1. MOVING PAST MARCH MADNESS: REFOCUSING AND REIGNITING OUR PROGRESS

2. 2015 2025 College basketball teams had a few weeks to earn a national championship… we have 10 years to ensure all of our children our children are college and career ready. GOAL: 80% of seniors will graduate College- or Career-ready BASELINE : 30% seniors are College- or Career- Ready BASELINE : 70% of students graduate on time GOAL: 90% of students will graduate on time BASELINE : 60% of graduates enroll in a post- secondary opportunity GOAL: 100% of college- and career-ready grads will enroll in a postsecondary opportunity Destination 2025 2

3. Why do we look at these goals each time we meet? To what extent are the goals actively understood? What do they mean for: – Students – Teachers – Coaches – Leaders 3

4. Destination 2025 What progress are you making toward these goals? How do you know? 4

5. IMPROVING LITERACY INSTRUCTION What are we striving toward? What would success look like today? 5

6. Comprehensive Approach to Literacy Improvement 6 Source: Common Core State Standards. Appendix A: Research Supporting Key Elements of the Standards.

7. Commitments/Next Steps (December/January) Stay focused on a few, key areas – Good first teaching (Core/Tier I) Literacy foundations Access to Rigor: Text complexity Access to Rigor: Task on the Table (standards alignment, consistent w/ progressions for the grade) Access to Rigor: Gradual Release of Responsibility (e.g., learning objectives, modeling) – Targeted intervention (Tier II and III) Develop and improve aligned tools (e.g., curriculum maps) and professional learning Continue to monitor progress, reflect, and adjust – Literacy Quality Review, walk-thrus, etc. – Teacher observation and feedback, Insight – MAP, easyCBM 7 How did we do—as a district, zone, individual schools? At your table: 1.Identify the strategies/actions implemented ithatt support of these commitments 2.Identify the strategies/actions implemented that distract from these commitments (areas for improvement) How did we do—as a district, zone, individual schools? At your table: 1.Identify the strategies/actions implemented ithatt support of these commitments 2.Identify the strategies/actions implemented that distract from these commitments (areas for improvement)

8. To ensure meaningful—deep, sustainable, effective—shifts in literacy instruction, leverage the district literacy framework (CLIP), Look Fors (and TEM cross-walk), MAP and other formative data, and literacy learning progressions Destination 2025: Core (Tier I) Literacy Instruction 8 GOAL: 80% of seniors will graduate College- or Career-Ready SCS makes the CCR instructional shifts over 10 years’ time 2025 Tier 2 and Tier 3 intervention for struggling readers Complex, worthwhile texts Evidence-based tasks

9. Literacy Progressions/Cycles of Learning Time – Dedicated literacy block/class (Tier I) – Dedicated intervention time/class (Tiers II & III) – Time on task – Time on standards-aligned content needed to foster strong, literacy achievement and CCR Lesson Planning and Organization – Standards-aligned, lesson objectives – Use of CLIP instructional design (e.g., literacy stations and GRR) – Quality of reading experiences – Meaningful differentiated and scaffolded instruction

10. Literacy Progressions/Cycles of Learning CLIP instructional design – Gradual Release of Responsibility – Literacy stations (K-5: Phonics or Decoding/Word Work, Comprehension & Vocabulary; 6-8: Comprehension, Word Study/Vocabulary, Writing & Grammar, Fluency) Appropriate to grade-level and student needs – e.g., Fluency, word study and vocabulary for MS and HS Leverages key strategies – Annotation – Close reading with scaffolded questioning – Fluency: Strategies – choral reading, read alouds, echo reading, shared reading, buddy/partner reading, repeated readings, reader’s theater, radio reading, antiphonal reading

11. Literacy Progressions/Cycles of Learning Deliberate – Systematic and Explicit – Differentiated – Aligned to standards – In service of reading comprehension Evidence-based

12. In fall 2015 observations (ELA, SS and Science), 8 of every 20 min. spent reading or listening to text, up from 5 of every 20 min. (spring 2015 baseline). More than one- quarter of observed lessons had zero minutes of independent reading, guided reading, read aloud and/or close reading. Use of Instructional Time 8 minutes with text 12 minutes in the absence of text 12

13. Literacy Progressions/Cycles of Learning Regular access to complex text worthy of time and attention – Three measures of complexity Systematically sequences topics and texts to build rich knowledge of the world Text-focused, treating standards and strategies as means for comprehending the texts at hand, not ends in themselves Promotes high volume of reading Students engage in work that matters Aligned to the instructional shifts, standards (on grade- level), and student needs When evaluating the task, we evaluate what is demanded of students 13 Quality of reading experiences/ complex texts “Task on the Table” Rigor

14. Progress: What should we expect? We made the most progress where we most focused (spring to fall). What are we focusing on now? District Goal: Baseline – Spring 2015 Semester 1 Results – Fall 2015 Semester 2 Results – Spring 2016 An increase in explicit reading foundations instruction: In the fourth quarter, at least 55% of K-3 lessons will include explicit instruction in reading foundations. 32%44% ? An increase in time focused on texts: In the fourth quarter, at least 75% of observed reading lessons* focus on reading comprehension and feature a text that students are expected to read. 56%57% ? An increase in the number of rigorous assignments aligned to the standards: In the fourth quarter, at least 40% of collected assignments will demonstrate strong or excellent alignment to the CCR standards. 27% ? *Does not include K-3 lessons focused solely on reading foundational skills. 14 Complex Texts Task on the Table

15. GradesK-56-89-12 English/Language Arts30 minutes Mathematics30 minutes Struggling students and targeted skills identified – MAP – EasyCBM Supplemental time scheduled – Occurs consistently – Outside of core instruction, during regular school day – Lessons planned and teachers supported Progress continuously monitored, documented 15 Destination 2025: Literacy Intervention (Tier II)

16. Students Identified as “Beginning Reader” GradeFall AdministrationWinter AdministrationChange Fall to Winter BRTestedRateBRTestedRate In PointsIn Rate KK7233727399%7219735398%-1% 16192756682%5333763070%-12-15% 23086784739%3448785744%+5+13% 31968762026%1808793323%-3-12% 41040748514%1024773113%-7% 565569929%57171268%-11% 651554979%48358508%-11% 736452437%36359226%-14% 834353206%28458265%-17% 921343315%21851204%-20% Destination 2025: Literacy Intervention (Tier II) Are struggling students getting high- quality support?

17. Destination 2025: Literacy instruction Reflection Given our goals, evidence of CLIP implementation and literacy shifts at your school, and the progressions and measures just described, where is your school? Where do you see the greatest progress? The greatest challenge? Where are the majority of your teachers/classrooms on the literacy learning progressions? 17

18. IMPROVING LITERACY INSTRUCTION What progress are we making? How might we adjust and improve? 18

19. Layups and Teaching How are layups in basketball like instruction in your schools? https://scsbroadcastservices.box.com/s/kosza39n92wz0nmddvlkaavq6wdgl2cz Layup is the highest leverage shot; teaching quality is the single most important, in-school factor in student learning Most missed; effective teaching is harder than it looks Fundamentals and sequence matter; learning progressions Start w/ aim; learning objective must be clear (“task on the table” matters) 19

20. Continuous Improvement What adjustments will we make? Capacity building – Central office staff and school-support providers C&I, PD, ECE, SpEd, TLE staff Literacy coaches and PLC coaches (based on study findings) – ILTs Spring and summer PD, including more teacher “cohorts”—w/ focus on stations and “task on the table” Curriculum development Approved, supplemental on-line learning resources Review/selection of Tier II & Tier III interventions 20

21. MOVING PAST MARCH MADNESS: KEEP COACHING