TUESDAY, JUNE 11, 1996 SB Reading teachers hit the books in LR f BY LINDA S. CAILLOUET Democrat-Gazelte Staff Writer Schools out for students, but for teachers interested in improving elementary reading skills, its back to the classroom for the next two weeks. About 60 Reading Recovery teachers from across the country are at the Little Rock Hilton to learn about a program Anne Allen and Linda Dorn began at the University of Arkansas at Little Rock, Later this summer, another group will arrive for a second session, Reading Recovery is a program for children with reading problems that was founded in New Zealand during the 1960s and is now used successfully internationally. From it, Allen and Dorn developed their Early Literacy program. Its sort of like a dance, Allen said, summing up the relationship behveen the Reading Recovery and Early Literacy programs. The child leads: the teacher follows. But the teacher is able to take every step the child takes and teach him along the way. Gradually, theyre waltzing out the door. Reading Recovery is a pro-am for first-graders with reading problems. In it, specially trained teachers work one-on-one with pupils for 30 minutes a day. In Arkansas, about 170 teachers work with about 6,500 students in the local Reading Recovery program established six years ago. Early Literacy was created as a way to make the most of the specialized Reading Recovery teachers who were only working with four students a half a day, said Allen, a Reading Recovery trainer at UALR. Early Literacy also reaches out to more children with reading difficulties. When Allen and Dorn created Early Literacy, they included kindergarten, second-and third- graders, as well as first-graders. Instead of working one-on-one, teachers work with a group of four or five. Early Literacy uses some Reading Recovery techniques such as teaching children how to solve problems. ' '~ When a child gets stuck with a word, the teacher doesn't tell him the word but instead asks him questions about it, Allen said. Both Reading Recovery and Early Literacy are funded by the state Legislature through the state Department of Education, Allen said. Its an intervention program, not a remedial program, one participant, Grace Sims of Riverside,- Calif,, said of Reading Recov-" ery.^Ve identify the students who are going to need help in the future and begin interveni^, she said. - Sims, a Reading Recovery teacher, wants to do the same' with Early Literacy techniques, by reaching out to more students,. Sandra Dennison of Hannibal, Mo,, agreed. I came to better the way I represent the first-graders in my district. FRIDAY, MARCH 19, 1999 Arkansas Democrat (Gazette District plans B shift gears on reading ii.'.T The group began its work last September but based much of it on goals established in the districts five-year strategic plan and its desegregation plan. Still other resources included the recommenda- LRe^Iy-grades proposal I tions of a district reading and mathematics work group established in 1996 and the results of a district ftKls social promotion .*4^:3Y CYNTHIA HOWELL -f' ARK.ANS.AS DEMOCRAT-G.AZETTE ^a' Ajjroposai to change the way the ypungest children in Uie Little Rock District are taught to read ambrite calls for an end to social fhpmotions, or advancing pupils to thevnext grade before they are reS&y. ^Other pronsions in the draft lit- e
^ plan presented to the district Sdmbl Board for the first time i Mufsday call for B-9eservuig and treating as sa- eced. 27rhours each day for Ian- I guage arts instruction in prekindergarten through third grade. Abandoning numerous reading programs currently used in various schools in the district unless proven successful in terms of student achievement Providing as many as 400 prima- ly-grade teachers with training in the Early Literacy Learning in Arkansas (ELL.A) program, which is designed to help teachers incorporate the best-known strategies for teaching reading in their classrooms. A redesigned elementary school report card to provide more specific . Information to parents about Lhetr-childs academic progress. The development of after-school anijfjsummer-school clinics and oth- erl^teiventions to prevent pupils from failing reading before the end of^ch school year. >the' literacy pn Jthe' program for pre- ! kinjiergarten through third grade ' wSs-developed by a district commit- tee of teachers, school district administrators and others with expertise in early childhood education. The committee was chaired by Pat Price, the districts director of early childhood education. reading summit held at that time. The board did not act on the drafLThursday. Superintendent Les Gamine saiathe proposal now will be circu- la^sdjor comment among district facpl^ for comments and reaction. Components of the plan could be pijl-ihto place by next fall. Some tegchers have already undergone literacy training and more than 70 ( are signed up for a summer session.
'The literacy plans goals are to eliminate the practice of social promotions and to put into place an instructional program and support necessary to ensure that all children can read independently by the time they complete third grade. 'The proposal does not include statistics on how many students are socially promoted each year, but it does include information showing that 70 percent of district fourth- graders scored at or below basic levels on the states new Grade Four Benchmark exam in the spring of 1998. Only 28 percent of , theistudents scored at a proficient level, which is considered passing, and 2 percent scored at an ad- vanced level. The Literacy Committee called the^cores unacceptable. 'Ihe committee also expressed concerns about the proliferation of reading programs throughout the distinct and the lack of understanding-on how the programs can or should fit together. 'Die committee listed more than 20 different literacy-related programs that are in use in the elementary schools. i'"fS 2 2 1999 OlfICEOF FINAL REPORT LRSD EARLY LITERACY INITIATIVE FEBRUARY 18, 1999COMMITTEE MEMBERS Pat Price, Early Childhood Gene Parker, Jr., Reading Dr. Patty Kohler, Division of Exceptional Children Judy Teeter, Reading Kris Huffman, Reading Judy Milam, Reading Ann Freeman, Smart Start Melissa Guldin, Office of Desegregation & Monitoring Dr. Tish Henslee, Early Childhood - University of Arkansas at Little Rock 2LRSD EARLY LITERACY INITIATIVE In accordance with the goals and strategies of the Districts Strategic Plan, the subsequent recommendations of a Reading/Language Arts/Mathematics Work Team, and the court- approved Revised Desegregation and Education Plan, the Little Rock School District has established as a goal that by the completion of the third grade all students will be reading independently and will show understanding of words on a page. District personnel recognize that to accomplish this goal an aggressive approach to quality and comprehensive early literacy education in grades pre-k through two is essential. This recognition of a need to focus on literacy as a central component of early childhood/primary level education is referenced in the LRSD 1998-99 Priorities within subsections of the specific work plan for the Division of Instruction. The apparent logical starting point for accomplishing the ambitious goal of providing, without exception, independent readers in every mainstreamed classroom by the end of the third grade was to establish this committee, which has undertaken the tasks of reviewing current practices and programs, researching best practices within the reading education arena nation-wide, and recommending a broad course of actions that it believes will best facilitate the Division of Instruction Work Plan in the context of the Districts 1998-99 identified priorities. To accomplish the tasks described above, this committee first identified and then completed the following action steps: Review current District curriculum and assessment and determine current level of implementation and overall appropriateness for achieving goal. Review the Arkansas State mandated Smart Start Initiative and identify possible gaps or discrepancies between the initiative components and the District curricular focus. Identify all supplemental reading programs currently in use in District primary level classrooms and note compatibility with the goal, the District curriculum, and the Smart Start Initiative. Also, determine whether supplemental efforts strengthen or hinder continuity of effort in relation to achievement of the goal. Draw conclusions about effectiveness of current District efforts and summarize key components of best practice efforts in early reading education nationwide. Recommend key programmatic components essential to timely realization of the initial goal that by the completion of the third grade all students will be reading independently and will show understanding of words on a page. Recommend key resources and necessary collaborations. 3Current District Curriculum In April 1998 the LRSD Board for kindergarten and Assessment of Directors approved through grade 6, which new Distripf ' o. wnich now serve to Standards istnct-wide multicultural reading/language arts crrip i student to refine these guiding standards to ensurelhat tLv a Additional work has been done Arkansas Curriculum Frameworks and with^the intend Initiative. intent of the new statewide Smart Start mastery of the thXls grade level benchmarks that will serve as process i ce,a,o a riy aahool due fcTSr'- '."Prehensive .eacher .Snhe > pull-out reading program, lack of cohesive ongoing L^esstent T ^district-adopted at achieving continuity of effort from traX? . of sufficient funding aimed school to school within the District. ^ch school and from training, lack of staff to programs, lack of consistent monitor and assist all use of District-adopted to Additional curriculum transition from literacy education efforts coordination is needed to ensure experiential learning to skill across the District. . . . continuity of effort and acquisition among PreK K appropriate and primary level The Arkansas State-Wide Smart Start Initiative The implementation of Smart Start necessitates the coordination of the following four areas. expected levels will P'-omotePthe'missfon o?Smart^ administrators, all activities matter content, curriculum alignment with fop assessment results, the utihzaln"o^"Xfogv topics related to subject gy and distance learning. Student Assessment - Will be clearlv ,i
j . classroom instruction. Frameworks and _Accu,abili,y _ After standards are clearly con.nnicared --------available
and reliable, valid activities have been made staff development assessments have been 4developed and administered
schools will be held accountable for student achievement. Specific staff development programs will be conducted during 1998-99 to include training in the use of a balanced literacy approach, utilizing the states Early Literacy Learning in Arkansas (ELLA) for grades K-2, Effective Literacy for Grades 2-4. and Multicultural Reading and Thinking (McRat). The Arkansas Academy for Leadership Training and School-Based Management will begin a series of training sessions for principals, emphasizing proper techniques for aligning their local curriculum to Frameworks and for analyzing student assessment results. Grade 4 and Grade 8 Benchmark Exams will be continued during 1998-99 and all school districts have been advised to implement additional assessment components to check student progress prior to Grade 4 during the interim period in which the state will be developing additional assessment components. Various departments within the Districts Instructional Resource Center have been working with state department employees on the development of components of the Smart Start Initiative. Also several District employees assisted the state in the initial Smart Start State Training sessions. This collaboration has helped to ensure that the District is in sync with the overall state focus. As a result no gaps or discrepancies exist between the District and state efforts. Supplemental Reading Programs Currently in Use A variety of supplemental programs/philosophies are being used in the elementary schools. Three of these are technology programs: Jostens, New Century, and the Computer Curriculum Corporation Program. The remaining programs/methods are: Reading Recovery, ELLA, Success for All, Accelerated Reader, Open Court, Shurley Method, Metra Phonics Program, Carbo Reading Styles, McRat, and HOSTS. The duration of implementation of these programs varies from one semester to one to four years per school. As many as six supplemental programs have been implemented at the same time in some schools. For example, four elementary schools are implementing one program, ten schools are implementing two programs, ten schools are implementing three programs, three schools are implementing four programs, four schools are implementing five programs, and four schools are implementing six programs. The program descriptions are as follows
Jostens, New Century, and (CCC) Computer Curriculum Corporation Programs - are computer-based instructional programs used in elementary schools. All three are integrated learning systems that provide lessons, practice, and assessment in reading, language arts, and mathematics. A management system for each one provides individualized instruction for students along with a reporting system on student progress. Jostens and CCC include lessons for grades K-6. New Century is appropriate for grades 3-6. 5support. process that Primary features include
I. Literacy support groups Une-to-one tutoring 3. Individualized instruction 4. Home/school reading connection Early Literacy Learning in Arkansas (ELLA) - i 5. Ongoing assessment is a three-year staff The staff development topics include: support emergent learners. 1. 2. 3. 4. 5. 6. 7. 8. 9. A balanced literacy program Planning appropriate reading/writing Reading process instruction Writing development and instruction Writing/encoding Phonemic awareness Letter discrimination/recognition Letter/sound relationship Recognizing high frequency words 0. Decoding/word attack skills/word 11. Vocabulary development 12. Comprehension strategies analysis 13. Classroom 14. Parent involvement management and organization 15. Authentic assessment/standardized tests Success For All provides specific curricula and i
teaching reading with teacher scripts. instructional strategies for Primary features include: 1. 2. 3. 4. 5. School-wide reading curriculum Cooperative learning Grouping by reading level (reviewed by assessmenl Tutonng fo, ude,s in need of extra assistance Family support team assistance every 8 weeks) *- is individualized to move at his or her own Primaiv f' 7 1 i i'' of Sy"" Primary features include
1 Student choice of books from a list of carefully selected books 61. 3. 4. Individualized reading that allows students to move at his or her own pace Computerized testing that measures student comprehension Parental involvement Open Court - a phonics program that centers on student drill using a wall sound card chart. Shurley Method - a way of teaching grammar that gives students a chance to remember rules and definitions by jingles. Metra Phonics Program - a phonics program that uses student drills and worksheets and reading exercises. Direct Instruction - presents prescriptive lessons to small groups in the lower grades. Primary features include: 1. Field-tested reading, language arts, and math curricula 1. Highly scripted instructional strategies 3. Extensive training Carbo Reading Styles - is designed to increase literacy by matching reading instruction to the students preferred style of reading. Primary features include: 1. 2. 3. 4. Teachers diagnosing students strengths and accommodating them with a range of effective reading strategies Carbo Recorded - Book method Comfortable, relaxed settings Individual and small group work Hosts (Help One Student to Succeed) - is a structured mentoring program in language arts/reading, mathematics, and Spanish language arts. Primary features include: 1. Database and software programs aligned with the schools curriculum 2. Students matched with trained parents, businesses, and community 3. volunteer mentors, who work to strengthen students reading, writing, vocabulary development, study skills, and high order thinking skills Mentors provide role models of successful people who motivate and support individual students 7P '> teachers infuse The content of the staff development includes: I. Instruction focused on four high order thinking skills - analvsis comparison inference, and evaluation that students 2. academic subjects and transfer to practical life situations. can use in all 3. 4. Reading and writing skills and strategies that are taught through real reading and writing experiences. Assessment involving performance-based on pre and post writing assignments. Portfolios used techniques with emphasis tn nan systcmatic organized collections of evidence to monitor student growth m skill development. Effective Literacy for Grades 2-4 - is a two-year staff development designed to train teachers in i become process The intent of the staff development incl udes: 1. 2. A balanced literary program Planned reading/writing instruction based evaluation on assessment and 3. 4. 5. 6. 7. 8. 9. Reading process Phonetic skills and strategi es Recognizing high frequency words Decoding/work attack skills/word analysis Vocabulary development Comprehension skills and strategies Independent reading and writing 10. Classroom management and organization 11 Assessment 12. Parental involvement 8Conclusions and Recommendations A series of interrelated events over the last two years has provided the LRSD with a greater opportunity than, perhaps, at any other single time in its history to impact student learning dramatically and positively. The revised desegregation plan, the strategic plan, the campus leadership initiative, and the Smart Start initiative collectively mandate bold action in setting a singular direction across the District for reading/language arts education to ensure that all students are reading independently by the end of grade three. Many of the ingredients for success are already in place. The new reading/language arts standards and benchmarks are based on the best thinking within the discipline and are aligned with state and national reading education entities. These standards call for rigorous learning experiences for all students that are focused, comprehensive, and designed to result in maximum reader competency by not limiting students to basic skills alone. The multicultural emphasis on learning district-wide affords all student with access to meaningful and relevant learning experiences that lead to learning mastery. Unfortunately, no matter how appropriate these ingredients are, success remains elusive when they are ignored or superficially treated. This committee believes after reviewing current practices in the LRSD elementary schools and after identifying the many supplemental reading programs currently in use - some of which are used in place of the Districts curriculum - that the bold action necessary requires a thoughtful, deliberate elimination of too much stuff. Teachers and students in PreK-3 classrooms across the District have so much to do that the real focus for learning is in many instances lost entirely or, at best, obscured. The learning goals are clear, but the challenge remains how to clear the learning path of the debris that becomes a daily obstacle for teachers trying to teach and students trying to learn. Allowing schools to choose how to address district learning goals and district curriculum is difficult. To successfully allow such autonomy requires clear guidelines and thoughtful district/school partnerships, as well as clear understanding and singular vision about desired results. In a district the size of the LRSD, the choice made by one school can and does dramatically impact the entire district. Continuity is essential as students and staff move from school to school. Patrons across the District expect and deserve the same focus and the same quality regardless of which school their children attend. This committee has studied the final report submitted by the Curriculum Work Group to the District on August 4, 1997, which provided direction for writing the revised desegregation plan. We concur with the sixteen recommendations made by that group for K-3 reading education (see attached). The following summary of key components of those recommendations conveys what we believe is most critical in PreK through grade 3 reading education to achieving the goal that by completion of grade three all students will be reading independently: 1. Limit the primary teaching focus to reading/language arts and mathematics instruction at grades PreK-3, and direct teachers at these grade levels to teach any other relevant content through reading/language arts and mathematics experiences that engage all students in active learning. 92. 3. 4. Design a mandatory two-and-one-half hour uninterrupted language arts block composed of the following key reading experiences: Teacher reads good literature aloud - 20 minutes per day Phonics and word study - 20 minutes per day Shared reading - 20 minutes per day Independent reading at fluency level - 30 minutes per day Writing - 20 minutes per day Guided reading instruction - 40 minutes per day These key experiences are foundational components of any research based approach to successful reading education. They do not, however, represent the sum total of expected reading/language arts activities in PreK-3 classrooms. Additionally, teachers should be expected to integrate reading and writing experiences throughout the entire school day, providing all of their students with ample, content-based, thematically organized opportunities to develop and use their language skills. Furthermore, each grade level, PreK-3, must be expected to strategically adhere to an action plan for providing each of the above experiences in a way that is developmentally and age appropriate, as well as in proper sequence. If reading independence is to occur for all students by the end of grade three, comprehensive effort must be made, beginning with a developmental PreK and a kindergarten program that aims for reading readiness in students and followed by a commitment at grades one, two, and three to use the time necessary to provide students with adequate opportunity to develop as readers. Finally, such commitment does not mean lots of different reading programs or approaches into which select students are placed incrementally in disjointed efforts to meet the overall requirements. The effort must be classroom-based, standards-focused, teacher-managed, and student-centered
and every effort must be made to ensure the integrity of the human factor - the teacher must be adequately trained and supported to ensure that the student is motivated and engaged. Minimize pullouts from the classroom to ensure that primary learning experiences remain intact for all students. Do not allow necessary pullouts to interrupt reading/ language arts instruction and ensure that reading/language arts instruction occurs at times during the school day when student capacity for learning is at its best. In other words, build the school day schedule around the primary learning experiences and do not allow other experiences to encroach upon or interfere with the designated time blocks. Design and implement a district-wide process to determine and monitor the appropriateness of teaching/learning materials for use in achieving the reading/ language arts standards and for ensuring that all PreK-3 classrooms are equipped with sufficient, appropriate materials to facilitate and enhance learning for all students. Include with the monitoring process a timeline and ongoing budgetary commitment for placing in every PreK-3 classroom an up-to-date age and developmentally appropriate library of sets of books appropriate for individual and small group reading experiences and complementary to the thematic choices that drive and integrate instruction. Tie the materials monitoring process to 10delivery standards and develop classroom profile rubrics to ensure that all classrooms meet or exceed the standards. Consider adding an appropriate indicator to the district accountability index to validate the importance of appropriate materials and classroom environment to learning success. 5. Design/identify and require the use of appropriate assessment inventories and pre/post tests to regularly monitor student progress in reading, including but not limited to quarterly CRTs where appropriate. Design and put into place in every PreK-3 classroom a portfolio management plan that assists teachers in making appropriate instructional decisions and that demonstrates individual student progress toward achieving the benchmarks and standards so that appropriate help can be provided immediately when any students falls behind. Design new report cards/rubric-based progress reports to provide teachers, parents/guardians, and other appropriate individuals with information that makes sense about a students real learning achievements or deficits. 6. Develop, implement, and manage a comprehensive, ongoing professional development program for PreK-3 teachers that focuses on important instructional components, including reading and writing processes, primary cueing systems, integrated phonics instruction, introduction to English grammar, vocabulary development, and spelling instruction. Provide training to all teachers on how to develop and manage thematic units, evaluate and assess student progress, create and maintain a student-centered classroom, and maintain instructional management in a diverse, mainstreamed classroom. Tie the PreK-3 professional development program to appropriate delivery standards to ensure quality and continuity. Develop teacher behavior rubrics to assist teachers and principals in determining specific professional development needs and to be used by central office to manage an appropriate, relevant, and focused menu of professional development opportunities. In addition to recommending the above actions which are linked to the revised desegregation plan via the Work Team Final Report, this committee also recommends the following additional actions to ensure continuity of focus on the standards at grades K-3: 1. Continue, support, and expand Reading Recovery, ELLA, and Effective Literacy, all of which directly support the reading/language arts curriculum and Smart Start. Provide teachers with classroom materials needed to fully implement these efforts. 2. Identify specific criteria for approving all supplemental reading programs acquired by individual schools with Title One funds or other funds. Develop and continually update a master list of such programs that meet the criteria. Base the selection criteria on the following universally accepted characteristics of reading best practices: - Reading means getting meaning from print. Reading is a process. - Hearing books read aloud is the beginning of learning to read. - Beginning reading instruction should provide children with many opportunities to interact with print. 11Reading is the best practice for learning to read. An effective reading program exposes students to a wide and rich array of print and goes beyond the use of a basal. Choice is an integral part of literate behavior. Teachers should model reading. Effective teachers of reading help children actively use reading and writing as tools for learning. Children learn reading best in a low-risk environment. Young children should have well-structured instruction in phonics, keeping in mind that phonics is not a subject in itself, but rather a tool. Teachers should provide daily opportunities for children to share and discuss what they have been reading and writing. In effective reading programs, students spend less time completing workbooks and skill sheets. Writing experiences are provided at all grade levels. Reading assessment should match classroom practices. Schools that are effective in teaching reading have an ethos that supports reading. Also, ensure that approved programs are used in a supplementary capacity and add safeguards to prevent their use in supplanting district curriculum. Under no circumstances should such programs diminish the focus of the two-and-one- half hour language arts block. The components of and time frame for that block must be considered sacred. 3. 4. 5. Design and establish a minimum of four after school reading clinics and strategically locate them in elementary school buildings throughout the District. Employ trained teachers to oversee tutorial sessions, testing, and record keeping and employ trained tutors to provide prescriptive tutorials. Use a sliding pay scale to accommodate students and their families and provide District scholarships on a most-in-need-of-service basis for students on free or reduced lunch plans. Ensure that students classroom portfolios (see #5, p. 9) are accessible and that clinic assessments become part of them for those students receiving services. Develop a District-wide grades K-2 intensive reading summer program designed to serve no fewer than 800 students patterned after the clinic approach used in the after-school program described above. Provide developmental experiences for students at the K level and skills prescriptive experiences for students in grades 1 and 2. Ensure that students classroom portfolios (see #5, p. 9) are accessible and that summer program assessments become part of them for those students receiving services. Develop a District-wide plan for reducing class size at grades PreK through 3 and ensure the lowest possible student/teacher ratios at grades 1 and 2. Identify a target goal for class size at each grade level and implement an action plan for reducing class sizes until the target goals are achieved. Ensure, as well, that teachers at grades PreK through 3 are sufficiently trained and experienced, and that 126. 7. 8. they demonstrate consistently the qualities most likely to evoke student the early grade levels. success at Fill the specialist vacancy in the Reading/Language Arts Department and do not organizationally violate the integrity of this department which provides cohesive mecbon for the Districts entire reading/language arts program. Provide additional support for the director who must also supervise other curricular Create at least one additional early childhood specialist position and hire a secretary for the director of early childhood. * areas. A Provide appropriate and ample opportunities for each department and for the various central office divisions to work collaboratively to ensure quality focused opportunities for department personnel to ttend literacy focused conferences and provide division time to bring together all epartments to identify specific literacy work priorities, to develop action plans and timelines, and to assess and evaluate effectivenpcc nf all ^-r^ii-.k,,.,,.:___ assess and evaluate effectiveness of all collaborative efforts. * The committee recognizes that a I I- , " management audit is currently in progress but we believe that results of the audit will support our position that additional personnel are critical to the departments ability to operate successfully. delibtatinn Th ^^''^boration, and thoughtful Id W il f meaningful, and doable framework for action that and will, if properly sanctioned, lead to realization of the goal that all LRSD students will read independently by the end of the third grade. The committee recognizes to commendations made by well-meaning people often become unrealized hopes or drean a'^ rLXT therefore, ask for^immediate can hopes or dreams. approval to begin their implementation. We have agreed to continue to work together as a committee to oversee implementation of the ~endations. We will meet monthly to review progress and ,0 ensZheco of each action component. To help manage the tasks that lie ahead, we have developed a fo?the"Z believe should be immediately incorporated into the divisions work plan for the remainder ofthe school year. The timeline is attached for P proposed budget. review, along with a In conclusion, to set as a goal that the District will S U I, lu sei as a goal that the District will ensure that all students are reading t" " y yof tbe third grade is ambitious, at the very least. Such a goal, however, is one that must be achieved, if all students are to have equitable access to education that prepares them for productive adult li^: h ffie before nX "k 7 unwavering support for the clearly focuTed best- p actice based, district-wide reading curriculum and program we believe our r^ommendations will provide. Such support requires dedication of all resources to the one ffort, whether the resources are school-based or district-based, or district-Zded or Tkle One supplemental, Campus-based decision making must be based on clear distrta gide7n and resources to the one 1314ATTACHMENT RECOMMENDATIONS PRIMARY GRADES 1. Adopt as a District goal that by the completion of third grade all students will be reading independently to make accurate meaning out of words on a page. 2. Limit the primary teaching focus to reading/language arts and mathematics instruction at grades K, 1,2, and 3
and direct all teachers at these grades to teach science and social studies content through reading/language arts and mathematics experiences that require all students to be active learning participants. 3. Promote thematic instruction (using a specific theme such as bears of North America or rain forests to teach reading, writing, mathematics, science, and social studies in a planned context) to help students actively apply their learning. 4. Provide teachers with District-written samples of thematic units to model the approach and for teachers to use as examples to follow in creating their own appropriate thematic units. 5. Add to the District reading/language arts curriculum clear objectives that specifically address student mastery of all three reading cueing systems: 1) phonics - using sounds
2) semantics - making meaning
and 3) syntax - understanding the structure of language. 6. Add to the District reading/language arts and mathematics curricula clear objectives that specifically address student mastery of knowing-how-to-learn skills (such as research process, building on prior knowledge, or using context clues). 7. Design and put into place a system to monitor the appropriateness of teaching/learning materials for helping to achieve curricular objectives and outcomes and to make sure that all classrooms are equipped with enough appropriate materials for all students to learn. 8. Write specific guidelines for all elementary schools that require principals to schedule uninterrupted blocks of time for reading/language arts and mathematics instruction. Include in the requirements that all pullouts (computer lab, art, music, etc.) must occur after lunch so that all students benefit from reading/language arts and mathematics teaching and learning without interruption. 9. Design and require the use of appropriate assessment inventories and pre/post tests to regularly monitor student progress in reading and mathematics beginning at grade K. 10. Design and put into place a District-wide portfolio assessment plan to monitor individual student progress toward achieving learning objectives and to make sure that appropriate help is immediately provided when any student falls behind.11. SS'Sikw sZXnh^^T*^ P^rents/guardians with information uidi inaKes sense about the real learning achievements of their children. 12. Organize pre-K, K, and grade 1 programs to provide important learning readiness * <=------- uuMUHfliii icdininu rea w1!hTT''^\ oral language, etc.) for students who without such experiences so that they can master learning < of third grade^ Include strategies to intervene when students are struggling with mas7ei^of basic reading/language arts and mathematics skills. come to school on grade level by the completion 13. Develop and ope ate a comprehensive, ongoing training program for K, 1, and 2 teachers hat focuses on planning and teaching thematic units, assessing and evaluating student learning, and managing successful learning for all students * classrooms. in diverse, mainstreamed 14. Plan for grade 3 to be a transitional year from a primary focus L... " familiar teaching of specific subjects throughout the school day. mathematics to the more on reading/language arts and 15. Gaining program for grade 3 teachers to help them p ovide the appropriate transitional learning experiences for all of their students prepare them for success in grades 4-6. in order to 16. Line up reading/language arts and mathematics curricula teaching strategies and learning activities that make it loi an iimitea tnelish proficient and non-English speaking students to fully participate in mainstreamed classrooms and provide training with appropriate on-site follow-up for all Newcomer Center teachers on how to do this. iNewcomer at grades K-3 with appropriate it possible for all limited EnglishLRSD EARLY LITERACY INITIATIVE SPRING, 1999 TIMELINE ACTION DATE PERSON(S) RESPONSIBLE Plan summer school curriculum and instructional focus, and plan teacher training. Also complete student selection process. Identify timeline for delivery of training modules (see #9). Develop criteria matrix for supplemental reading programs. Write specific job descriptions for new specialists and secretarv. Advertise for and interview. Identify' the primary learning components for PreK-grade 3. Describe content/focus Identify time needed for instruction Write guidelines for schools to follow when scheduling at grades Pre-K-3. (See #3, p. 8.) Write guidelines/teacher manual for I'/i language arts block. Make grade level specific Include how to/what to do/why do it/ troubleshooting sections Design classroom profile rubrics. Make grade level specific Format status quo to most desirable matri.x Design teacher behavior rubrics. Design materials appropriateness checklist. Identify required materials Develop guidelines for additional materials Develop guidelines for thematic instruction. Develop portfolio assessment plan. February February March March/May/June March March March March March March April April Departments/Consultant Departments Departments/T eachers/ Principals/Title One Departments Dcpartments/Teachers/ Principals Departments Departments Departments/T eachers/ Principals Dcpartments/Teachers/ Principals Departments Departments DepartmentsDesign/identify assessment inventories. Identify pre-post component Make grade level specific and/or reading level specific Develop training modules for: Shared reading/writing Guided reading/writing Integrated phonics Intro to English grammar Vocabulary development Spelling instruction Planning for and managing thematic instruction Studcnt/classroom assessment and student/ classroom evaluation Components of student-centered classrooms Identifi'/plan for After School Reading Clinics Begin Module-based training Order and distribute ELLA support materials April Departments April * ongoing Departments/Consultants Mav June June
July (order) Departments/Consultants Departments/Consultants Departments1. 2. 3. 4. 5. BUDGET RECOMMENDATIONS School-Based Professional Development and Program Support (See Recommendation #1, p. 11.) ELLA Training Stipend $262.75 per teacher/5-day training @ $52.55 per day for 298 teachers Materials and Supplies @ $150.00 per class for guided reading sets to accommodate 298 classrooms Total Stipend Cost Total Classroom Supplies Cost TOTAL District Professional Development and Program Support (See Recommendations #4, p. 10
#2, p. 10
and #6, p. 11.) MATERIALS Classroom Books - grades 3 & 4 @ $200 per class for guided reading book sets or classroom collections to accommodate 175 classrooms. Focus on materials for students who are reading below Proficiency levels. Total for Classroom Books Developmentally appropriate print for PreK & K classes @ $100 for 45 classes Total for PreK & K Print THEMATIC INSTRUCTION Commercially prepared thematic units for grades K-2 and 3-5 to serve as a foundation for teachers to develop own units @ $1,000 per school for 35 schools Total for Thematic Instruction Cost MATERIALS/SUPPLIES/STAFF DEVELOPMENT - Materials, supplies, & texts for workshops - Staff Development/supplies for principals TOTAL SUMMER SCHOOL FOR K-2 (See Recommendation #4, p. 12.) - Salaries, Training, Building Expenses, Materials, Transportation (currently funded) TOTAL READING CLINIC (See Recommendation #3, p. 12.) Salaries, Training, Building Expenses, Materials, Transportation The Reading clinic will be free for some/fee of possibly $15 per individual & $25 per family TOTAL $ 78,299.50 44,700.00 $122,999.50 35,000.00 4,500.00 35,000.00 20,000.00 5,000.00 $ 99,500.00 332,040.00 $332,040.00 175,840.00 $175,840.00 PERSONNEL (See Recommendations #6, p. 113, and #7, p. 13.) 1 Reading Specialist (11-month contract) (not a new position
currently vacant) 1 Early Childhood Specialist (11-month contract) 1 Secretary (Early Childhood - 12 month contract) 47,900.00 TOTAL 47,900.00 27,731.00 $123,531.00
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.