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Leading the Learning Final Project
What does a literacy-rich classroom look like?
Members of the Special Education Leadership Team (SELT):
Barbara Brigham, Lisa-Marie Carter,
Beth Cooper, Beth Flynn,
Rosanna Grund, Dave Karam,
Karen Koch, Annmarie Rossomono, Jeffrey Wilson
What does aliteracy-rich classroom
look like?
Framing the WorkMarch 2010
K-6 Literacy Committee EstablishedSpecial education programsTeachers and administratorsEvery program and grade representedSystematic review of best practices
More framing…June 2010 –Core and Interventions
SED ProgramJourney’sLeveled Literacy Intervention FundationsRead 180System 44
SKATE, STAR, Stellata & TEAM ProgramsABC Music and Me Level Literacy InterventionFundationsBuilding Adapted Books for Early LiteracyHands on ReadingReading Rocks
Continuing the framing…
September 201090 – 120 minute literacy blocksELA portfolio for all students
AssessmentsReading interest inventoryStudent work
On-going professional development
And even more framing…
October 2010Blackboard Site OCM BOCES Blackboard
Promote collaboration due to geographical distancesLesson plansVideo clipsAuthentic student workAssessment information Best practices
LTL Strategies Used
Walk ThroughsInstructional RoundsStudent Work Reflective ConversationsDepartment Meetings
Literacy Walk-Through
Through continued
walk-thoughs and
conversations,
more strategies
were observed.
Instructional Rounds
3 teachers and 2 administrators from literacy committee
Defined a problem of practiceVisited each classroom in all programsAnalyzed findingsMade recommendations
Student Work
Portfolios created to collect authentic work Diagnostic information Used to document current levels and
areas for growthPortfolios will move with the child through
grades and/or programs
Reflective Conversations - TeacherVideo
Reflective Conversation – Student Video
Department Meetings
Used SBE Planning Process (Standards Based Education)
K-6 SED (Special Education) & English Department (Student Services)Focused literacy conversations with outcomes
in mind
What did we learn?
Themes and Patterns
As a result of the data, we have identified strengths and
areas of focus within our literacy programs.
Strengths
90 minutes of direct ELA instruction per day Predictability and structure of program increased student
engagement Conversations that directly relate to how to improve literacy
instruction Using Benchmarks to understand current levels of functioning and
where to remediate Literacy portfolios for every elementary student Development of on-going support through K-6 department meetings
by using strong teacher leaders to provide support Support the need for a common literacy block Development of framework for future curriculum considerations
Areas of focus
Continue to develop literacy portfolios which will allow us to analyze student growth and organize data
Use the portfolios to support peers and drive decision making Find a standardized assessment tool to be used across programs
which will drive instruction Identify strengths, weaknesses, and implications for instruction to be
able to target these areas with appropriate professional development Writing Process
Support the need for a common literacy block Continue to increase classroom libraries for students to access a
variety of literature
What does aliteracy-rich classroom
look like?
Next Steps
K-6Committee continuesProfessional development
continuesCreative ways to
collaborateBlackboard site evolvesData dialogues continue
7-12Committee starts Investigate best practicesUse LTL and Web 2.0
tools to gather data from teachers and students
Data dialogues continue
This is what aliteracy-rich classroom looks like.