reading and writing. Technology training throughout the district,
differentiated to grade/content areas, will be provided to aid successful use and adaptation of
instruction for 21st Century skills.
Currently, Head Start has joined the elementary staff in several KtO content
deepening trainings. There is no current plan for formal collaboration and on-going
professional learning opportunities. We recognize the need to establish a relationship to plan
and execute professional supports that will provide continuity of literacy instruction from
preschool to kindergarten.
Elementary school will continue to build upon the extensive KtO content knowledge
trainings through a progression of professional opportunities that will continue to reinforce
and move literacy forward to the next level. The focus remains on data-driven instructional
practices, differentiation of instruction, RtII, and family engagement in literacy. However, we
need to provide differentiated professional learning opportunities so there is a transfer of
knowledge into classroom instruction through the learning, assessing and reflecting process.
Keystones to Opportunity
19
The Junior Senior High will institute professional development to aid in the process
to move from focusing on “just teaching” to becoming a community of all stakeholders. The
path to sustainable literacy outcomes rests on an investment in quality shared learning in:
classroom management, dealing with difficult students, student motivation and goal setting,
disciplinary literacy utilizing the CCS, differentiated instruction, using data for instructional
decision making, and working with family engagement and literacy. We recognize there is a
need to differentiate the professional learning to meet the individual needs of our staff to
actively engage all in learning, assessing, and reflecting on their craft.
Keystones to Opportunity
20
Section IV: Needs Assessment Review
Standards and Curriculum
The District lacks a written curriculum for literacy. To address the need for working
curriculum map in grades K-12, KtO funds were used in an extended year opportunity with
teachers to write reading/language arts and mathematics curriculum. Working with the
OnHands consultants, each grade level worked toward completion of a curriculum map
aligned with PA Academic/Common Core standards. Administrative personnel did periodic
checks with their staff on the progress of the writing and use of software program. The intent
at the beginning of the school year was to involve all teachers in the continuation of
curriculum writing and placing lesson plans into the units. However, this has not occurred as
of mid-year because of: technical issues, conflicting information from another consultant,
and lack of time to schedule training in the use of the software program. We realize a map is
a working document that is essential to identify academic goals and grade/content
expectations. The map currently developed has not yet been aligned to locate areas of
strength, weakness, and gaps in instruction. Until there is a commitment of time, resources,
dedication, and funding on both the Association and District’s part to a working written
curriculum, a horizontal and vertical articulation of skills is difficult.
Standards &
Curriculum
In Place Not in Place KtO Content
Area Modules
that would assist
Other
Professional
Development
/Resources that
would assist
Birth – 5yrs. A written
curriculum
address all
students:
EHS: PAT
Curriculum
HS:Creative
Curriculum, 5th
edition
Using a
common
framework and
rubric to instruct
and assess
literacy with the
ASD
Successful
Transitions
Family
Engagement &
Literacy
Supporting
Students with
Special Needs
PaTTAN:
CCSS (EC)
KtO team
Keystones to Opportunity
21
Building Blocks
for Reading
K-6th
grade Working on a
curriculum
explicitly
stating what
students need
to know and be
able to do at
each grade
level
Implementation
of research-
based core
literacy
program -
Treasures
Reading,
writing,
speaking and
listening are
integrated
throughout the
day in all
subject areas
Access to
rigorous
standards
aligned reading
program core
Treasures
Reading
Program
KtO Resource
Teachers serve
as resources
and literacy
leaders
Implementation
Students are
provided with
exemplary
samples, rubric,
tasks and
feedback
Use of a
common
framework and
rubric ensuring
consistent
approach across
subject areas
and age/grade
levels
The written
curriculum
addresses all
students is in
progress:
Universal
Design and
Digital
Technology
Using Data for
Literacy
Decision
Making
Navigating
Content with
ELL
Successful
Transitions
Building Blocks
for Literacy
Supporting
Learners with
Special Needs
Family
Engagement &
Literacy
OnHands:
curriculum
writing
Literacy
Walkthroughs
LoTi/HEAT
Step by Step
PaTTAN:
SAS/CCSS
BVIU/AIU:SAS
/CCSS
KtO Resource
teachers
Keystones to Opportunity
22
of building 30
min
intervention
time with
research-based
programs:
Reading
Mastery/Conne
ctive
Reading/Quick
Reads
7th
– 12th
grade Students are
provided with
exemplary
samples, rubric,
tasks and
feedback as
available on the
SAS site and
Common Core
Standards
Curriculum
explicitly states
what students
need to know
and be able to
do at each grade
level
Use of a
common
framework and
rubric ensuring
consistent
approach across
subject areas
and age/grade
levels
Implementation
with fidelity
research based
core literacy
curriculum
The written
curriculum that
addresses all
students is in
progress
Universal
Design
Using Data for
Literacy
Decision
Making
Navigating
Content with
ELL
Successful
Transitions
Supporting
Learners with
Special Needs
Family
Engagement &
Literacy
Reading
Apprenticeship
The CCSS and
LDC
OnHands:
curriculum
writing
Administrative
Literacy Walks
LoTi/HEAT
Identification of
literacy leaders
and formation
of data team
Reading
Apprenticeship
PaTTAN
BVIU/AIU
KtO Resource
Team
JSH Literacy
Leaders
Next Steps:
Birth – Age 5:
Establish a transition literacy map between Head Start and kindergarten
Keystones to Opportunity
23
K – 6th
grade:
Complete curriculum mapping in all subject areas and grades
Articulate vertical and horizontal alignment to CCS
Identify instructional gaps and areas of focus
Provide a common framework and rubric for writing
Increase accountability of administration and staff in fidelity of literacy curriculum
Implement systematic integration of reading, writing, speaking and listening in all
content areas
Intensify efforts to provide differentiated instruction based on data analysis
Progress monitor students to gather information on student needs and achievement
7th
– 12th
grade:
Complete curriculum mapping in all subject areas and grades
Articulate vertical and horizontal alignment to CCS
Identify instructional gaps and areas of focus
Provide a common framework and rubric for writing
Increase accountability of administration and staff in fidelity of literacy curriculum
Identify and institute literacy leaders and data team
Implement systematic integration of reading, writing, speaking and listening in all
content areas
Intensify efforts to provide differentiated instruction based on data analysis
Keystones to Opportunity
24
Assessment
Head Start uses TS GOLD student assessment to identify student areas of
developmental delay; all instruction is individualized based on assessment results. The
utilization of literacy assessments that are reliable and valid which provide information on
the essential elements of reading; ECERS is an available resource. A procedure has been
established that develops the capacity to gather and use data in coordination with the district.
Head Start staff, supervisor, parents meet with Aliquippa principals, speech therapists,
psychologist and kindergarten teacher at a Transition meeting to discuss student data, needs,
and format instructional goals for students. For those students at-risk, extended year
instruction will be provided dependent on funding resources.
The elementary school uses DIBELs Next, GRADE, PSSA and local assessments to
identify focus areas in reading. There is an assessment calendar released at the beginning of
the year and standard operating procedures in the administration and collection of
assessments coordinated through K-12 Instructional Support and KtO team members.
Assessments are administered in a timely manner through the use of a building calendar; the
elementary showing this as a strength. While there is a data analysis protocol with time
provided for team meetings after each assessment; the ongoing review of literacy
performances for students below benchmark and the adjustments necessary as indicated by
the data is not consistent among staff. It is necessary to increase involvement of district
leaders to participate in literacy meetings to identify professional development needs and
supports that are necessary for instructional changes.
The Junior Senior High uses the PSSA as its primary assessment to identify student
reading performance in addition to local report card grades and teacher input. The building is
currently in the process of identifying and implementing Classroom Diagnostic Testing and
performance tasks as benchmark and diagnostic assessments. The administration will create
and communicate a yearlong calendar to provide assessment windows. Professional
development opportunities in data analysis, literacy instructional best practices, and regularly
scheduled time for intensive analysis and instructional planning will be included. This will
provide opportunities for increased involvement of district leaders to participate in literacy
Keystones to Opportunity
25
data meetings to identify professional development needs and supports that are necessary for
instructional changes.
Assessment In Place Not in Place KtO Content
Area Modules
that would
assist
Professional
Development
that would assist
Birth – 5yrs. Data culture
exists
An assessment
plan is in place
A database with
Birth to age 5
assessment
information is
used
Assessments are
administered
early and
frequently
An assessment
calendar
establishes testing
windows
Move-in students
are assessed
shortly after
arrival
Data is reviewed
regularly by
administration
and teachers with
instruction and
support adjusted
as necessary
Shared calendar
with ASD
Universal
Design
Using Data for
Literacy
Decision
Making
Successful
Transitions
Building Blocks
for Literacy
Supporting
Learners with
Special Needs
Family
Engagement &
Literacy
LETRS
PaTTAN: data
analysis
KtO Resource
Team
K-6th
grade Building
leadership
Progress
monitoring is
Universal
Design
OnHands:
curriculum
Keystones to Opportunity
26
supports the use
of literacy
assessment data,
Building wide
assessment plan
is developed
including
measures,
schedules, and
procedures
Support for a
building wide
formative
assessment
process exists to
collect ongoing
progress
monitoring data
on students
receiving
interventions
Database
established,
implemented and
maintained to
collect and
summarize
literacy data and
provide
immediate and
easy access to
information
An assessment
calendar
establishes testing
windows
Move-in students
are assessed
shortly after
arrival and placed
into instructional
sporadic within
staff
Small
group/individual
Tier 2/3
Share calendar
with Head Start
Using Data for
Literacy
Decision
Making
Navigating
Content with
ELL
Successful
Transitions
Building Blocks
for Literacy
Supporting
Learners with
Special Needs
Family
Engagement &
Literacy
writing
Administrative
Literacy Walks
LoTi/HEAT
LETRS
PaTTAN: data
analysis, RtII,
intervention
best practices
PDE: webinars,
live sessions,
online modules
BVIU/AIU:
data analysis,
RtII,
intervention
best practices
Keystones to Opportunity
27
groups
Data is reviewed
regularly
quarterly by
administration
and teachers with
instruction and
support adjusted
as necessary
7th
– 12th
grade An
acknowledgement
of “data culture”
should exist
Database
established,
implemented and
maintained to
collect and
summarize
literacy data and
provide
immediate and
easy access to
information
Development
for “data
culture” in the
building
A system to
develop use of
literacy
assessment data
and develop
follow up plans
to adjust
instruction as
needed
CDT has been
identified as
benchmark
assessment but
has not been
given to
students
Formation and
communication
of yearlong
assessment
calendar
Establishment
and
implementation
of benchmark
and diagnostic
assessments
Universal
Design
Using Data for
Literacy
Decision
Making
Navigating
Content with
ELL
Successful
Transitions
Building Blocks
for Literacy
Supporting
Learners with
Special Needs
Family
Engagement &
Literacy
OnHands:
curriculum
writing
Administrative
Literacy Walks
LoTi/HEAT
LETRS
Keystones to Opportunity
28
Move-in
students are
assessed shortly
after arrival and
placed into
instructional
groups
Support for a
building wide
formative
assessment
process exists to
collect ongoing
progress
monitoring data
on students
receiving
interventions
Data is
reviewed
regularly by
administration
and teachers
with instruction
and support
adjusted as
necessary
Next Steps:
Birth to Age 5:
Establish a link between Head Start and Aliquippa School District assessment and
professional development opportunities calendars
Focus on students forming relationships with adults and solving social interactions
Intensify literacy development – specifically rhyming, identifying letters, and letter-
sound knowledge
K – 6th
grade:
Develop follow up plans to adjust instruction based on the data
Progress monitor students to gather information on student needs and achievement
Implement systematic integration of reading, writing, speaking and listening in all
content areas
Keystones to Opportunity
29
Intensify efforts to provide differentiated instruction based on data analysis
Provide intermittent review of action plans to monitor student progress
Increase communication between home and school to provide assessment information
7th
– 12th
grade:
Identify and implement diagnostic and benchmark assessments on a timely and
scheduled basis
Provide the time and resources for data analysis in professional learning communities
Progress monitor students to gather information on student needs and achievement
Implement systematic integration of reading, writing, speaking and listening in all
content areas
Intensify efforts to provide differentiated instruction based on data analysis
Keystones to Opportunity
30
Instruction
The Aliquippa School District is committed to delivering an evidence-based
instructional literacy program. Adequate time is dedicated Birth to Grade 12 for literacy
instruction. The district looks to expand differentiated small group instruction throughout the
grades K to grade 12. In addition, a cohesive formalized writing program must be constructed
to provide a common framework and rubric to instruct and assess writing across subject areas
and grade levels. Literacy instruction is organized on a grade- appropriate basis around the
essential elements of literacy. Principals have the authority and direct accountability to assure
that effective practices are implemented and are working. They must provide the support
necessary for an effective literacy program for all students. This includes providing the
structure necessary for instruction to occur; a safe learning environment; a culture that
focuses on academic rigor; and a community that celebrates academic excellence.
Literacy instruction is embedded throughout Head Start curriculum. Students receive
instruction in the five areas of literacy, phonemic awareness, phonics, vocabulary,
comprehension, and fluency through word play, exposure to text, listening comprehension,
and other literacy strategies. Children attend Head Start five days a week for three and a half
hours daily. Class size is a maximum of twenty children and two adults.
Aliquippa Elementary has a 90 minute core reading block where instruction is
predominately whole group. Small group instruction with the KtO Resource team pushing in
for 30 minutes is in addition to the 90 min core. These small groups work on skills identified
through DIBELs, GRADE and local assessments. A building wide 30 minute intervention
time has been added to the master schedule. All students in grades 1-6 are placed into
intervention groups according to data. Students most in need are in groups of no more than
10 in Reading Mastery and Corrective Reading. The students approaching on or above grade
level use Treasures Leveled Readers, Quick Reads and other materials as indicated through
data analysis. The K-grade 6 staff has received professional development in the eight content
knowledge trainings, DIBELs Next, LETRS modules #1, 2, and 3. The staff unable to attend
trainings this year will be targeted for PD in 2013-14. The KtO team completed the four
HEAT modules and participated in all eight PD opportunities. The elementary principals
participated in all trainings, completed LoTI/HEAT modules, and worked with OnHand
Keystones to Opportunity
31
Schools consultants in Literacy Walkthroughs. Instructional accountability, intensive
administrative literacy leadership, and operating procedure flow charts are necessary in the
next years to ensure fidelity of best practices in classrooms to meet student needs.
The Junior-Senior High is currently working on developing building literacy leaders
as instructional and data resources, building an intervention period into the schedule, and
choosing a research based literacy intervention program in 2013-14 school year. Currently,
7th
and 8th
grade have a 90 minute period of combined reading and language arts block. This
co-teaching model provides students with individualized or small group instruction from the
Reading Specialist teacher. Students identified as Special Education receive language arts
instruction in a resource room. High school ELA uses a literature based program Elements
of Literature that is supplemented with novels in 45 minute periods.
Throughout the district there is a need for administrative monitoring of instructional
practices through walkthroughs and timely feedback. Integration of effective literacy
differentiated instruction to meet student needs must be consistent, focused, and a systematic
through all grade and content levels. Identification of literacy leaders, time for mentoring,
and peer planning collaboration are next steps to increase achievement.
Instruction In Place Not in Place KtO Content
Area Modules
that would
assist
Professional
Development that
would assist
Birth – 5yrs. Teaching staff
incorporate
books and other
literature
throughout
classrooms
Staff make
effective use of
word walls
Classrooms are
print rich
Variety of
Increased
program wide
consistency n
providing
language and
literacy
experiences
Building
Blocks for
Reading
Family Literacy
and Parent
Engagement
Navigating
Content with
ELL
Using Data for
Decision
Making
LETRS
PaTTAN: Literacy
strategies, Special
Needs, English
Language Learners
KtO Resource team
Kindergarten team
Keystones to Opportunity
32
activities are
provided for
letter
recognition,
sequencing
skills and
storytelling
Universal
Design for
Learning
Supporting
Learners with
Special Needs
K-6th
grade Literacy
instruction is
organized on
grade
appropriate
basis around
essential
elements of
literacy
Administrators
conduct
walkthroughs
Some
administrative
meetings
interfere with
monitoring
during
intervention
and/or core
reading times
Administrators
support grade
level and
content level
literacy
meetings
90 min core
reading
program time
30 min literacy
intervention
time
Administrators
monitor
effective
instruction and
program
fidelity
regularly with
feedback
Consistent
regularly
scheduled
walkthroughs
Dedicated
meeting times
that do not
interfere with
intervention
and
professional
learning times
Consistent
model of small
group teacher
directed
literacy
instruction in
all content
areas in all
classrooms
Extended day
and extended
year additional
instructional
intervention
Building
Blocks for
Reading
Family Literacy
and Parent
Engagement
Navigating
Content with
ELL
Using Data for
Decision
Making
Universal
Design for
Learning
Supporting
Learners with
Special Needs
LoTI/H.E.A.T
Literacy
Walkthroughs
LETRs
OnHands curriculum
writing
Vendor trainings:
Reading
Mastery/Corrective
Reading
Writing Across the
Curriculum
PaTTAN: Literacy
strategies, Special
Needs, English
Language Learners
BVIU/AIU: Literacy
Across Content
Areas, Special
Education/Gifted,
English Language
Learners
KtO Resource team
Keystones to Opportunity
33
KtO funds for
small group
teacher-directed
literacy
instruction for
students reading
Implementation
of researched
based programs
that support PA
SAS/CCRS
Scientifically-
based core
literacy
materials
(Treasures)
SRB
intervention
programs
adopted beyond
core program
(Reading
Mastery,
Connective
Reading, Quick
Reads)
Literacy
program used
with Tier III
students beyond
core program
(Triumphs,
EdMark)
District
personnel
working with
building
administrators
to ensure that
teachers across
programs due
to loss of
funding
Specific and
documentation
of procedures
established that
align with and
support state
standards and
written
curriculum
Across district,
literacy support
are aligned
with
disciplinary
literacy
instruction
A set of
decision
protocols used
consistently
across the
district to guide
student
placement into
differentiated
interventions
and enrichment
reading
opportunities
Common
writing
program,
framework, and
rubric across
grade/content
levels
Keystones to Opportunity
34
the district are
incorporating
effective
literacy
instruction
7th
– 12th
grade
Principals
provide
structures and
support for
grade level
team meetings
Grades 7-8 have
a 90 minute
literacy block
with reading
specialist and
regular
education
teacher
Grades 9-12
have 2-4 hours
of literacy
connections
across
instructional
areas
Necessary
funding and
personnel are
secured to
support co-
teaching models
in 7th
& 8th
ELA
grades
Adoption of
SBR core
program in
grades 7-12;
“Elements of
Literature”
Administrators
conduct
regularly
scheduled
walkthroughs
Administrators
support literacy
leadership by
scheduling
meetings at
times other
than literacy
instruction
An established
model of
literacy
instruction
Recognition of
literacy and
data teams
Literacy team
meetings are
not regularly
scheduled and
include all
content areas
Fidelity and
high quality
literacy
connected
instruction and
practice across
content areas
Necessary
funding and
Family Literacy
and Parent
Engagement
Navigating
Content with
ELL
Using Data for
Decision
Making
Universal
Design for
Learning
Supporting
Learners with
Special Needs
Reading
Apprenticeship
The Common
Core Standards
and LDC
LoTI/H.E.A.T
Literacy
Walkthroughs
OnHands: curriculum
mapping
Vendor: Read 180
Vendor: Language!
Writing Across the
Curriculum
PaTTAN: Using
Data, Interventions,
RtII, Literacy Across
Content Areas,
Special
Education/Gifted,
English Language
Learners
BVIU/AIU: Using
Data, Interventions,
RtII, Literacy Across
Content Areas,
Special
Education/Gifted,
English Language
Learners
KtO Resource team
Votech/trade/business
resources and
speakers
District Leadership:
SAP/PBIS, Literacy
Keystones to Opportunity
35
personnel are
secured to
support small
group
instruction in
9th
-12th
grades
Additional
literacy
instruction
support
provided for
below grade
level students
in extended day
or school year
opportunities
Adoption of an
effective
research based
supplemental
and
intervention
programs for
students
needing
additional
literacy
instruction
Teachers using
adopted
programs and
materials with
consistency and
fidelity
All programs
are aligned
with general
education
literacy
instruction to
provide
consistent
Team, Leadership
Team support
Keystones to Opportunity
36
reading
instruction for
at risk students
learning to read
Data-based
decision
protocol used
consistently to
guide student
placement into
interventions
and enrichment
reading
programs
District
personnel
working with
building
administrators
to ensure that
teachers across
the district are
incorporating
effective
literacy
instruction
Common
writing
program,
framework, and
rubric across
grade/content
levels
Next Steps:
Birth to Age 5:
Increase program wide consistency in providing opportunities throughout the day for
language and literacy experiences
Emphasize receptive and expressive language through increasing conversational
speech and self-expression
Modeling conversational language throughout the day
Keystones to Opportunity
37
Provide activities to increase phonological awareness/rhyming through interactive
large group activities, small group and one on one experiences
K – 6th
grade:
Provide the time and resources for data analysis in professional learning communities
Progress monitor students to gather information on student needs and achievement
Implement systematic integration of reading, writing, speaking and listening in all
content areas
Intensify efforts to provide differentiated instruction based on data analysis
Construct a common writing framework and rubric across subject/grade levels
7th
– 12th
grade:
Provide the time and resources for data analysis in professional learning communities
Progress monitor students to gather information on student needs and achievement
Implement systematic integration of reading, writing, speaking and listening in all
content areas
Intensify efforts to provide differentiated instruction based on data analysis
Construct a common writing framework and rubric across subject/grade levels
Keystones to Opportunity
38
Professional Learning and Practice
Head Start provides professional learning opportunities during pre-service days
before the school year begins and monthly throughout the school year. Program reviews,
including staff evaluations and child outcomes reporting determine the focus of the
professional development calendar. Areas of focus include curriculum development and best
practices in child growth and development.
Aliquippa Elementary provides professional learning activities aligned in a cohesive
literacy plan ranging from kindergarten to 6th
grade that meets the needs of the students,
teachers, and administrators. Professional development is provided to staff and administrators
as a means of improving literacy instruction. These content deepening trainings will continue
across the years. Professional learning activities in LETRS, DIBELS Next, and data analysis
for data driven instructional changes in the classrooms are attended by principals and staff
members. Dedicated time in the form of In-service and Act 80 days have been built into the
District schedule. A daily 30 minute professional learning time is built into the schedule for
team data meetings and collaborative planning. A real application of research based
strategies in classrooms to differentiate instruction to meet student needs is the next step.
Administrative monitoring through walkthroughs, observations, timely feedback and
mentoring opportunities must be conducted to ensure fidelity to programs, research and
academic rigor.
The Junior-Senior High provides professional learning activities to align ELA
Common Core Standards into lesson plans and performance tasks across the content areas.
Working with Standard Solutions, the staff and administrators are receiving professional
development to modify existing curriculum guides to incorporate 21st Century skills and
themes and develop lesson plans aligned to the CCS. In-service and Act 80 days as well as
the daily professional learning time are utilized for learning activities. Although high quality
professional development in data analysis and instruction planning has occurred, there is still
a need to provide ongoing support to administer and utilize all forms of data more
effectively.
Keystones to Opportunity
39
Professional
Learning and
Practice
In Place Not in Place KtO Content
Area Modules
that would assist
Professional
Development
that would assist
Birth – 5yrs. Cohesive plan
for the year
Determine PD
focus based on
staff evaluation
and child
outcomes
Application of
PD content to
instruction
Differentiate PD
opportunities
based on
individual needs
Building Blocks
for Reading
Using Data for
Decision
Making
UDL and Digital
Technology
Family Literacy
and Parent
Engagement
Navigating
Content for ELL
Students with
Special Needs
Successful
Transitions
along the
Literacy
Continuum
K-6th
grade PD efforts
ensure cohesive
plan for the year
PD is focused
on district
reading goals
PD are focused
on goals and
guided by
assessment data,
ongoing,
engaging,
collaborative,
and job
embedded
PD efforts
sustained and
focused across
years
There is a need
to differentiate
literacy PD
across content
areas to include
all staff
There is a need
for district staff
to receive PD in
areas of parent
involvement &
Building Blocks
for Reading
Using Data for
Decision
Making
UDL and Digital
Technology
Family Literacy
and Parent
Engagement
Navigating
Content for ELL
Ruby Payne
“Families in
Poverty” series
Dealing with
Difficult
Students
training
Book Studies:
Fred Jones,
Successful
Schools,
Literacy Across
the Content
Areas,
Dealing with
Keystones to Opportunity
40
Application of
content to
instruction is in
place
District
measures PD
based on
instructional
data and
implements
effective
practices that are
guided by data,
ongoing and
include
modeling and
coaching
engagement
Teaching staff
need
opportunities to
study, observe
others, visit
model
demonstration
sites
A protocol for
instructional
aides, substitutes
and assistants is
needed to
provide
guidance on
materials that
are used
Students with
Special Needs
Successful
Transitions
along the
Literacy
Continuum
Difficult
Students,
Special
Education
Inclusion &
Autism
UPMC/Heritage
Valley/Adiagio
health systems
workshops
Team Building
workshops
7th
– 12th
grade PD efforts are
cohesive plan
for the year
PD is focused
on district
reading goals
PD based on
instructional
data and
implements
effective
practices that are
guided by data,
ongoing and
include
modeling and
differentiated
for content areas
PD efforts
sustained and
focused across
years
PD are focused
on goals and
guided by
assessment data,
ongoing,
engaging,
collaborative,
and job
embedded
There is a need
to build and
recognize
literacy leaders
within the
district as
mentors, and
data liaisons
There is a need
Using Data for
Decision
Making
UDL and Digital
Technology
Family Literacy
and Parent
Engagement
Navigating
Content for ELL
Students with
Special Needs
Successful
Transitions
along the
Literacy
Continuum
Reading
Apprenticeship
Ruby Payne
“Families in
Poverty” series
Dealing with
Difficult
Students
training
Book Studies:
Fred Jones,
Successful
Schools,
Literacy Across
the Content
Areas,
Dealing with
Difficult
Students,
Special
Education
Inclusion &
Autism
UPMC/Heritage
Keystones to Opportunity
41
for district staff
to receive PD in
areas of parent
involvement &
engagement
Teaching staff
need
opportunities to
study, observe
others, visit
model
demonstration
sites
The CCSS and
LDC
Valley/Adiagio
health systems
workshops
Team Building
workshops
Next Steps:
Birth to age 5:
Differentiate PD opportunities based on individual needs
K – 6th
grade:
Expand small group instruction to differentiate literacy instruction across content
areas
Establish a protocol for training substitutes, instructional aides in use of core and
interventional materials
Improve the use of data to provide interventions and enrichment
Increase professional development opportunities for staff in the area of parent
involvement and engagement
Provide extended year intervention programs for students reading below grade level
(contingent upon funding)
Construct a 4 year plan of literacy goals and PD necessary for increasing teacher
effectiveness and student achievement
7th
– 12th
grade:
Recognize and form literacy leaders and data teams
Provide small group instruction to differentiate literacy instruction across content
areas
Establish a protocol for data analysis, intervention/enrichment, grouping and
monitoring student literacy success
Improve the use of data to provide interventions and enrichment
Increase professional development opportunities for staff in the area of parent
involvement and engagement
Keystones to Opportunity
42
Provide extended year intervention programs for students reading below grade level
(contingent upon funding)
Construct a 4 year plan of literacy goals and PD necessary for increasing teacher
effectiveness and student achievement
Keystones to Opportunity
43
Literacy Leadership, Goals, and Sustainability
Aliquippa School District believes strong leadership is a foundational piece to
improving literacy. Strong literacy leadership is necessary throughout the organization.
Through the support of district leadership, building administration participate in professional
learning teams utilizing a data driven strategy to identify literacy gaps and align resources
that meet the literacy needs of students and staff. The district aims to expand literacy
leadership through effective research based leadership practices, improve literacy leadership
by developing literacy leaders and coaches, and create continuity birth to grade 12 by
utilizing literacy best practices throughout the district. The Local Comprehensive Literacy
Plan will be widely disseminated, and referenced frequently. It will then serve as the
foundation for School Literacy Plan that is aligned with the CLLP and serves as the guide for
literacy improvement in each building.
Head Start embeds reading readiness skills throughout the implementation of Creative
Curriculum. The Education Manager provides the literacy supports necessary for staff,
parents, and volunteers to effectively implement early education strategies to build a solid
foundation of reading readiness. Teachers and parents work together to identify literacy
readiness goals and strategies for school and at home, and provide the families with the
resources necessary to enhance their skills as the primary educator of their child. There is a
need to increase parent participation which instills an appreciation of early childhood
experiences.
Literacy,
Leadership,
Goals, and
Sustainability
In Place Not in Place KtO Content
Area Modules
that would assist
Professional
Development
that would assist
Birth – 5yrs. Collaboration
between home
and school to
provide
readiness skills
Parent
participation in
classrooms,
Improve literacy
leadership
among parents
to encourage
others
Building Blocks
for Reading
Using Data for
Decision
Making
UDL and Digital
Technology
Keystones to Opportunity
44
home activities
and conferences
Family Literacy
and Parent
Engagement
Navigating
Content for ELL
Students with
Special Needs
Successful
Transitions
along the
Literacy
K-6th
grade Literacy
instruction is a
building wide
priority
Building
leadership
meetings take
place throughout
the year
Principals are
actively
participate in all
PD
Principals
conduct literacy
walkthroughs to
observe
evidence-based
and effective
literacy
instruction in
action
KtO funds
provide literacy
resource team to
support literacy
instruction
Improve literacy
leadership
among parents
and students
Extend role of
KtO team to
include
mentoring,
modeling, and
peer
observations
Consistent
administrative
monitoring,
evaluation and
feedback of
instruction
A written
School Literacy
Plan that aligns
with CLLP
Building Blocks
for Reading
Using Data for
Decision
Making
UDL and Digital
Technology
Family Literacy
and Parent
Engagement
Navigating
Content for ELL
Students with
Special Needs
Successful
Transitions
along the
Literacy
PDE: webinars,
online modules,
live broadcasts
PaTTAN:
BVIU/AIU:
OnHands:
Leadership
Workshops
Step by Step
Leader series
Book Study:
Role of the
Principal, New
Leaders,
Successful
Schools
LETRs
Vendor trainings
Keystones to Opportunity
45
Literacy goals,
assessments,
instruction, and
professional
development are
coordinated
through KtO and
RtII initiatives
Focus on
research-based
instruction, data
analysis to
determine root
causes
Principal’s
primary focus
and
responsibility is
as instructional
leader
Parents and
community are
informed of
literacy
activities,
achievements
and goals
through Fall
meetings,
newsletters, and
website
Administrators
are involved in
writing,
facilitating,
implementation,
monitoring and
evaluation of
literacy planning
Professional
Keystones to Opportunity
46
Learning Time
is provided for
team/grade
meetings, data
analysis, and PD
opportunities
Leadership
planned
yearlong PD and
assessment
calendar for
staff
Literacy
leadership
provided KtO
content
trainings,
LETRS,
DIBELs next
trainings for
staff with
appropriate time
for each
BVIU #27 and
AIU #3,
PATTAN
consultants
provide
professional
learning to build
internal capacity
7th
– 12th
grade Literacy
instruction is a
building wide
priority
Leadership
planned
yearlong PD and
assessment
calendar for
staff
Identify literacy
leaders and data
team
Improve literacy
leadership
among parents
and students
Principals
conduct literacy
walkthroughs to
Using Data for
Decision
Making
UDL and Digital
Technology
Family Literacy
and Parent
Engagement
Navigating
PDE: webinars,
online modules,
live broadcasts
PaTTAN:
BVIU/AIU:
OnHands:
Leadership
Workshops
Keystones to Opportunity
47
Professional
Learning Time
is provided for
team/grade
meetings, data
analysis, and PD
opportunities
Administrators
are involved in
writing,
facilitating,
implementation,
monitoring and
evaluation of
literacy planning
Principal’s
primary focus
and
responsibility is
as instructional
leader
Parents and
community are
informed of
literacy
activities,
achievements
and goals
through Fall
meetings,
newsletters, and
website
Special
Education
utilizes
BVIU #27 and
AIU #3,
PATTAN
consultants
provide
professional
observe
evidence-based
and effective
literacy
instruction in
action
Consistent
administrative
monitoring,
evaluation and
feedback of
instruction
Provide building
structures so
principal is able
to focus primary
responsibility as
instructional
leader
A written
School Literacy
Plan that aligns
with CLLP
Content for ELL
Students with
Special Needs
Successful
Transitions
along the
Literacy
Reading
Apprenticeship
The CCSS and
LDC
Step by Step
Leader series
Book Study:
Role of the
Principal, New
Leaders,
Successful
Schools
LETRs
Vendor trainings
Keystones to Opportunity
48
learning to build
internal capacity
Next Steps:
Birth to age 5:
Encourage, enhance, and increase the number of parents participating
K – 6th
grade:
Increase administrative and parent involvement in the planning, implementation, and
monitoring of the CLLP
Write a School Literacy Plan which aligns with the Local Comprehensive Literacy
Plan
Coordinate curriculum mapping process with literacy goals across grade levels and
content areas
Expand role of literacy coordinator to include walkthrough visits to see literacy
instruction in action, provide general feedback to principals and teachers
Expand role of KtO team to include mentoring, peer observations, and modeling
Increase walkthroughs, feedback, evaluation and monitoring of classroom fidelity to
research based core programs and literacy strategies
Provide increased notification and effective communication to parents, students and
community members of literacy activities, achievements and goals through Fall
meetings, newsletters, website, and social media outlets
7th
– 12th
grade:
Coordinate curriculum mapping process with literacy goals across grade levels and
content areas
Write a School Literacy Plan which aligns with the Local Comprehensive Literacy
Plan
Expand role of literacy coordinator to include walkthrough visits to see literacy
instruction in action, provide general feedback to principals and teachers
Identify literacy leaders and data team to provide guidance, resources
Increase administrative and parent involvement in the planning, implementation, and
monitoring of the CLLP
Increase walkthroughs, feedback, evaluation and monitoring of classroom fidelity to
research based core programs and literacy strategies
Utilize AIU #3, BVIU #27, and PaTTAN to provide professional learning community
to build internal capacity
Provide increased notification and effective communication to parents, students and
community members of literacy activities, achievements and goals through Fall
meetings, newsletters, website, and social media outlets.
Keystones to Opportunity
49
Transition
The Aliquippa School District recognizes transition as a multi-layered process. We
have established processes and procedures that orient students and families through the
transition process birth to 12th
grade. These include: building tours, parent nights, parent-
teacher conferences and open houses where students and families become familiar with the
upcoming learning environment. The school district plans to increase the academic
communication component of our transitions. This communication includes effective sharing
of student academic data with parents, helping them understand the data and what it means
for their child’s instruction.
The district maintains timely, well-kept documentation on retentions, graduation
rates, and other student success measures. One designated clerical position maintains PIMS
information, record keeping, alternative instructional placements, and new student
transitions. The school psychologist and Special Education coordinator serve as liaisons
between the district and early intervention programs that provide educational services for
Aliquippa children. They coordinate transition team meetings with district and Head Start
personnel to discuss the transition of young children into the formal school setting.
Kindergarten registration occurs twice a year for pre-K children and families to provide
parental information, academic and speech screenings for kindergarten readiness. For
students and their families transitioning from the elementary school to the Junior Senior High
school, the district provides: guidance in scheduling, meet the teacher opportunities, building
tours, and academic placement screenings.
Transition In Place Not in Place KtO Content
Area Modules
that would assist
Professional
Development
that would assist
Birth – 5yrs. Literacy
instruction is
embedded
through the
EHS/HS
curriculum
Through KtO,
A written
transition plan
birth to 12th
grade
Formation of
district
transition team
Transitions
Engaging
Families in
Literacy
Beaver County
Transition Team
Day
Kindergarten
team
KtO Resource
Keystones to Opportunity
50
staff were able
to attend literacy
professional
development
which provided
an opportunity
to cultivate
partnership
Documentation
of student
success is
established
through use of
assessment data,
screenings, and
developmental
observations
birth to 12th
grade
team
K-5th
grade Student
information is
used and readily
available
Attendance at
BVIU for pre-K
to K transition
professional
development
Guidance
counselor
coordinates with
JSH counselors
to provide
services and
information to
students moving
to secondary
building
Title I and KtO
funds support
successful
transition family
activities
A written
transition plan
birth to 12th
grade
Formation of
district
transition team
birth to 12th
grade
Reestablish
LEARN
representative
Tools to monitor
and improve the
transition
process
A variety of PD
to prepare staff
to ensure
transitions for
students and
parents
Transitions
Engaging
Families in
Literacy
Beaver County
Transition Team
Day
PaTTAN:
Guidance
Counselors,
Support Persons,
Transitions
Coordinators
Vo-Tech, trade
& business
school
workshops
PDE: webinars,
trainings, online
modules. Career
& College
Ready
Keystones to Opportunity
51
7th
– 12th
grade Activities to
provide
seamless
transition from
elementary
school to 7th
grade
Title I funds
support for
successful
transition family
activities
A written
transition plan
birth to 12th
grade
Formation of
district
transition team
birth to 12th
grade
Tools to monitor
and improve the
transition
process
Database for
post graduation
plans and
achievement
A variety of PD
to prepare staff
to ensure
transitions for
students and
parents
Transitions
Engaging
Families in
Literacy
PaTTAN:
Guidance
Counselors,
Support Persons,
Transitions
Coordinators
Vo-Tech, trade
& business
school
workshops
PDE: webinars,
trainings, online
modules. Career
& College
Ready
College Days
Penn State
Talent Search
Penn State
College Access
Coordinator
Next Steps:
Birth to age 5:
Collaborate to write an Aliquippa transition plan birth to 12th
grade
Participate in forming a district transition team
K to 6th
grade:
Collaborate to write an Aliquippa transition plan birth to 12th
grade
Participate in forming a district transition team
Identify transition goals in School Improvement plan
Locate an evaluation to access/monitor/improve transition processes
7th
– 12th
grade:
Collaborate to write an Aliquippa transition plan birth to 12th
grade
Keystones to Opportunity
52
Participate in forming a district transition team
Identify transition goals in School Improvement plan
Locate an evaluation to access/monitor/improve transition processes
Keystones to Opportunity
53
Partnerships
The Aliquippa School District has formed community partners to support students
and families. There is a shared responsibility for literacy learning among families,
community, and educational professionals which is essential for improved student learning.
We recognize the need to build authentic community partnerships with agencies that support
academic and social growth of families to raise literacy among all stakeholders. In an effort
to improve public perceptions about literacy education, the school district aims to strengthen
its academic partnerships and communication through the use of technology. We believe the
way to strengthen community partnerships and increase literacy success, is to establish two-
way dialogue, build trust, form parent advisory councils, increase parental involvement, and
provide parents with educational learning opportunities. The district realizes that some of
these partnerships are in place; however, there are no areas of strength. Parent involvement is
at a minimum. We struggle with how to involve more families in the preparation of their
students for academic success.
Partnerships In Place Not in Place KtO Content
Area Modules
that would assist
Professional
Development
that would assist
Birth – 5yrs. Collaboration
between district
and Head Start
Collaboration
between district
and Early
Interventions
Using Data for
Literacy
Decision
Making
Successful
Transitions
Along the
Literacy
continuum
Supporting
Learners with
Special Needs
Family
Engagement and
Family Literacy
PaTTAN
Resources to
Enhance Parent
Engagement
SPAC sessions
Working with
Families of
Poverty series
Keystones to Opportunity
54
K-6th
grade Collaboration
between district
and Head Start
Collaboration
between district,
Girl Scout and
Boy Scout
organizations
Collaboration
between district
and Adagio
Health Systems
Collaboration
between district
and Junior
Achievement
Collaboration
between district
and DARE2XL
a Penn State
tutoring
initiative
Collaboration
between district
and AAUD
Aliquippa
Impact
Meaningful
collaboration
between district
and BF Jones
library
Meaningful
collaboration
between district
and city council
Using Data for
Literacy
Decision
Making
Successful
Transitions
Along the
Literacy
continuum
Supporting
Learners with
Special Needs
Family
Engagement and
Family Literacy
Transitions
PaTTAN
Resources to
Enhance Parent
Engagement
SPAC sessions
Working with
Families of
Poverty series
College, trade
school
workshops
Social Services
Support
workshops:
CYS, mental
health, Adiagio,
Women’s
Shelter, Foster
program
7th
– 12th
grade Collaboration
between district
and AAUD’s
Men & Fathers
Collaboration
between district
and Junior
Achievement
Collaboration
between district
and Adagio
Health Systems
Meaningful
collaboration
between district
and BF Jones
library
Meaningful
collaboration
between district
and city council
Meaningful
collaboration
between district
Using Data for
Literacy
Decision
Making
Successful
Transitions
Along the
Literacy
continuum
Supporting
Learners with
Special Needs
PaTTAN
Resources to
Enhance Parent
Engagement
Working with
Families of
Poverty series
College, trade
school
workshops
Social Services
Keystones to Opportunity
55
Collaboration
with district and
Beaver County
Vo-tech
Collaboration
with district and
Penn State
Talent Search
Collaboration
with district and
Penn State
University
Collaboration
with district and
ROTC
Collaboration
with district and
Regional Choice
Initiative
Collaboration
with district and
Seneca Valley
School District
distance
learning
program
and area
businesses
Family
Engagement and
Family Literacy
Support
workshops:
CYS, mental
health, Adagio,
Women’s
Shelter, Foster
program
Local
businesses:
School to Work
programs
Next Steps:
Birth to age 5:
Coordinate with community educational resources to ensure comprehensive, non-
duplicated aligned services
Encourage, enhance, and increase the number of parents participating
K to 6th
grade:
Format an advisory committee that engages educational community partners, parents,
and teachers to plan, implement and evaluate literacy services
Increase efforts to establish meaningful collaborations between district and
community partners (library, council, businesses etc)
Expand representation of the building in community partner activities
Keystones to Opportunity
56
Encourage, enhance, and increase the number of parents participating
Provide professional development for staff in working with families of poverty
7th
to 12th
grade:
Format an advisory committee that engages educational community partners, parents,
and teachers to plan, implement and evaluate literacy services
Increase efforts to establish meaningful collaborations between district and
community partners
Expand representation of the building in community partner activities
Encourage, enhance, and increase the number of parents participating
Provide professional development for staff in working with families of poverty
Keystones to Opportunity
57
Section V: Setting and Prioritizing Goals
Goal Setting
Title of
Section
Goal Rationale
Standards &
Curriculum
Complete curriculum mapping in all
content areas aligned to Common Core
State Standards and including literacy
across content areas
Essential goals and content for
all students should be identified
with a defined cumulative
progression of skills. Use of
CCSS provides resource for
identifying increasingly
challenging content relevant for
literacy. Elimination of
inconsistent practices which
create learning gaps for students.
Using well-articulated set of
goals creates equal opportunities
for access for all students.
Assessment Provide a universal screening tool and
calendar at the all levels that ensures
students who are at risk are identified
early and supported by interventions
Use of assessment results for
identifying student, classroom
and school needs is highly
related to school success.
Alignment of assessments to
standards allows students,
parents and teachers to gauge
and monitor student
performance. Well aligned
system of assessment measures
what is essential at specific grade
levels and enables schools to
look longitudinally at student
achievement.
Assessment Under the direction of the
administrative team, teachers will
refine their analysis of assessment data
to guide instructional decisions
System of tests alongside on-
going formal and informal
measures to identify deficiencies
and multiple sources of evidence
to measure instruction
influences. Thoughtful,
appropriate data interpretation
allows teachers to determine
effectiveness of instruction in
advancing student achievement
to grade level benchmarks. Value
in informing instruction; to use
results to identify needs, group
Keystones to Opportunity
58
students, and make instructional
decisions. Educators and
administrators need to be
knowledgeable and develop
expertise about the purpose of a
measurement, literacy
development, and effective
pedagogical practices.
Instruction Establish a district system that fully
ensures consistent implementation of
effective instructional practices across
all classrooms
Differentiation of instruction is
key to enhancing students’
ability to learn; maximizes the
literacy potential of each student
by providing different challenge
levels, multiple pathways to
acquire information, and
demonstrate understandings.
Utilizing UDL and RtII, teachers
can match instruction and
assessment needs to individuals.
A coherent set of learning
outcomes and series of quality
assessments must be in place to
define what should be known
and describe student needs.
Instruction Establish a district system that fully
ensures barriers to student learning are
addressed in order to increase student
achievement
Establishment of a safe, positive,
and inviting learning climate in
which instruction can occur.
Instructional variables such as:
flexible groupings, sound lesson
structure, visual supports, varied
instructional pace, frequent
immediate and instructive
feedback, accommodations and
modification offered, and
assistive technology are offered
and available for students to
succeed.
Instruction Provide the necessary resources and
communication of a true RTII model
with multiple tiers of intervention
Educators must be aware of
different instructional
dimensions such as content,
delivery, time, grouping and
varying difficulty of text
materials in order to differentiate
within each RtII tier. Provide
intensive, systematic instruction
and monitoring for small groups
Keystones to Opportunity
59
of students below benchmark
(Tier 2) and intensive instruction
on a daily basis for those not
making gains (Tier 3) to meet
student needs as efficiently and
effectively as possible.
Professional
Learning &
Practice
Provide professional learning
opportunities on the SAS, CCSs,
improving school climate, and using
data to make instructional decisions
Teachers must be engaged in
learning, assessing, and
reflecting about their craft.
Professional opportunities that
are based in practice not theory
must become priority in
establishment of learning
community. PDE provides
research based literacy
instructional, curriculum an
assessment information for
teachers to enhance instruction
efforts to improve student
literacy. Intensive, effective and
ongoing PD allows peer
collaboration, reflection, and
participation in decision making
process to meet student goals.
Professional
Learning &
Practice
Provide professional development in
working with families living in poverty
and engagement of families in
academic achievement
The district must strive to assist
students through supportive
relationships, set high
expectation, and provide
meaningful involvement and
responsibility within the school.
Opportunities will help staff
understand the challenges and
stresses students must meet and
provide the six factors that
support academic resiliency:
high expectations, meaningful
student engagement,
consecutiveness and bonding,
life skills, clear and consistent
boundaries, and unconditional
support.
Literacy
Leadership
Building principals must monitor the
implementation of district initiatives so
that all teachers are held accountable
for the completion of required tasks
Principals make decisions on
short observations, literacy
walkthroughs, with six ‘look for’
questions: are teachers using
research based instructional
Keystones to Opportunity
60
strategies, are groups supporting
learning, is technology
supporting learning, do students
understand their goals, is there
evidence of higher order
thinking, and does student
achievement data correlate?
Principals must support and
identify areas for improvement
and measure staff development
efforts. Leadership provides the
vision of learning, supports
collaborative change, and sets
the climate for a stimulating
supportive professional climate.
Literacy
Leadership
Consistent implementation of best
practices in all classrooms must be
monitored and reinforced
Literacy walkthroughs by the
principals will provide
opportunities to know strengths
and weaknesses of the staff
provide acknowledge and
appreciation for jobs well done
or mentoring to raise
instructional effectiveness,
communicate essential beliefs
regarding student learning and
create a visible presence in
raising literacy achievement.
Sustainability Establish a district system that fully
ensures each member of the district
community promotes, enhances, and
sustains a shared vision of positive
school climate and ensures family and
community support of student
participation in the learning process
Building trust among home-
school-community to increase
success for all students is a pillar
of the district to reach the goal of
increasing communication and
meaningful dialogue to build
strong relationships with families
and community to form a
common vision of literacy
achievement.
Sustainability Establish two-way dialogue, increase
district presence in community events
to build trust, form parent advisory
councils, and increase parental
involvement learning opportunities.
Keystones to Opportunity
61
Prioritizing Goals
1. Establish a district system that fully ensures consistent implementation of effective
instructional practices across all classrooms.
a. Building principals must monitor the implementation of district initiatives so that
all teachers are held accountable for the completion of required tasks.
b. Consistent implementation of best practices in all classrooms must be monitored
and reinforced.
c. Align curriculum mapping in all content areas to Common Core Standards
d. Provide professional development on the Standard Aligned System, Common
Core State Standards, and related resources through creation of professional
learning communities.
2. Establish a district system that fully ensures each member of the district community
promotes enhances and sustains a share vision of positive school climate and ensures
family and community support of student participation in the learning process.
a. Provide professional development opportunities in working with families living in
poverty and engagement of families in academic achievement.
b. Establish two-way dialogue, increase district presence in community events to
build trust, form parent advisory councils, and increase parental involvement
learning opportunities.
3. Establish a district system that fully ensures barriers to student learning are addressed in
order to increase student achievement.
a. Provide the necessary resources and communication of a true RtII model with
multiple tiers of intervention.
b. Provide a safe and encouraging environment for all stakeholders.
4. Under the direction of the administrative team, teachers will refine their analysis of
assessment data to drive instructional decisions.
a. Provide a universal screening tool at all levels that ensure students who are at risk
are identified early and supported by interventions.
b. Establish a protocol for each school that ensures staff members use standards
aligned assessments to monitor student achievement and adjust instruction.
Keystones to Opportunity
62
Keystones to Opportunity
63
Goal Action Map
Goal Statement #1: Establish a district system that fully ensures consistent implementation of effective instructional practices across
all classrooms.
Action Step 1 Action Step 2 Action Step 3
››Action Step Monitor, refine and strengthen
district wide literacy initiative
Increase content focused active
student engagement with consistent
implementation of best practices
Align curriculum to Common Core
State Standards
Time Line July 2013 – June 2017
Sept 2013 – June 2017 July 2013 – June 2017
Lead
Person/s
Administrative team: Superintendent,
Principals, Special Education
Coordinator
Administrative team: Superintendent,
Principals, Special Education
Coordinator
Principals, Consultants,
Teachers
Resources
Needed
Professional Development Professional Development Consultant time, professional
development time, contractual
stipends, substitutes, funding
(Title I, KtO etc.)
Specifics of
information
All content area curriculums
will be revised and aligned
with the Common Core
Standards and
assessment/eligible content
(when applicable). Curriculum
maps will be completed to
ensure alignment.
Increase rigor and relevance in all
content areas through alignment of
curriculum with CCSS. Increase
student engagement through
professional learning community
professional development sessions.
Establish system that ensure
staff members use standards-
aligned assessments to
monitor student achievement
and adjust instructional
practices
Measure of
Success
Implementation of district-
wide literacy initiative will be
monitored through
administrative review of lesson
plans, informal walkthroughs,
and formal observations.
Monitored through administrative
review of lesson plans, literacy
walkthroughs, informal and formal
observations
All content area curricula
revised and aligned with
CCSS. Curriculum maps
completed to assure
alignment. Principals monitor
implementation of the
curriculum through lesson
plan review, curriculum
check lists, formal/informal
walkthroughs and
observations
Review Date Semi-annual review Ongoing review Semi-annual review
Keystones to Opportunity
64
Goal Action Map
Goal Statement #1: Establish a district system that fully ensures consistent implementation of effective instructional practices
across all classrooms.
Action Step 4
››Action Step Provide professional development on
the Standard Aligned System,
Common Core State Standards, and
related resources through
professional learning communities
Time Line July 2013 – June 2016
Lead Person/s Superintendent, Principals, Special
Education, Teachers, guidance
Resources
Needed
Technology, IU, PaTTAN,
Consultants, InHouse Instructional
Leaders, Schedules & Personnel,
Funding sources (Title I, KtO etc)
Specifics of
information
All content area curricula will be
aligned to Common Core Standards,
assessment anchors/eligible content
where applicable
Measure of
Success
Increased implementation of reading,
writing, listening and speaking
across content areas and grade levels.
LOTI/H.E.A.T observation tool
measures increase in teacher
performance levels
Review Date Ongoing review, Yearly PD survey
Keystones to Opportunity
65
Goal Action Map
Goal Statement #2: Establish a district system that fully ensures each member of the district community promotes enhances and
sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning
process.
Action Step 1 Action Step 2 Action Step 3
››Action Step Provide professional development
opportunities in working with
families living in poverty and
engagement of families in academic
achievement.
Establish two-way dialogue, increase district
presence in community events to build trust,
form parent advisory councils, and increase
parental involvement learning opportunities.
Time Line June 2013 – June 2017 June 2013 – June 2017
Lead Person/s Superintendent, Principals, Teachers Superintendent, Principals, Teachers, Parent
Liaison, Title I Coordinator
Resources
Needed
PaTTAN, IU, Consultant/vendors,
Funding (Title I, KtO etc),
scheduling
Climate surveys to identify district and
building strengths and weaknesses
Specifics of
information
SAS alignment: Safe & Supportive
Schools. Promote diversity and
positive culture within the district.
Series: Ruby Payne “Families in
Poverty”
SAS alignment: Safe & Supportive Schools
Implement and adhere to the
recommendations to promote diversity and
positive culture within the district.
Measure of
Success
Increase parent involvement via data
on numbers attending. Increase in
student achievement. Decrease in
student disciplinary and/or SAP
referrals and home-school visits
Reduction of disciplinary referrals,
increased student participation/performance
level. Decrease in student disciplinary
and/or SAP referrals and home-school visits
Review Date Monthly disciplinary/SAP reports Monthly disciplinary/SAP reports
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Goal Action Map
Goal Statement #3: Establish a district system that fully ensures barriers to student learning are addressed in order to increase student
achievement.
Action Step 1 Action Step 2 Action Step 3
››Action Step Provide necessary resources
and communication of RtII
model
Provide a safe, positive and inviting
learning environment in which instruction
can occur
Time Line Sept 2013 – June 2016 Sept 2013 – July 2017
Lead Person/s Administrative team:
Principals, Special
Education Coordinator
Superintendent, Principals, Teachers
Resources
Needed
Professional Development,
RtII team, Teacher Leaders
Professional Development, Surveys,
Disciplinary and SAP referral data
Specifics of
information
Coordination with SAP
team to define and
communicate RtII process
with staff; Tier 1, II, and 3
implementation
SAS: Safe and Drug Free Schools.
PaTTAN, IU, PBIS Using the data from
surveys and disciplinary reports, determine
areas of concern and strength to provide a
safe, positive and inviting learning
environment to all students and staff
Measure of
Success
Classroom observation
focusing on planning,
preparation, content
knowledge, pedagogy and
standards, classroom
environment, instructional
delivery and professionalism
Administrative walkthroughs, disciplinary
and SAP referrals, parent/student/teacher
climate surveys
Review Date Monthly RtII team meetings Weekly staff/grade or content meetings
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Goal Action Map
Goal Statement #4: Under the direction of the administrative team, teachers need to refine their analysis of assessment data to drive
instructional decisions.
Action Step 1 Action Step 2 Action Step 3
››Action Step Provide a universal assessment tool
at all levels that ensure students
who are at risk are identified early
and supported by interventions.
Establish a protocol for each school that
ensures staff members use standards aligned
assessments to monitor student achievement
and adjust instruction.
Refine and strengthen the use of
formative assessments
Time Line June 2013- June 2017
May 2013 – June 2017 May 2013 – June 2016
Lead Person/s Principals Principals, Literacy Team, KtO Resource,
Data Teams, Special Education
Coordinators
Principals, Literacy Team, KtO
Resource, Data Teams, Special
Education Coordinators
Resources
Needed
Testing materials, Professional
Development in data analysis
(PaTTAN, IU, Vendor, KtO),
schedule, funding for stipends
Professional Development, Aligned
assessment system, Analysis Protocol,
Professional Learning Time
Professional Development,
Aligned assessment system,
Analysis Protocol, Professional
Learning Time
Specifics of
information
Provide district and building
assessment Sept-June calendar;
communicate with community via
website, notices, and letters.
Establish data protocols for
administration and analysis.
Collaborative time for
grade/content teams to identify
strengths and weaknesses and make
individual instructional plans
Utilize Danielson’s teacher observation
model to guide instructional decisions,
provide SAS content deepening PD.
Establish data protocols for each assessment
period.
Increase teaching skills based on
research on effective practice with
attention given to interventions for
struggling students; provide a
variety of classroom based
assessment skills and skills to
analyze and use data for
instructional changes
Measure of
Success
Administrative review, informal
walkthroughs, and formal
observations; classroom SMART
goals flowing down from content
area to individual student plans
Administrative review, informal
walkthroughs, and formal observations;
classroom SMART goals flowing down
from content area to individual student
plans
Classroom observations focusing
on planning, preparation,
knowledge of content and
standards, informal walkthroughs,
and formal observations
Review Date Quarterly immediately following
assessments
Quarterly immediately following
assessments
Weekly grade/content meetings
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Section VI: Dissemination of Plan
The Aliquippa Local Comprehensive Literacy Plan draft will be presented to the
Superintendent in April 2013. The lead writers will discuss any recommendations or changes
with the Superintendent, before making the draft available for public viewing on the
Aliquippa website in May. The principals and core planning committee will disseminate the
plan through notices on the website, local newsletters, and via email notification. The public
and staff will be encouraged to view the document online. In June 2013 the Superintendent
and core planning committee will present the final draft to the School Board’s Education
Committee. Implementation of the Local Comprehension Literacy Plan will begin
immediately with annual review and revisions.
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Section VII: Assessing and Reporting Progress
Assessment is viewed as essential to, and an integral part of effective teaching and
learning. The purpose of assessment is to provide information for a range of audiences.
Assessment will be: positive, manageable, useful and used, and consistent. The purpose of
assessment is: to support learning by involving all students, their teachers, and parents in the
process; to gather information about the performance of individual pupils, groups and cohorts
so that it can be used to inform target setting at a range of levels; to gather information to
inform teachers what will be taught next; to ensure that assessment and recording is an
integral part of the school performance management system; to provide information to
inform the school’s strategic planning, to track individual progress; and to provide
information about referral and external agencies.
Assessments will be used in the following ways:
Formative – the information gained “forms” or affects the next learning experience;
Diagnostic – finding out what attitudes, knowledge, understanding or skills are not
properly learned or acquired and preventing students from making expected gains;
Benchmark – administered throughout the year to monitor student progress to
ascertain if students are reaching academic goals;
Evaluative – informing the strategic planning and direction of the district/building by
evaluating the impact of planning, teaching and the curriculum on student
achievement; and
Summative – a summary of where students are at one point in time. An essential tool
for identifying progress over time.
The Aliquippa School District will provide an assessment calendar prior to the
beginning of the school year for teachers, students and parents. The calendar will appear
on the district/building websites, in student handbooks and in letters sent home. The
calendar will communicate which assessments (GRADE, DIBELS Next, GMADE, CDT,
PSSA, Keystones, et.al) will be given, the testing window, and the grades who will
participate in the testing. Typically, assessments will occur in the beginning (September),
middle (January) and end (May) of the school year for GRADE, GMADE, DIBELS, and
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CDT. PSSA and Keystones are given according to the state calendar of assessments.
DIBELS Next is assessed by classroom teachers and entered into University of Oregon’s
website, GMADE/GRADE assessment is scanned or hand-entered by the KtO clerical
person, and CDT is automatically uploaded onto the site. All student results will be
uploaded into OnHands data management system within the week.
Teachers and administration will utilize professional learning time to analyze the
data, format SMART goals, and make instructional decisions to improve student
performance before the next assessment period. Submission of required KtO academic
assessments submissions will occur within the stipulated timeline. Parents will receive
their student’s progress via individualized report or conference with teachers, counselors,
and administrators. Student data will be displayed predominately in hallways and
classrooms as a reminder to the educational community of current performances and
future goals.
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