DEVELOPING, IMPLEMENTING, AND MONITORING A LITERACY ACTION PLAN Judith Irvin Objectives for the Day Understand the Taking Action Literacy Leadership Model Consider the needs of struggling readers in content area classes Work through the five-stage Taking Action Literacy Leadership Process Understand the use of the two books as a resource Reflect on what is possible at your school Definitions of Literacy 1600 –1900 Ability to sign one’s name to a document and own or borrow books 1930 Functional Literacy – moved to grade equivalents – 3+ years of schooling WWII 4+ years of schooling 1952 6+ years of schooling 1960 8+ years of schooling Late 1970s High school completion Toto, We’re Not in Kansas Anymore! Context has changed Media and technology New ways of communicating New demands in the 21st Century New kinds of jobs demanding new kinds of literacy High level of reading required in even entry-level jobs Literacy for the 21st Century Abilities required for student success: Ability to seek information and make critical judgments about information Ability to read and interpret many different kinds of text both in print and online Ability to innovate and apply knowledge creatively Where Literacy is Headed, Kent Williams, NCTE Executive Director, September, 2008 What is NLP? • • • • Non-profit dedicated to improving literacy among middle and high school students Started in 2000 and worked in numerous schools and districts across the country Have been working on a process for working with schools on developing a literacy plan for almost a decade We are not a program. Large, Urban District in Florida 4 high needs high schools; 2 high needs middle schools 3 schools on “Differentiated Accountability” which means we have the opportunity to coordinate our efforts with State of Florida personnel One NLP Partner per school; two content specialists (math and science); one evaluator District budget to support NLP: substitutes, some stipends, copywork, district personnel Model Components www.ascd.org International Reading Association www.reading.org : Study guide for vignettes Tools are all online You don’t have to be sick to get better!! Circle of Concern Circle of Influence Covey, Stephen (1989). The 7 Habits of Highly Effective People. NY: Simon & Schuster, Inc. The teacher cannot do it alone – the school makes all the difference “An excellent teacher without a well-coordinated program can do only so much. In these situations, even the best of teachers can offer students only isolated moments of engrossed learning and rich experience in an otherwise disconnected series of classes.” Langer, J. (2002). Effective Literacy Instruction: Building Successful Reading and Writing Programs. Urbana, IL: NCTE. Think about all the things that your students read outside of school email magazines blogs song lyrics instructions for video games CD covers Twitter movie titles text messages notes from friends comic books cereal boxes T-shirts the driver’s manual Facebook Student Motivation, Engagement and Achievement What motivates you? The Literacy Engagement and Instruction Cycle Engage students in literacy tasks that are meaningful and purposeful. Provide instruction, modeling, and guided practice of literacy support strategies in context Improve student confidence, competence, and efficacy Prior Knowledge Prior knowledge is highly personal depending on our experience and culture. Is Argentina as big as Tallahassee? Learning Theory Schema Prior knowledge Metacognition Instruction must reflect an understanding of learning theory. Integrating Literacy and Learning: Across the Content Areas ASKING THE RIGHT QUESTION: Not “Everyone a reading teacher” but “How will students become better readers, writers, speakers and thinkers of this content (math, science, social studies, music, business) as a result of being in your class??” Creating a Literacy-Rich Environment What is in the physical environment that communicates that this school is a reading/writing/thinking community? Literacy related school-wide activities Adult models of reading and writing Posted student work Classroom libraries Reading Time Read Aloud program Structures and policies that support literacy Parents and Community Members Parents must understand their role and ways to help their children and the school effort to improve literacy. Community members can provide positive role models for literacy as well as provide other means of support. School District Beyond the managerial role – Instructional leadership professional development Collect and analyze data; make available to schools Support school-based coaching Curriculum alignment How do districts support schools? How do schools get what they need from districts? The goal of quality content literacy instruction… …is to improve students’ content learning and literacy development (progress as a reader, writer, listener/viewer, speaker/presenter, and critical and creative thinker) at the same time. Five Modes of Instruction Page 81-82 from MtC Book The Process Get Ready Sustain Implement Assess Plan A Literacy Leadership Team hard at work Sometimes you need to … revitalize your team shift membership show administrative support provide incentives find time to meet Is your literacy leadership team representative of the entire school community? Establish Ground Rules If your school was “literacy-rich”… What would students be doing? What would teachers be doing? What would the environment in the classroom be like? What would the environment in the school be like? A Literacy-Rich School Read the vignette in Taking Action on Adolescent Literacy (p. 222) Underline the structures, policies, and processes in the school that have been put into place to create this literacy-rich environment. Chat about your observations with a neighbor. Data-based key messages Although… We still need to work on… We could do this by… Reading scores are above the state average • Providing interventions for students not meeting the standard • Raising the bar for boys •Working on improving nonfiction comprehension •Using Soar to Success instead of study hall with students not meeting the standards •Improving student engagement through more choice in reading and writing assignments •Reading more nonfiction in all language arts classes •Using literacy support strategies in all science and social studies classes The Process Get Ready Sustain Implement Assess Plan Circle Map: The Strengths of Your School (individual maps) [strengths] School Name What built or contributed to the strengths? Establishing the Need for a Literacy Improvement Effort Although ______________ (something good), we still need to work on __________. Data Sentence Frame Stage 2: Assess The Rubrics Student Motivation, Engagement, and Achievement Literacy across the Content Areas (TtL Book p. 24+) Literacy-Rich Environment Literacy Interventions Parents and Community District Read and Clarify the rubrics Literacy Across the Content Areas Rubric Individually rank your perception of the literacy implementation of your school or department on each indicator. There are four levels of indicators: Cite evidence for your rating – examples, stories, what you notice around the school Using the Rubrics Respond individually by placing a check mark in the box that best describes your perception of your school Transfer individual checks to a group grid Discuss and try to reach consensus Place a dot on the grid to indicate consensus Summarize ah-hahs Identify School Needs Re-examine the rubric charts Look for items that are important to the team but have low implementation at your school (1 or 2) Identify and chart 3-5 needs that you (individually) want to focus on Needs Chart Needs Rating Stage 2: Assess Goals Revisit your identified needs Turn your needs into goals Construct clear goal statements Develop a plan for faculty feedback Guidelines for Goals • • • • • Choose goals you can meet and measure Choose goals that will make a difference for kids Don’t choose too many goals Revisit these goals during the year to determine progress and set future goals Remember: You can’t do it all in one year! The Process Get Ready Sustain Implement Assess Plan Create an Implementation Map for Each Goal Components of the Implementation Map (TtL p. 72-3) Action Step Timeline Lead Person(s) Resources Needed Specifics of Implementation Measure(s) of Success Solicit Feedback from Total School Community Department Meetings to get feedback on Goals The Action Plan Targeted Strategies Revise based on faculty feedback Publish the Literacy Action Plan Literacy is our focus – 21st century skills and data of our school Literacy team members and process for developing goals Literacy action goals Implementation maps Activities for the year Ta- dah – we love literacy!! The Process Get Ready Sustain Implement Assess Plan Categories of Strategies • • • • • Building and Activating Prior Knowledge – PAS Questioning – QAR Taking Notes – Cornell (two column) Notes Organizing Information – Graphic Organizers – One Sentence Summary Frames – Quick Writes Vocabulary – – – Morphemic Analysis Frayer Model How Well Do I Know These Words? Why These Strategies? Research-based Applicable to any content area Student-centered, student-owned, and studentcontrolled Versatile enough to be used for introductory skills and high order thinking Setting the Year’s Agenda Calendar considerations Faculty professional development Team meetings Demonstration Classrooms Literacy Showcase Involving the Total School Community Potential Activities for Faculty Kickoff Involve faculty in vision activities Present plan and gather feedback Involve faculty and students in branding the initiative Give lots of opportunity for involvement Cross content literacy demands Students need to strategically read, write, speak/listen, present, and think across content areas (however these may need to be applied in different ways to each discipline of study). Examples: Activating prior knowledge, setting purpose for reading, clarifying, questioning, predicting, summarizing, visualizing, deductive and inductive thinking, brainstorming, responding Within content literacy demands Specific ways of reading, writing, speaking/listening, presenting, and thinking within each discipline of study or more applicable to some disciplines as opposed to others. Examples: Rules of evidence, text types and structures, presentation formats, conceptual vocabulary, technical vocabulary Monitor Progress toward Goals Walk-throughs to gather and report data Classroom observations Student focus groups to see if they know and use the strategies Faculty surveys and feedback in small groups such as departments and teams The Process Get Ready Sustain Implement Assess Plan Plus/Delta for the Literacy Project Conditions for Success A contact person who “owns” the project at each school Strong administrative support Strong district support Commitment to meet and move the agenda forward between NLP visits Time for literacy team to meet I HAVE HEARD ONE OR TWO TEACHERS SAY…”IT IS NOT MY JOB TO TEACH READING.” Here is my answer to them. Literacy is not something to put on an already crowded plate… Literacy IS the plate! I HAVE HEARD ONE OR TWO TEACHERS SAY…”IT IS NOT MY JOB TO TEACH READING.” Here is another answer to them.