KtO Comprehensive Local Literacy Plan - quipsd.org Literacy Plan Revised … · Web viewPennsylvania District Comprehensive Local Literacy Plan ... instruction utilizes social interaction

Keystones to Opportunity

Pennsylvania District Comprehensive Local Literacy Plan (CLLP)

Aliquippa School District800 21st StreetAliquippa PA 15001

Date: 2013-2014 revision

Acknowledgements

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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

Table of Contents

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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

Section I: Literacy Plan Team(revised May 2014)

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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


Alvin Gipson Principal –JrSr High ASD [email protected] 724-857-7515 x 4003

Lisa Dutkovich

Asst. Principal –JrSr High


Beth Smith Special Education Coordinator

ASD [email protected] 724-857-7515 x4028

Debbie Frank K-12 Instructional Support/Federal Programs/ KtO


Grace Danylo K-12 Instructional Support


Renee Bufalini

KtO Resource Teacher


Jennifer Garvin

Child Development and Education Manager

Private Industry Council – Head Start of Beaver County

[email protected]

Stacy Culler Education Manager Private Industry Council – Head Start of Beaver County

[email protected]

724-771-8249

Angela. Abbiati

Community Engagement Manager

Private Industry Council – Head Start of Beaver County

[email protected]

Cindy Cherico

9-12 Language Arts ASD [email protected] 724-857-7515 x 4120

Ellen Hermes 7-12 Guidance Counselor


Meena Hill Parent – K-5th, 7th – 12th

Parent [email protected] 724-908-0511

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mailto:[email protected]

















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

PrincipalsProject Director

June 7, 2012 Positions filled –R. BufaliniA. McCulloghK. PilottiP. OwenP. Swanson

Assign CLLP Team members

SuperintendentPrincipalsProject Director

Aug 28, 2012 See list of members

Schedule meetings of CLLP Team


Oct. 19, 2012 Carbone, Drevna & Frank

Submit completed Curriculum reading Map for grades K-12

EdInsight ConsultantCurriculum Map Team

June 1 – Aug 30, 2012 Submitted documents

Conduct literacy needs survey students, parents,


Oct- Dec, 2012 Send to buildings to distribute

Schedule CLLP meetings

Project Director Nov 2012 Letters

CLLP meetings Project Director Dec 27 & 28, 2012Jan 8, 2013Jan 18Jan 24 & 25Feb 7, 2013Feb 14Feb 15 (Head Start only)

Feb 21Feb 28Mar 14Mar 15

Letters, emails

Draft report will be available

CLLP Team May 2013 Draft report

Public viewing of report PrincipalsCore Planning Team

May 2013 Public notification

Board review SuperintendentPrincipals

June 2013 Board minutes

Implementation begins SuperintendentPrincipals

July 2013

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Section II: Mission and Vision StatementsAliquippa 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-6 th grade

K-6 th 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-6 th 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-6 th 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: 7 th – 12 th grade

7 th – 12 th 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.

7 th - 12 th 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.

7 th – 12 th 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 Principles1. 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 ReviewStandards 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 CurriculumHS: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

Building Blocks for Reading

PaTTAN: CCSS (EC)

KtO team

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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 of building 30 min intervention time with research-based programs: Reading Mastery/Connective Reading/Quick Reads

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


Building Blocks for Literacy

Supporting Learners with Special Needs


OnHands: curriculum writing

Literacy Walkthroughs

LoTi/HEAT

Step by Step

PaTTAN: SAS/CCSS

BVIU/AIU:SAS/CCSS

KtO Resource teachers

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

Universal Design




Supporting Learners with


AdministrativeLiteracy Walks

LoTi/HEAT

Identification of literacy leaders and formation of data team

Reading

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Implementation with fidelity research based core literacy curriculum

The written curriculum that addresses all students is in progress

Special Needs


Reading Apprenticeship

The CCSS and LDC

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

K – 6th grade: Complete curriculum mapping in all subject areas and grades Articulate vertical and horizontal alignment to CCS Identify instructional gaps and areas of focus Provide a common framework and rubric for writing Increase accountability of administration and staff in fidelity of literacy curriculum Implement systematic integration of reading, writing, speaking and listening in all

content areas Intensify efforts to provide differentiated instruction based on data analysis Progress monitor students to gather information on student needs and achievement

7th – 12th grade: Complete curriculum mapping in all subject areas and grades Articulate vertical and horizontal alignment to CCS Identify instructional gaps and areas of focus Provide a common framework and rubric for writing Increase accountability of administration and staff in fidelity of literacy curriculum Identify and institute literacy leaders and data team Implement systematic integration of reading, writing, speaking and listening in all

content areas Intensify efforts to provide differentiated instruction based on data analysis

22


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

23


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

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

Shared calendar with ASD

Universal Design






LETRS

PaTTAN: data analysis

KtO Resource Team

24


support adjusted as necessary

K-6th grade Building leadership 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 groups

Data is reviewed regularly quarterly by administration and teachers with instruction and support adjusted as necessary

Progress monitoring is sporadic within staff

Small group/individual Tier 2/3

Share calendar with Head Start

Universal Design









LoTi/HEAT

LETRS

PaTTAN: data analysis, RtII, intervention best practices

PDE: webinars, live sessions, online modules

BVIU/AIU: data analysis, RtII, intervention best practices

7th – 12th grade An acknowledgement of “data culture” should exist

Database established,

Development for “data culture” in the building

A system to develop use of

Universal Design




25


implemented and maintained to collect and summarize literacy data and provide immediate and easy access to information

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

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






LoTi/HEAT

LETRS

Next Steps:

Birth to Age 5:

26


Establish a link between Head Start and Aliquippa School District assessment and professional development opportunities calendars

Focus on students forming relationships with adults and solving social interactions Intensify literacy development – specifically rhyming, identifying letters, and letter-

sound knowledge

K – 6th grade:

Develop follow up plans to adjust instruction based on the data Progress monitor students to gather information on student needs and achievement Implement systematic integration of reading, writing, speaking and listening in all

content areas Intensify efforts to provide differentiated instruction based on data analysis Provide intermittent review of action plans to monitor student progress Increase communication between home and school to provide assessment information

7th – 12th grade:

Identify and implement diagnostic and benchmark assessments on a timely and scheduled basis

Provide the time and resources for data analysis in professional learning communities Progress monitor students to gather information on student needs and achievement Implement systematic integration of reading, writing, speaking and listening in all

content areas Intensify efforts to provide differentiated instruction based on data analysis

27


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

28


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

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


Birth – 5yrs. Teaching staff incorporate books and other literature throughout classrooms

Staff make effective use of

Increased program wide consistency n providing language and literacy experiences


Family Literacy and Parent Engagement

Navigating

LETRS

PaTTAN: Literacy strategies, Special Needs, English Language Learners

KtO Resource team

29


word walls

Classrooms are print rich

Variety of activities are provided for letter recognition, sequencing skills and storytelling

Content with ELL

Using Data for Decision Making

Universal Design for Learning


Kindergarten team

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

KtO funds for small group teacher-directed literacy instruction for students reading

Implementation of researched based programs that support PA SAS/CCRS

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 programs due to loss of funding

Specific and documentation of procedures established that align with and support state standards and written curriculum







LoTI/H.E.A.T


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

30


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 the district are incorporating effective literacy instruction

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

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

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







The Common Core Standards and LDC

LoTI/H.E.A.T


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,

31


in 7th & 8th ELA grades

Adoption of SBR core program in grades 7-12; “Elements of Literature”

regularly scheduled and include all content areas

Fidelity and high quality literacy connected instruction and practice across content areas

Necessary funding and 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 reading instruction for at risk students learning to read

Data-based decision protocol

Literacy Across Content Areas, Special Education/Gifted, English Language Learners

KtO Resource team

Votech/trade/business resources and speakers

District Leadership: SAP/PBIS, Literacy Team, Leadership Team support

32


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 Provide activities to increase phonological awareness/rhyming through interactive

large group activities, small group and one on one experiences

K – 6th grade:

Provide the time and resources for data analysis in professional learning communities Progress monitor students to gather information on student needs and achievement Implement systematic integration of reading, writing, speaking and listening in all

content areas Intensify efforts to provide differentiated instruction based on data analysis Construct a common writing framework and rubric across subject/grade levels

7th – 12th grade:

Provide the time and resources for data analysis in professional learning communities Progress monitor students to gather information on student needs and achievement

33


Implement systematic integration of reading, writing, speaking and listening in all content areas

Intensify efforts to provide differentiated instruction based on data analysis Construct a common writing framework and rubric across subject/grade levels

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

34


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.

Professional Learning and Practice



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



UDL and Digital Technology


Navigating Content for ELL

35


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

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

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 & 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







Successful Transitions along the Literacy Continuum

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 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

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






Successful

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

36


for content areas data liaisons

There is a need for district staff to receive PD in areas of parent involvement & engagement

Teaching staff need opportunities to study, observe others, visit model demonstration sites

Transitions along the Literacy Continuum


The CCSS and LDC

Inclusion & Autism

UPMC/Heritage 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 Provide extended year intervention programs for students reading below grade level

(contingent upon funding)

37


Construct a 4 year plan of literacy goals and PD necessary for increasing teacher effectiveness and student achievement

Literacy Leadership, Goals, and Sustainability

38


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



Birth – 5yrs. Collaboration between home and school to provide readiness skills

Parent participation in classrooms, home activities and conferences

Improve literacy leadership among parents to encourage others






39



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

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,

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








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

40


achievements and goals through Fall meetings, newsletters, and website

Administrators are involved in writing, facilitating, implementation, monitoring and evaluation of literacy planning

Professional 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

Professional Learning Time is provided for team/grade

Identify literacy leaders and data team

Improve literacy leadership among parents and students

Principals conduct literacy walkthroughs to observe evidence-based and effective





Students with

PDE: webinars, online modules, live broadcasts

PaTTAN:

BVIU/AIU:

OnHands: Leadership Workshops

Step by Step Leader

41


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 utilizesBVIU #27 and AIU #3, PATTAN consultants provide professional learning to build internal capacity

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

Special Needs



The CCSS and LDC

series

Book Study: Role of the Principal, New Leaders, Successful Schools

LETRs

Vendor trainings

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

42


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.

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

43


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


Birth – 5yrs. Literacy instruction is embedded through the EHS/HS curriculum

Through KtO, 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

A written transition plan birth to 12th grade

Formation of district transition team birth to 12th grade

Transitions

Engaging Families in Literacy

Beaver County Transition Team Day

Kindergarten team

KtO Resource team

K-5th grade Student information is used and readily available

Attendance at BVIU for pre-K to K transition professional development



Transitions


Beaver County Transition Team Day

PaTTAN: Guidance Counselors, Support Persons, Transitions Coordinators

44


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

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

Vo-Tech, trade & business school workshops

PDE: webinars, trainings, online modules. Career & College Ready

7th – 12th grade Activities to provide seamless transition from elementary school to 7th grade

Title I funds support for successful transition family activities



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


PaTTAN: Guidance Counselors, Support Persons, Transitions Coordinators

Vo-Tech, trade & business school workshops

PDE: webinars, trainings, online modules. Career & College Ready

College Days

Penn State Talent Search

Penn State College Access Coordinator

Next Steps:

Birth to age 5:

Collaborate to write an Aliquippa transition plan birth to 12th grade Participate in forming a district transition team

K to 6th grade:

Collaborate to write an Aliquippa transition plan birth to 12th grade Participate in forming a district transition team Identify transition goals in School Improvement plan Locate an evaluation to access/monitor/improve transition processes

45


7th – 12th grade:

Collaborate to write an Aliquippa transition plan birth to 12th grade Participate in forming a district transition team Identify transition goals in School Improvement plan Locate an evaluation to access/monitor/improve transition processes

46


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


Birth – 5yrs. Collaboration between district and Head Start

Collaboration between district and Early Interventions


Successful Transitions Along the Literacy continuum

Supporting Learners with Special NeedsFamily

Engagement and Family Literacy

PaTTAN Resources to Enhance Parent Engagement

SPAC sessions

Working with Families of Poverty series

K-6th grade Collaboration between district and

Meaningful collaboration

Using Data for Literacy Decision

Transitions

47


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

between district and BF Jones library

Meaningful collaboration between district and city council

Making





SPAC sessions


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 SystemsCollaboration 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

Meaningful collaboration between district and BF Jones library

Meaningful collaboration between district and city council

Meaningful collaboration between district and area businesses







College, trade school workshops

Social Services Support workshops: CYS, mental health, Adagio, Women’s Shelter, Foster program

Local businesses: School to Work programs

48


district and Regional Choice Initiative

Collaboration with district and Seneca Valley School District distance learning program

Next Steps:

Birth to age 5:

Coordinate with community educational resources to ensure comprehensive, non-duplicated aligned services

Encourage, enhance, and increase the number of parents participating

K to 6th grade: Format an advisory committee that engages educational community partners, parents,

and teachers to plan, implement and evaluate literacy services Increase efforts to establish meaningful collaborations between district and

community partners (library, council, businesses etc) Expand representation of the building in community partner activities Encourage, enhance, and increase the number of parents participating Provide professional development for staff in working with families of poverty

7th to 12th grade: Format an advisory committee that engages educational community partners, parents,

and teachers to plan, implement and evaluate literacy services Increase efforts to establish meaningful collaborations between district and

community partners Expand representation of the building in community partner activities Encourage, enhance, and increase the number of parents participating Provide professional development for staff in working with families of poverty

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Section V: Setting and Prioritizing GoalsGoal 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

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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 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.

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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 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.

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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 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

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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.

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.

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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.

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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


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Goal Action MapGoal 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)


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


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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


SAS alignment: Safe & Supportive Schools. Promote diversity and positive culture within the district.Series: Ruby Payne “Families in Poverty”

SAS alignment: Safe & Supportive SchoolsImplement and adhere to the recommendations to promote diversity and positive culture within the district.

Measure of Success

Increase parent involvement via data on numbers attending. Increase in student achievement. Decrease in student disciplinary and/or SAP referrals and home-school visits

Reduction of disciplinary referrals, increased student participation/performance level. Decrease in student disciplinary and/or SAP referrals and home-school visits

Review Date Monthly disciplinary/SAP reports Monthly disciplinary/SAP reports


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Goal Action Map

Goal Statement #3: Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement.


››Action Step 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


Coordination with SAP team to define and communicate RtII process with staff; Tier 1, II, and 3 implementation

SAS: Safe and Drug Free Schools.PaTTAN, IU, PBIS Using the data from surveys and disciplinary reports, determine areas of concern and strength to provide a safe, positive and inviting learning environment to all students and staff

Measure of Success

Classroom observation focusing on planning, preparation, content knowledge, pedagogy and standards, classroom environment, instructional delivery and professionalism

Administrative walkthroughs, disciplinary and SAP referrals, parent/student/teacher climate surveys

Review Date Monthly RtII team meetings Weekly staff/grade or content meetings


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Goal Action Map

Goal Statement #4: Under the direction of the administrative team, teachers need to refine their analysis of assessment data to drive instructional decisions.


››Action Step 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


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


Section VI: Dissemination of PlanThe 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 ProgressAssessment 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 - quipsd.org Literacy Plan Revised … · Web viewPennsylvania District Comprehensive Local Literacy Plan ... instruction utilizes social interaction