KtO Comprehensive Local Literacy Plan Literacy Plan Revised 2013-20146.pdf · Section I: Literacy Plan Team Members ... Exemplary teachers provide a comprehensive program by integrating

Keystones to Opportunity

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Pennsylvania District Comprehensive

Local Literacy Plan (CLLP)

Aliquippa School District

800 21st Street

Aliquippa PA 15001

Date: 2013-2014 revision


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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


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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


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Section I: Literacy Plan Team(revised May 2014)

Name Title Agency Email Phone

David Wytiaz Superintendent ASD [email protected] 724-857-7500

x 1100

Pete Carbone Principal –

Elementary School

ASD [email protected] 724-857-7550

x 2001

Dennis Drevna Asst. Principal –

Elementary School


x 2002

Alvin Gipson Principal –JrSr High ASD [email protected] 724-857-7515

x 4003

Lisa

Dutkovich

Asst. Principal –JrSr

High

ASD [email protected]

724-857-7515

x 4004

Beth Smith Special Education

Coordinator


x4028

Debbie Frank K-12 Instructional

Support/Federal

Programs/ KtO


x 2331

Grace Danylo K-12 Instructional

Support


x 2323

Renee Bufalini KtO Resource

Teacher


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 [email protected]

724-857-7515

x 4120

Ellen Hermes 7-12 Guidance

Counselor


x 4166

Meena Hill Parent – K-5th, 7

th –

12th

Parent [email protected] 724-908-0511

mailto:[email protected]

















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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


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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


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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:


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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.


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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


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discipline; comprehend as well as critique; value evidence; use technology and digital media

strategically and capably; and come to understand other perspectives and cultures.


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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


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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


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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


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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


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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


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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


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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


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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.


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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.


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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


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


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


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


content areas



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


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


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


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


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



content areas


29


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



content areas



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


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


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


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


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


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


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


37

Provide activities to increase phonological awareness/rhyming through interactive

large group activities, small group and one on one experiences

K – 6th

grade:




content areas


Construct a common writing framework and rubric across subject/grade levels

7th

– 12th

grade:




content areas


Construct a common writing framework and rubric across subject/grade levels


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.


39

Professional

Learning and

Practice


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


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


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


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


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


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


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


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


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


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


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.


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


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


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:


grade


Identify transition goals in School Improvement plan

Locate an evaluation to access/monitor/improve transition processes

7th

– 12th

grade:


grade


52


Identify transition goals in School Improvement plan

Locate an evaluation to access/monitor/improve transition processes


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


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


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


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


56


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


Provide professional development for staff in working with families of poverty


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


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


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


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.


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.


62


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


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


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 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


66

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 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


67

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 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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Documents

KtO Comprehensive Local Literacy Plan Literacy Plan Revised 2013-20146.pdf · Section I: Literacy Plan Team Members ... Exemplary teachers provide a comprehensive program by integrating