What We Teach: Early LiteracyCMS Board of Education Meeting April 13, 2021

Version of presentation without videos submitted to BoardDocs on 4/1 (per LaTarzja) linked here

Agenda

Historical Practice:

How have we previously taught early literacy in CMS?

Why Change?

What has changed and why?

Current State:

How are we currently teaching early literacy in CMS?

Assessing Impact:

How are we assessing the impact of the early literacy curriculum?

Next Steps:

What are short and long term next steps in implementation as students return to in person

learning?

Historical Practice

Historical Practice: First Grade Literacy ExperienceSample Lesson Learning Objective: I can read with my prediction in mind to hunt for hints or clues about the problem. The teacher reads aloud the text to the student and models the strategy. Then students go off and practice the strategy with a text at their reading level (off grade level text.)

Teacher + Whole Class

JLEVEL

Sample Lesson Learning Objective: I can use the pictures to help me read the text. The student reads a text at his reading level (off grade level text) and relies on the pictures to read the words (not attending to the letters and sounds).

Individual or Small Group

Historical Practice: First Grade Literacy Experience

Jack and Billy (p.2)

Here is a penguin.

The penguin uses its feet

to hold on to its egg!

Hermie the Crab (p.2)

Ryan woke upat six o’clock one morning.He crept out of bedand looked at his fish tank.“I wonder where Hermie is?” said Ryan.

He lifted the lid off the fish tankand felt all around the rocks.And there, under one of them,was a shell.

JLEVEL

CLEVEL

Student(s) + Teacher Student(s) in Small Group or Working Independently

Historical Practice: First Grade Literacy Experience

Students who started behind remained behind.

Students who started on grade level stayed on or above grade level.

It’s fixed. It’s finite. It can be taught.

Historical Practice: First Grade Literacy Experience

1) Students begin Kindergarten with Reading gaps 2) These gaps nearly double by the end of 1st Grade

Historic CMS cohort analysis indicates reading gaps double in early gradesIn 2019, pre-EL longitudinal analysis showed two trends:

Historical Practice: CMS Cohort Analysis

Therefore, business as usual was not working! We need to better support students in building a solid literacy foundation.

Why Change?

Reason for Change 1: Grade Level StandardsIMET Non-Negotiable (NN) & Alignment Criteria (AC): ELA

Overall Alignment to Grade-Level Standards, ELA Grades K-5

Reason for Change 1: Grade Level StandardsIMET Non-Negotiable (NN) & Alignment Criteria (AC): ELA

Overall Alignment to Grade-Level Standards, ELA Grades K-5

The curricular resources we were using were not aligned to grade level standards.

Reason for Change 1: Grade Level StandardsCurriculum Materials and Implementation Findings

1

2

3

While CMS students are consistently engaged in the content and tasks of lessons, most tasks are unaligned to the demands of grade-level standards.  

As CMS teachers use a wide range of materials in their instruction, students have inconsistent and inequitable access to grade-level standards. 

CMS teachers report inconsistent experiences with curriculum guidance and support, leading teachers to spend a significant proportion of their planning time gathering, creating and adapting materials. 

Reason for Change 1: Opportunity Myth - A National ViewIn September 2018, TNTP published a report about the quality of students’ academic

experiences in school — and its effect on their long-term success.

Grade-appropriate AssignmentsContent that reflects college- and career-ready

academic standards.

Strong InstructionTeaching that asks students to do the intellectual heavy

lifting.

Deep EngagementLessons that students find interesting, enjoyable,

and worth deep concentration.

Teachers with High ExpectationsAdults who believe students can meet the demands of

rigorous standards.

TNTP found four (4) key resources that influence a student's school experience and outcomes.

The human brain is not naturally wired to read. Reading is a complex set of skills that must be explicitly taught.

Foundational reading skills must be taught explicitly and systematically.● Explicit: predetermined skills are taught directly● Systematic: skills are taught in a logical

progression

Reading requires a complex set of mental processes.

Foundational reading skills can’t stand alone. Students also need background knowledge and vocabulary to be skilled readers.

“26 letters, 44 phonemes, 9 decodability levels”

Reason for Change 2: Research on Science of Reading

Reason for Change 3: Diverse CurriculumReason for Change 3: Culturally Responsive Curriculum

Validating students’ experiences and values

Disrupting power dynamics that privilege dominant

groups

Empowering students

1 2 3

Culturally Responsive Curriculum Key Principles

REPRESENTATION

CHARACTERS & AUTHORS - representation of characters from specific cultures, and authors by race, gender, and ability.

DIVERSITY OF CHARACTERS - diverse people and cultures - specifically the extent to which people of different cultures, skin tones, abilities, etcetera are central to a story.

ACCURATE PORTRAYALS - characters are positioned as multi-dimensional and portrayed in non-stereotypical ways reflecting the histories and experiences of their cultures.

SOCIAL JUSTICE

DECOLONIZATION, POWER, & PRIVILEGE - understand relationships among people, worldviews, resources, ideas, and power dynamics.

CENTERING MULTIPLE PERSPECTIVES - affirm, value, and sustain the worldviews of historically underrepresented peoples as the central focus in educational materials or curricula.

CONNECTING TO REAL LIFE & ACTION - connect to experiences beyond their own, examine their own perspective and privilege, and develop a critical consciousness about systems of oppression in order to take action against them.

Principal Perspective

Questions & Discussion

Current State

Result: CMS Strategic Plan 2024

About the Curriculum

K-8 ELA Curriculum: EL EducationK-8 ELA Curriculum: EL Education

PHASE 1: EdReportsGateway 1: Text Quality and Complexity

Gateway 2: Building Knowledge Texts, Vocabulary, and Tasks

Gateway 3: Usability

PHASE 2: CMS Culture, Bias and Social Emotional Learning EvaluationVisibility: People of color, marginalized social/cultural groups, and women are equally represented and woven throughout the choices of texts/illustrations/problems/solutions/materials.

Balance & Stereotyping: Representations of groups are varied, authentic, and avoid presenting only one interpretation of an issue, situation, or group of people, including gender.

Reality: Presents realistic portrayal of history and/or contemporary life experience; avoids glossing over controversial topics, such as discrimination or prejudice.

Linguistic Bias: Avoids using masculine terms exclusively and positively represents and honors people for whom English is not the dominant language.

Social Emotional Learning: The curriculum presents opportunities to exercise the 5 components of Social Emotional Learning: self-awareness, self-management, social awareness, relationship skills, and responsible decision making.

1995 2012

2017

2020

Harvard Graduate School of Education and Outward Bound

founded Expeditionary Learning.

Grades 3-8 First Edition focused on standards alignment to help teachers understand the brand new Common Core State Standards.

Grades 3-5 Second Edition and Grades K-2 First Edition - increase diversity and encourage critical analysis of texts.

Grades 6-8 Second Edition balances stories of challenge with celebration of community and culture, and increase diversity and

encourage critical analysis of texts.

Created by Teachers for Teachers

K-8 ELA Curriculum: EL Education History

K-8 ELA Curriculum: EL EducationModule Block

K-8 ELA Curriculum: EL Education

Celina Boyce, 1st Grade Teacher

K-8 ELA Curriculum: EL EducationModule Block

K-8 ELA Curriculum: EL Education

K-8 ELA Curriculum: EL Education

On-Grade Level Content Literacy

● builds knowledge through engaging, complex text centered around a Module topic

● teaches writing using the Read, Think, Talk, Write framework

● writing is incorporated in each lesson and connected to the topic & text, which builds background knowledge and vocabulary

● grammar is embedded into the Module lessons to support students’ development as writers

Module Block

K-8 ELA Curriculum: EL Education

K-8 ELA Curriculum: EL EducationK-8 ELA Curriculum: EL Education Skills Block Whole Group● Reading foundational standards aligned lessons

Small Groups● Differentiated stations for extra student practice● Targeted lessons● Community Partners Support (HELPS and Augustine Literacy

Project)FIXED and FINITE Scope and Sequence

K-8 ELA Curriculum: EL EducationSkills Block

K-8 ELA Curriculum: EL Education

Christina Baj, 1st Grade Teacher

K-8 ELA Curriculum: EL EducationSkills Block

K-8 ELA Curriculum: EL Education

K-8 ELA Curriculum: EL Education

Skills Block

K-8 ELA Curriculum: EL Education

● allows for whole group on grade level - AND - small group differentiated lessons, based on student need

● incorporates student independent practice through rotations in Fluency, Writing, Word Work and Accountable Independent Reading

● students transfer the spelling patterns learned during Skills Block into their writing practice during the Module lesson

● provides a structured, intentional scope and sequence that ensures on-level instruction in phonics and meets students individual needs

● Professional Development through IMSE/Orton-Gillingham and CMS Reading Institute builds teacher capacity to differentiate instruction for a wide range of learners

K-8 ELA Curriculum: EL EducationLabs Block

K-8 ELA Curriculum: EL Education

Ashley Erb, K-5 Makerspace Instructor

K-8 ELA Curriculum: EL EducationLabs Block

K-8 ELA Curriculum: EL Education

K-8 ELA Curriculum: EL Education

On Grade Level

Labs Block

K-8 ELA Curriculum: EL Education

● builds knowledge connected to the Module Topic through hands-on labs: Imagine, Create, Research, Explore, and Engineer

● allows for additional research and writing opportunities about the Module Topic

● opening Story Time engages learners with a complex text around the Module Topic and exposes them to a variety of text genres

Teaching the Curriculum

Teachers will need to examine their own biases, mindsets, beliefs, articulate how those biases, mindsets, and beliefs impact their behavior on a daily basis, and make changes to their behavior based on anti-racist beliefs.

Teachers will need to describe, analyze and evaluate the components of the grade level curriculum they teach and use this information to demonstrate the core actions in their daily classroom practice for ALL students.

Teachers will need to describe the coherence of the standards across multiple grade levels and demonstrate an understanding of the specific standards associated with the grade level they teach.

Teachers will need to use their diagnosis of student strengths and weaknesses as evidence to analyze and respond to the strengths and weaknesses of their own practices.

Role of Race, Power, BiasCore Curriculum: Serving All Learners

Core Intervention

EL Education

(including supports for students with unfinished instruction,

English language learners, gifted students, and students with

disabilities)

EL Education

(more time with a teacher, smaller group size)

Orton Gillingham

Specially-Designed Instruction

EL Education

(adapted content, methodology, delivery of instruction)

Orton Gillingham

Neuhaus

Great Leaps

PREVIOUS MODEL

MODEL STARTED 2020-2021

ElementaryLiteracy

Elementary Math

Middle School Literacy

Middle School Math

1 Specialist

1 Specialist

2 Specialists

4 Specialists

Add 4 = 6 Specialists

Add 5 = 6 Specialists

Add 5 = 6 Specialists

1:1 Content

Specialist toLearning

Community

1:1 Content

Specialist toLearning

Community

Elementary Schools

113

MiddleSchools

46

Add 2 = 6 Specialists

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Core Curriculum: Supporting Schools

Assessing Impact

Research StudiesStakeholder Feedback

Student

● Student Work● Canvas Surveys

Teacher

● STAC and PLAT● Hanover Research● Teacher PD Feedback

Research StudiesResearch Study - Hanover Study

Research Findings● EL Education brings benefits within and across disciplines.● Multiculturalism is valued.● Continue some practices from transition to a remote environment indefinitely.

Recommended Next Steps● Communicate clear expectations● Support schools with knowing when and how to best use the curriculum to differentiate

instruction● Include modeling of lessons from teacher leaders in professional development

Research StudiesHow do teachers see EL Education impacting students?

Crystal Graham

1st Grade Teacher

Westerly Hills Academy

Lisa Debo

1st Grade Teacher

McAlpine Elementary

"Students eagerly talk, read, and write about what we’re learning. The module topics have unlocked their world, and the content has also been evident through their play! Yesterday, my students were searching for pinecones at recess to understand how the crossbill uses its beak to pry apart pinecones. Students are proud to become experts about a topic and share their knowledge with others."

“Because EL Education’s foundational skills are set up in microphases it allows for fluidity in learning. I can accurately and efficiently differentiate for my scholars based on data. I have noticed that this arrangement maximizes productivity because my scholars get the skills that they need and do not have to sit through other skills that they've already mastered.”

Next Steps

Lessons Learned to Inform Future Practice

Support school-level

teams to plan, implement

and monitor instruction

Model how to use the curriculum to

address unfinished instruction

Provide access to professional development

resources when we need them (on

demand)

Model how to leverage digital

tools in in-person instruction

Model how to best differentiate so that all learners

are successful

Model how to assess student mastery and determine next steps

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Historical Practice: How have we previously taught early literacy in CMS?● Using previous literacy practices, students have spent more time on their independent level.● When students’ independent level is not on grade level, gaps in literacy have widened for students in early

grades.

What We Teach: Early Literacy

Why Change? What has changed and why?● Updated research on the science of reading supported change in instructional practice.● The written curriculum must be standards-aligned and diverse in representation.

Current State: How are we currently teaching early literacy in CMS?● We are teaching students to read using one curriculum across all CMS schools.● This curriculum includes instruction in the three essential practices.

Assessing Impact: How are we assessing the impact of the early literacy curriculum?● CMS is monitoring the effectiveness of the curriculum by visiting classrooms to look for evidence of

standards-aligned instruction.● Student achievement data demonstrates the impact of effective curriculum implementation.

Next Steps: What are next steps in implementation as students return to in person learning? ● We will address unfinished instruction by strengthening curriculum implementation rather than remediating.● Continued professional development on the science of reading and strengthening the differentiated core

curriculum.

Questions & Discussion