Fail-Safe Literacy System Plan

By Francisco Stevens,2014-06-17 17:45
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Fail-Safe Literacy System Plan ...

    Fail-Safe Literacy System Plan Rev. 4/29/08

School: Riviera Elementary Magnet School

Reading Leadership Team Members:

Linda L. Piccolella Principal

    Amelia Curtis Assistant Principal

    Sally Ann Corbley Title 1 Coordinator/Elementary Specialist

    Joan Molozaiy Media Specialist

    Marie Russo-Dempsey ELL Contact/ Reading/Language Arts

    Linda Almarales Reading Coach

    Natasha Crissey ESE Contact/ Reading Expert 4th-6th ndKatie Abare Primary Rep. (2 Grade) thMichelle Zauner Intermediate Rep. (5 Grade)

    Margaret Bentley Speech/Language Pathologist

    Step 1: Commit to all students being joyful, independent, readers and writers with equal access to the standards-based curriculum.

    A. Develop a timeline and events for the development of the fail-safe literacy


Principal and Reading Coach will facilitate all meetings. Meetings scheduled for 2007-

    08: September 13, October 8, December 10, January 15, February 11, March 10, April 21,

    and May 12. Monthly meetings with meetings with the entire team will be supplemented

    with consistent meetings of sub groups for the purpose of implementing goals.

    B. Study proven and promising practices that are research-based and

    combine literacy development and student development. What are some

    topics you can think of today? Where will you start?

Using data available over the last several years, Riviera was selected for the Reading

    First Grant. The district has assisted Riviera with practices that include analysis of data,

    progress monitoring, comprehensive plan for professional development, in-class coaching

    with a full-time reading coach, implementing a 90-minute uninterrupted reading block K-

    6, new instructional materials including a research-proven core reading program, and

    technology. In addition we have implemented an ESE model that provides otherwise

    self-contained students to receive reading instruction and intensive immediate

    intervention within the regular classroom setting. An English Language Learner (ELL)

    teacher working with ELL students on immediate intensive intervention (iii) during the

    90 minute reading block time alternating the internet researched-based “Spotlight”

    program. All materials were provided from the district. Teachers, students, and

    administrators acknowledge and celebrate student achievement.


Step 2: Based on the research, define literacy. This definition will guide the rest

    of the process and should drive instruction.

Literacy is: Reading, writing, speaking viewing, listening, thinking and expressing

    through a variety of symbols which form a way to communicate.

Step 3: Based on research and your school data, determine the nonegotiables

    that your team will commit to.

    ? We communicate research-based literacy expectations for daily practice and

    provide uninterrupted instructional time for their consistency.

    ? Teachers use the processes of literacy: reading, writing, speaking, viewing,

    listening, thinking, and expressing through multiple symbol systems.

    ? Teachers read aloud literature to and with students with a focus on a skill/strategy.

    ? Teachers teach, model, and practice the strategies of expert readers and writers.

    (Books on tape for fluency)

    ? Students read independently, with accountability (reading logs, daily connections,

    book talks, artwork, or some other agreed form).

    ? We acknowledge that in order to improve reading, writing, and content learning,

    teacher must do these things every day, consistently.

    ? Literacy centers on skills needing additional practice or review.

    ? Small group instruction / re-teach focusing on decoding, intervention and

    comprehension strategies.

    ? Teachers will complete and update the PMRP by completing the ongoing progress

    monitoring (running record)

    ? Teachers will use Kagan structures, Reading Counts, comprehension strategies

    and Thinking Maps to enhance reading instruction.

    ? An ELL teacher will work with grades 1-6 on immediate intensive intervention

    (iii) in reading using the iii materials from the adopted Reading curriculum


Step 4: Develop exemplars and non-exemplars for all types of classrooms on

    your campus.

Exemplar Exemplary, research-based behavior that is used in the school.

    Implementing exemplars should improve student achievement.

Non-exemplar A common practice in a school. Because it is common, continuing this

    same practice will not result in measurable improvement in student learning.

Exemplars (Best Practice) Non-exemplars (Common Practice)



    PreK Small Group Flash Cards

    K iii Groups Ignoring Student Levels

    Centers Music, Plays

    Daily Modeling Modeling One Time st1 Making Books Daily Language & Phonics

     Leveled Readers

     Student choice reading rd3 Non-fiction books Textbook Only

    & Speech Read Science during Reading th4 Literature Groups Whole Group

     Basal Textbooks th5 Projects/Activities Workbooks/worksheets

     Partner Reading/Choral Reading Round Robin Reading th6 Centers Chalk and talk (lecture)

    Act - Make It Real Skits, Puppets Teacher Selects Reading Material nd& 2

    Mathematics PreK Small Group Manipulatives Calendar/Rote Counting

    K Stories, songs, manipulatives Calendar st1 Computer Software Tutorial software

     Mountain Math rd3 Relate Math to Everyday Life Flashcards

    & Speech (Weighing/Measuring) th4 Hands On On-the-board work

    AIMS th5 Manipulatives and Problem Solving Worksheets/Workbooks

     Small Group/Teacher Resources Whole Class Text Instruction th6 Kagan Drill and Kill

    Act. Art & Math Correlations Board Work Responses nd& 2 Tessellations, shapes, principles

     Of design

    Social Studies PreK Dress Up Social Skills Activities in Daily Life

    K Integrate into All Areas County Curriculum st1 Play and Movies by Students Class Projects rd3 Functional SS (Map Reading Limited Time Taught in Class

    & Speech Community Involvement) th4 Project Based Worksheets th5 Career Day, Mock Court Election Textbook Round Robin


     Field Trips th6 Technology (ppt by students) Read and do Vocabulary & Review Quest.


Act. Presentations (Protests, Speeches, Watching Movies nd Demonstrations) & 2

Exemplars (Best Practice) Non-exemplars (Common Practice)


    PreK Discovery

    K Integrated across curriculum County Curriculum

     Hands-on Discovery Learning st1 Habitats and Solar System Book Activities

     Building and Carousel rd3 Functional Science Experiences Science Fair

    & Speech th4 Science based Field Experiences Limited Time to Finish

     & Trips th5 Grade specific Lab Activities Repetitive Labs Year after Year th6 Hands-on Experiences Vocabulary & Review

    Act. Field Trips (NASA) and Work Out of Text nd& 2 Write Reflection

Some suggestions:


    PreK Gross Motor

    K Alphasize, Lettersize, (Configuration with body) st1 Laps, Teambuilding, Squid Ball rd3 Review rules of Sporting Games

    & Speech Discuss Good Sportsmanship th4 Learning Kagan Silly Sports & Goofy Games th5 Measurement th6 Play “Horse” using Vocabulary Words

    Act. Activity Chants from Reading nd& 2


    PreK Fine Motor Play/Child Directed

    K Painting / Fine Motor Skills st1 Writing Illustrations and Prompts rd3 How-to’s / Sequencing & Speech th4 Projects related to Classroom Literacy th5 Tessellations/Geometry



th Illustrate Stories (Literature Elements) 6

Act. Book Illustrations nd& 2 Careers from Art

    Computer PreK, Alphabet Software

    K, Aerobics, Spotlight, st1 Brain Pop Jr. rd3 Vocabulary games, comic book software, grammar games

    & Speech th4 Web quests, Correlation to classroom activities, Writing Club,

    Each student knows their measurable goals. th5 Timelines, Crosswords th6 Research

    Act. Monitor computer use, Student-created PPT/Videos nd& 2


    PreK Rhythm

    K Alphabet, Number, Color, Sight Words from Calendar Time st1 Incorporate into Subjects rd3 Patterning

    & Speech th4 Children learning songs to help with subject areas

     (Mnemonics type songs) th5 Historic/Patriotic Songs th6 Rhyming to Write Own Songs

    Act. Ballads of Stories, Background Music (Brain-friendly) nd& 2

    Step 5: Define and commit to roles and responsibilities. Key players in improving literacy have defined roles.


    ? Be a leader of reading, a role model for students and staff.

    ? Be a literacy leader; participate in professional development with teachers;

    ? Support teachers in making instructional changes to improve literacy.

    ? Grade level meetings for Progress Monitoring and data analysis.

    ? Classroom walkthroughs (CWT)

    ? Celebrate and recognize accomplishments (student/teachers)

    ? Book Bash participation


    ? Monitor instruction with Walkthroughs to assess needs and feedback to staff on


    ? Get funding from the Superintendent.

    Assistant Principal for curriculum

    ? Assist the principal in leading the school literacy leadership team. ? Create a positive atmosphere and high expectations for literacy learning across all

    content areas;

    ? Classroom walkthroughs (CWT)

    ? Ensure a scientific, research-based reading intervention for Level 1 and Level 2

    students, including appropriate personnel, professional development, materials,

    technology, and time.

    ? Analyze and organize data to drive instruction to assist teachers in preparation ? Assist in developing Literacy Centers.

    ? Monitor instruction and provide feedback to teachers.

    ? Organize remedial programs

    Reading Coach and/or Reading Expert

    ? Lead/Assist principal in leading the school literacy leadership team and develop a

    school literacy plan

    ? Model the seven processes of literacy (reading, writing, speaking, viewing,

    listening, thinking, and expressing through multiple symbol systems) and a love

    for reading;

    ? Analyze, organize, and disseminate student data; Take action using student

    achievement data;

    ? Design and provide professional development;

    ? Work closely with school administration to keep them up to date on progress,

    successes, and needs of the school;

    ? Provide needs assessment.

    ? Promote literacy centers (thematic centers/ units)

    ? Lead and organize PLC (professional Learning Communities (book studies) ? Assist incorporating “Kagan Structures” and “Thinking Maps” into reading


    ? Maintain a professional library of literacy materials available for school use; ? Be available to advise and assist teachers in assessing student needs and teaching

    strategies to help improvement of students.

    Title One Coordinator

    ? Assist the principal in leading the school literacy leadership team. ? Support teachers in making instructional changes to improve literacy. ? Celebrate accomplishments.

    ? Monitor and implement funding from Title 1

    ? Implement parent and community involvement

    ? Promote reading motivation programs.

    ? Organize remedial programs.


    English Language Learner (ELL) Teacher & ELL Contact-

    ? Assist the principal with a school-wide ELL Program

    ? Assist teachers with remaining compliant in ELL certification ? Continue as liaison between the school and the district on ELL issues. ? Provide Highly Qualified ELL instruction and assessment in Reading/Language

    Arts for ELL students.

    Media Specialist ? Order appropriate materials

    ? Obtain student and faculty requests (books, audio books, etc.) ? Conduct book talks focusing on a variety of literature

    ? Focus on the comprehension strategies

    ? Support the Literacy plan and thematic instruction from each grade levels reading


    ? Introduction of Quality Literature (Book Bash)

    Speech Pathologists/ Support Teachers th ? Support teachers in making instructional changes in Kindergarten through 6


    ? Support the Literacy plan and thematic instruction from each grade levels’

    reading block

    ? Recommend age-appropriate materials and strategies for teachers. ? Participate in professional development with teachers.

    Activity Teachers ? Support and integrate the school-wide Literacy Plan through lessons, activities

    and reading strategies using the thematic instruction from each grade level. ? Support teachers in making instructional changes to improve literacy. ? Articulate with classroom teachers on a regular basis.

    ? Participate in professional development with teachers.

    Classroom Teachers

    ? Develop teaching plans that reflect nonnegotiable expectations for daily practice. ? Participate and implement or apply professional development. ? Develop/ create literacy centers

    ? Incorporate literacy circles

    ? Create lesson plans that include the FAB5 and quality educational practice

    ? Communicate positively about literacy learning across content areas. ? Honor the non negotitables

    ? Monitor student progress

    ? Support the Literacy plan and thematic instruction from the grade levels during

    the reading block

    ? Model the love of reading.


Team Leads

    ? Support the Literacy plan and thematic instruction from the grade levels during

    the reading block

    ? Teambuilding and focus on the needs of each team (grade levels)

    ? Share concerns (materials) of the grade levels to principal and assistant principal.

    ? Model the love of reading.

District Staff

    ? Provide professional development

    ? Support our school with making AYP and school and district mission statements.

    Step 6: What is working and what is not working in literacy learning for students reading below grade level, at grade level, and above grade level. How will you

    make improvements? Are instruction, materials, technology, assessment,

    professional development, parent and community aligned? Identify actions to

    take and unproductive practices to eliminate.

Working - Improvements -

    100 Book Challenge Send home books with a log sheet for parents to sign

    Reading Goes Home Identify students earlier

    Reading is Fundamental Have parents/Rolling Reader help identify books available

    Starlight Café Contact parents personally

    ELL Spotlight Program Must be done 3x per week for optimal success

Working Not Working -

    Student Treasures Writing for an audience Writing in isolation Core Instruction supports systematic lessons

    For word sorts Links not in 4-6

    Links for K-3)

    Hands-on Material Repetition using workbooks

    Progress monitoring (Graphing) Isolated/ infrequent updates

    Student goal setting Teacher sets goals only

    Team/community building Teacher set activities

    Literacy Centers Busy work/worksheets

    Peer reading (within grade levels/classroom) Read chapters …pgs

    Word study spelling pages

    Small groups Whole group only

     Skill groups

     Intervention groups

     Comprehension groups

    Comprehension Focus Comprehension worksheets

     / assigned comprehension checks

    Rally coach Worksheets only

    Model think alouds Topic taught in workbook only

    Student work displayed (monthly) Never changing Bulletin boards


Classroom displays (learning resources) Excessive non-targeted work posters

    Labs with PD for teachers, which builds on

    Materials, skills and reports Classworks if used in isolation

     without reports, or hands-on labs Earobics No extension of activities

    Decodable readers manipulating words/sounds Oral Reading only need to use

    manipulates. Utilization of ELL modifications for instruction. Non-ELL certified teachers not using



    ? Start Student Treasures Writing Early with PD for teachers in Writing (1 day a


    ? Kagan Structures (inside/outside circle, think, pair, share…etc.)

    ? Objective focused/skill or comprehension read alouds

    ? Classroom newsletters target skill and themes and new skills

    ? Centers focusing on: Word study, vocabulary, phonics study, (tactile), sight words.

    ? Model think alouds for small groups

    ? AR/ Lexile #’s on cards to focus media check out at the Media Center

    ? Possible business (cooking activities to integrate math/reading) books on tape

    ? Core instruction needs to extend their systematic phonics lessons in grades 4 6.

    ? Language Arts and Mathematics need to have a review of instruction (Mountain

    Language and Mountain Math) using hands-on material.

    ? Classworks reports need to be reviewed by the teacher for extending lessons

    ? Earobics activities can be extended to small group and centers.

    ? Decodable readers should be sent home after students have manipulated words

    and sounds.

    ? ELL Reading/Language Arts instruction needs to become longer than 30 minutes.

    ? ELL modifications in instruction and assessment need to be consistent with ALL

    ELL classrooms.

Unproductive practices to eliminate

    ? Word searches

    ? Round robin reading groups

    ? Excessive homework

    ? Non-focused enrichment homework

    ? Undirected read alouds

    ? Unaccountable reading (no reading logs)

    ? Worksheets without purpose

Actions to Take in Addition to above:

    ? CAT Children as Teachers Have a group of students become teachers (Rally


    ? Classroom newsletters on a regular basis targeting upcoming skills/books for

    students’ levels.


? Newsletters should target next thematic unit.

    ? Teachers can open classrooms earlier for tutoring.

    ? Content Area Teachers and PE Teachers can pass a read aloud along for

    continuous reading to students

    ? Music Teach students to read words to music ? Family Building Better Readers Professional Development for Parents

    ? Passport to Success have parents sign up to do at FCAT Blast

    ? Add Links (phonemic awareness and phonics) to Grades 4 6 Core Program.

    ? Place ELL students in 1-2 classrooms per grade level with ELL certified ELL


    Step 7: What else needs to take place for literacy to improve? What resources

    are needed to implement the plans you have identified?

? Promote Leadership in classrooms

    ? Literacy Centers

    ? Thinking maps

    ? Comprehension Strategies

    ? Professional Learning Clubs /Book studies on Vocabulary, modification in

    instruction and assessment of ELL students.

    ? Teaming Lower Grades with Higher Grades provide leadership skills.

    ? Teachers need time to teach Science and Social Studies. Curriculum mapping

    (additional days for PD) will help integrate these subjects, but it must be

    ascertained that the Brevard County pacing guide is adhered to.

    ? A possibility is to have Paid Planning for teachers 3:30 to 5:30.

    ? Review technology available.

    Step 8: What do you and your faculty need as a support system to ensure


    ? Planning time is needed to have faculty meet and discuss what resources we have.

    (require meeting notes)

    ? Teachers need to turn in Agenda and/or Meeting notes for accountability to

    Principal (spiral notebook).

    ? Time to implement plans.

    ? Vertical teaming

    ? Set-up time

    ? Small group set up

    ? Literacy centers

    ? Celebrate success (classroom and students)

    ? Peer tutoring and coaching by and for teachers

    ? Review at grade level meeting shared books (vocabulary target)

    ? Teach compression strategies at faculty and grade level meetings


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