District Literacy Program A Summary of the

 The Henderson County School District Literacy Program includes elements mandated in Senate Bill 1.  The creation of this plan began in August, 2009 with the formation of District Reading and Writing Cadres.  The charge to the cadres was to narrow the focus on standards to essential expectations for each grade, to reflect a rigorous, relevant literacy curriculum and to align the program to the Kentucky Common Core Standards.  Resources include the Common Core Standards, Draft National Common Core Standards, EPAS College Readiness Standards, NCTE Standards, and 21 st Century Communication Skills.  Secondary and Elementary Language Arts teachers as well as Secondary Social Studies and Science teachers assisted in creating this program. The Process

 Provide a set of essential expectations and assessments for literacy that would meet Kentucky Common Core Standards and prepare graduates for readiness in college and real world reading, writing and communication.  Specify the essential expectations for Reading, Writing and Speaking/Listening for each grade level.  Serve as a guide for Henderson County schools in creating their individual school literacy and writing programs.  Guide the school literacy and writing teams in monitoring the school programs.  Ensure the school literacy and writing programs include the following elements: aligned curriculum, instructional practices, formative/summative assessments, professional development and support services, administrative support, and monitoring.

What’s the difference between a program, policy, and plan? PROGRAM/POLICY/PLAN Components of a program: instructional practices aligned & enacted curriculum formative & summative assessments professional development & support services administrative support & monitoring Writing Plan Writing Program Writing Policy A Plan Describes the actions to be taken to implement the school’s program. A Policy The rules and guidelines adopted to oversee the development and on-going implementation of the school’s program. Each SBDM council shall adopt policies that determine the writing program for its school.

How Do the New Standards Work? Reading Standard 2 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (College Readiness Standard for reading) GradeReading Literature Grade Level Standard #2 K2. With prompting and support, retell familiar stories, including key details Retell stories, including key details, and demonstrate understanding of their central message or lesson Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text Determine a theme of a story, drama, or poem from details in the text; summarize the text 5 2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. 62. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 72. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Reading Program Key Components (Congruent with Senate Bill 1.)  The Kentucky Common Core Standards are the basis for the program.  90% Reading Goal monitored by the literacy team.  90 minutes of daily reading instruction in grades K-5.  On-going embedded professional development in literacy for teachers in all content areas.  SBDM policy establishing and monitoring the literacy program  Monitoring and review of reading program by the school literacy team/school and district administration.  Reading instruction/practice implemented in all content areas at all grades, documented in lesson plans and focused on learning to read /reading to learn.  All teachers are required to give students ongoing feedback (formative and summative) regarding their reading skills. Key Components of the District Literacy Program

Writing and Communications Program Key Components (Congruent with Senate Bill 1.)  The Kentucky Common Core Standards are the basis for the program.  Teachers in all content areas will receive on-going embedded professional development in literacy.  SBDM council will establish policy for and monitor the writing and communications program.  Monitoring and review of writing and communications program by the school writing team/school and district administration using the KDE Program Review process.  Writing and communication instruction will be implemented across all content areas and at all grade levels, documented in lesson plans and focused on the scope of the program and writing process, rather than specific individual writing pieces.  Teachers will create assign and analyze common student writing samples for formative and summative assessment  All teachers are required to integrate and document ongoing feedback to students (formative/summative, teacher/peer) regarding writing and communication skills.

The Henderson County District Writing and Communications Program Key Components (cont.)  The Student Writing Portfolio will consist of a variety of samples of individual student work representing student interests and growth in writing over time.  A portfolio will be maintained for each student and will follow that student from kindergarten through graduation. Elementary Language Arts teachers will maintain the portfolios. Secondary students will maintain their portfolios electronically in their Individual Learning Plans. English teachers will monitor the secondary portfolios.  The school writing team will review and monitor the portfolios at all levels.  The student selections in the portfolio will be scored by the assigning teacher using the Kentucky Writing Scoring Guide.  Language Arts teachers must review the writing portfolio periodically with the student, providing ongoing feedback necessary to improve the quality of the student’s writing and communication ability.

 Multiple opportunities to develop complex reading skills for a variety of purposes.  Access to use of technology tools (hardware, software, web-based) and training in their ethical use.  Access to use of language tools.  Progress monitoring and feedback regarding reading skills.  Opportunities across the curriculum to read to learn.  Inquiry and research skills integrated to support literacy development.  Opportunities for obtaining information via multi-media products.  Opportunities to demonstrate higher order thinking about material read.  Opportunities to use digital technologies to access information.  Best practice in reading instruction.  Opportunities for accelerated learning in reading (gifted programs, drama, etc.)  Intervention for students lacking proficient reading skills. District Reading Program Assurances for Students

 Multiple opportunities to develop complex communication skills for a variety of purposes  Access to use of technology tools (hardware, software, web-based) and training in their ethical use  Opportunities to use digital technologies to access, manage, evaluate and create information  Access to use of language tools  Best practice in writing instruction including modeling of exemplar writing  Inquiry and research skills integrated to support literacy development  Opportunities across the curriculum to use writing to learn, to demonstrate learning, and to write for publication  Student choice in writing topics and opportunities to publish work  Opportunities for creating, analyzing and evaluating multi-media products  Opportunities to demonstrate higher order thinking in writing  Opportunities to revise current and work past and reflect upon attainment of writing goals  Feedback from teachers and peers regarding writing and communication skills  Opportunities for accelerated learning in communication (journalism, drama, creative writing, etc.)  Intervention for students lacking proficient writing/communication skills District Writing Program Assurances for Students

 Multiple opportunities for students to develop complex communication skills for a variety of purposes  Access to and use of technology tools  Access to and use of language resources  Procedures for developing and monitoring portfolios  Feedback to students regarding writing and communication skills  Portfolios are part of the required SB1 criteria for the program review and audit process. A writing portfolio shall be maintained for each student and follow eachstudent from grade to grade and to any school. SB1 Requirements of A Writing Program

One Each Year Writing to Learn or Demonstrate Learning Writing to Publish One Each Year grades 3-12  On-demand piece (informative or argument) Once in K-5  Piece from a content area other than Language Arts  Research piece  Multi-media project using technology  Personal expressive piece  Literary piece A total of four (4) pieces will be placed in the portfolio each year. A total of 52 pieces in the complete portfolio. One Each Year grades 4-12  Argument piece Once in 6-8  Piece from a content area other than Language Arts  Research piece  Multi-media project using technology  Personal expressive piece  Literary piece  Reflective piece One piece may serve a combination of purposes. Science paper to persuade the government more must be done to stop global warming. This would encompass other core area, argument, research, and writing to publish. Once in 9-12  Piece from a content area other than English  Research piece  Multi-media project using technology  Personal expressive piece or Literary piece  Reflective piece Writing Portfolio Requirements by Grade Level

Essential Expectations have been developed in the Literacy Program for each grade level. These essential expectations were developed from several sources including the Draft Common core Standards Kentucky is adopting as state standards. Essential Expectations are to be taught at a depth necessary to ensure proficiency in that skill before the student moves to the next grade. Proficiency will be demonstrated in assessments listed in the Literacy Program. The Essential Expectations cover the following strands of literacy: Reading: * Informational, Literature, Social Studies, Science -- Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, * Foundational Reading -- Print Concepts, Phonological Awareness, Phonics and Word Recognition, Fluency, Vocabulary Acquisition and Use Writing * Informative, Personal Expressive, Literary, Argument * Research * Language conventions Speaking and Listening * Comprehension and Collaboration * Presentation of Knowledge and Ideas District Literacy Program Essential Expectations

Grade Essential Expectations for Reading /Literature Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range and Level of Text Complexity Vocabulary Acquisition and Use Foundational Skills Print Concepts Phonological Awareness Phonics and Word Recognition Fluency Assessment Formative Summative (Science and Social Studies crosscutting standards are imbedded in the reading standards in K-5. The crosscutting Science and Social Studies reading standards in 6-12 are separated.) Grade Essential Expectations Writing Language and Convention Research and Writing Summative Assessment Formative Assessment Portfolio Requirement Technology Integration Grade Band Portfolio One example of each of the pieces at right should be included in the portfolio. Multiple purposes may be achieved within one writing piece. Examples of purposes: A science piece involving research and persuasion A play script with a video performance of the play A short story intended for publication A letter with research expressing a political opinion Writing Standards for History/Social Studies/Science (Science and social Studies crosscutting standards are imbedded in the reading standards in K-5. There are separate Science and Social Studies crosscutting reading standards in 6-12) Portfolio Pieces Once per Level A piece from a content area other than language arts, reading or English An example of research A multi-media project using technology A personal expressive piece A literary piece A reflection

 Work through the standards rollout/curriculum planning  Refine speaking/listening assessments  Revise grade level reading lists  Compile district exemplar writing samples  Prepare new grade level parent materials  Publicize the changes to students, parents and the community.