English Language Arts Program Update Dr. Lisa M. White School Committee Meeting January 24, 2011

Academic Coordinator Job Goal: To ensure that each student in the district receives the richest educational experience the district can provide by exhibiting leadership in the development, implementation and coordination of the subject area curriculum the improvement in the quality of instruction the availability of appropriate resources

Massachusetts Curriculum Framework for English Language Arts and Literacy Adopted December 21, 2010 Common Core State Standards with the addition of: Guiding Principles Standards for pre-kindergarten Standards on using knowledge of literary concepts to analyze literature and to write narratives, poems, scripts, and reflections Expanded glossary Updated author lists

Impact on ELA Department in Plymouth Public Schools Revision of all Plymouth curriculum documents to align with new MA standards (including local assessments) Professional Development with all elementary teachers and all ELA teachers in Grades 6-12 Purchase of books and instructional materials as needed to support changes to courses, expectations, etc.

Student Assessment in MA Spring 2011: MCAS as usual Spring : intersection of both documents (“old” MA Standards and new common core) DESE will communicate which standards will be assessed and when Items could be “double-coded” for data analysis Spring 2015: full implementation of PARCC assessment based on common core

Elementary Initiatives Elementary Literacy Embedded PD Model (Year 3) Literacy Assessments (Formative and Summative) Differentiated Reading Instruction Early Intervention Writer’s Workshop

Job-Embedded PD Model Continuation of… Half-Day small group workshops Model Lessons/Classroom Support Resources Study Groups Peer Visits –different grade levels in building, different school in district, different system (e.g., Sandwich)

What is Differentiated Instruction? Matching instruction to the needs of individual learners. Forming small, flexible teacher-led instructional groups based on student data and observations. Grouping students with similar instructional needs, limiting the size of the group based on the intensity of instruction needed. Arndt et al., Just Read, Florida! Leadership Conf., Orlando, 2008

Leveled Literacy Intervention (LLI) – Fountas & Pinnell (2008) Linked to Benchmark Assessment System (BAS) Small group instruction (3 students ideal, 4 students max) 30 minutes, 5 days a week, weeks Provided by CTL, Title I teacher, or MSN as appropriate

Secondary Initiatives Literacy and Learning Focus at all four secondary buildings (Year Two) Socratic Circles/Literature Discussions Active Engagement & Choice (texts, tasks) Focus on Writing Instruction (Literacy Coach support at Grade 6) Cumulative Writing Portfolios (HS)

Students who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language… They demonstrate independence They build strong content knowledge They respond to the varying demands of audience, task, purpose, and discipline They comprehend as well as critique They value evidence They use technology and digital media strategically and capably They come to understand other perspectives and cultures

District Literacy Action Team Comprised of teacher representatives from building literacy teams, building administrators, and district administrators Goals for (linked to Strategic Plan and District PIM Goals) Support New Teachers Build Collaborative Learning Community Recognize Student Achievement Use Data

Goals 1 & 2 Support New Teachers Both middle and both high schools will make sure that new teachers get information about the literacy and learning initiative and expectations as part of their mentoring and initiation and all new teachers will get the Thinkquiry books or the strategy binders (PCIS). Build Collaborative Learning Community Both middle and high schools will implement a strong collaborative peer learning approach to supporting and deepening the focus on the literacy and learning initiative at each school and will work to sustain the momentum throughout the entire year to accomplish the goals of each school’s literacy action plan.

Goals 3 & 4 Recognize Student Achievement Both middle and high schools will work to celebrate and highlight the accomplishments of students as readers, writers, presenters and thinkers to the same level that sports and arts accomplishments are recognized. Use Data The district will select and implement a reading assessment with students at the middle and high school and establish protocols for administrating the test and using the data and connecting the data to use of the Thinkquiry strategies and instruction.

Building Literacy Team Goals PCIS – Literacy and Technology PSMS – Supporting Students to Use Strategies Independently PNHS – Establishing a Purpose for Reading/Learning PSHS – Improving Writing Across the Curriculum All middle and high schools will also focus on improving content and academic vocabulary.