REVERE PUBLIC SCHOOLS

Transcription

1 Theme 1 Student Learning/Curriculum and Instruction High expectations are at the heart of the vision for all students in the Revere Public Schools. By embracing the Massachusetts Curriculum Frameworks, curricula are provided that prepares and challenges all students providing the foundational building blocks for future learning. 1

2 STRATEGY 1.1: Identify students needs in reading, writing and mathematics. Schools develop a plan to help all students and provide methods and intervention programs for at risk students. 1. To increase time on reading during a 120 minute reading block for all students by developing high quality work stations where children always interact with text and high quality literature. 2. Assess students to identify needs of individual students and of the class, making sure students at risk are provided with appropriate instruction and interventions. 3. To incorporate a literacy assessment system using the new DIBELS/DAZE, MAZE and GRADE, and use data to place students in small groups, to match instruction to the needs of the students, and to progress monitor students at risk. 4. Increase opportunities for writing using Reading Street Differentiated Writing Lessons in combination with the Six Traits of Writing and John Collins Writing. 5. Providing supplemental math support in grades 6-8, offering services using both an in-class and out of class model depending on student s needs and staffing available in middle school. Teachers, Literacy Coach, Directors Literacy Director, ELA Coaches, Math Coaches, Teachers. Reading and Math Specialists Literacy Specialist, Reading Coach, Classroom teachers Literacy Specialist, ELA Coach, Classroom Teachers Math Specialists, Math Coaches 2 More time and practice reading will increase a student s proficiency in fluency and reading comprehension. Identification of at risk students and prescribe appropriate interventions. Students will improve their reading skills at a faster rate by using data to inform instruction and developing. homogeneous groupings to target the student s needs. Students will become proficient writers. All students beginning in grade one will become proficient in the six traits of writing and teachers will use a common language in teaching writing throughout the elementary grades Students will be proficient in mathematics standards meeting standards at their grade level. Through intervention their growth will be measured over time.

3 STRATEGY 1.2: To identify ELL students in grades 1-5 who would benefit from reading and writing support and provide them with instructional services. 1. Provide small group in-class instruction in reading and writing with the classroom teacher and the ELL instructor utilizing Reading Street leveled readers and Language Central Read aloud quality literature to enhance literacy awareness Increase visuals for English Language Learners through the use of ELL posters, Language Central materials aligned with the core reading program, Reading Street, and the use of SMARTBoard Technology, Discovery Learning, Lexia and Successmaker. Reading Interventionists, ELA Coaches, Classroom Teachers, ELL Specialists Literacy Specialists, and Classroom Teachers Literacy Specialists, and Classroom Teachers, ELL teachers, Reading Interventionists, ELL Director ELL students will receive instruction in language development in combination with reading instruction. Increase language development through reading and writing English Language Learners will have the opportunity to hear the language of good literature and develop a desire to improve their English and reading skills English Language Learners children will expand their background knowledge and increase their vocabulary. 3

4 STRATEGY 1.3: Provide Instruction that addresses the needs of struggling readers by selecting the most effective intervention using a 3 Tier Approach to Reading and Writing Instruction. 1. Conduct data meetings three times a year to create learning groups and appropriate interventions for struggling readers. 2. Implement My Sidewalks, Early Reading Intervention, Lively Letters, Project Read, Lexia, Waterford, etc. to improve reading skills and differentiate instruction for all levels of learners. 3. Progress monitor students to determine if programs are effective and should be continued, modified or replaced. Grades K-5 teachers, and Reading Interventionists, Literacy Coach, Special Needs Teachers, ELL Teachers, Principal, BSRI Principal and Literacy Coaches Grades K-5 teachers, and Reading Interventionists, Literacy Coach, Special Needs Teachers, ELL Teachers, BSRI Literacy Coach K-5 teachers, Reading Interventionists, Literacy Coach Students will improve decoding, fluency, and comprehension skills according to their specific needs and recommendations of the teachers. Staff will collaborate during meetings and prescribe the needed intervention for each child. This will result in flexible grouping throughout the year. Students will improve their decoding, reading and writing skills at a faster rate to read and write on grade level. Students in need will receive reading instruction 2-3 times a day in order to help close the gap as they meet the ultimate goal of reading on or above grade level. Students in Tier 2 and Tier 3 will be monitored once every two weeks to determine if the intervention being used is improving their reading skills, if the intervention being used should be continued or changed, and if students have reached their goals. 4

5 STRATEGY 1.4: All Elementary and one Middle school participate in the BSRI program 1. Use a comprehensive pre-post assessment program as recommended by BSRI (DIBELS, DAZE, MAZE, GRADE) at all Elementary Schools and one Middle School 2. To provide teachers and specialists and coaches with Baystate Reading Institute Training throughout the school year. 3. Literacy/ELA coaches will provide in-class consultation and model reading lessons to classroom teachers to promote best practices. ELA Coaches, Literacy Specialists, Classroom teachers, BSRI Coaches Reading Coaches, Director of /Literacy, Principals, classroom teachers, ELL and SPED teachers ELA Coach, Literacy Specialists Teachers will understand the group and individual reading needs of their students and plan whole class and small group instruction to meet the specific needs of each student. Teachers will utilize data to inform instruction. Teachers and administrators will learn the most recent research in effective teaching of literacy to all students. They will build a repertoire of whole and small group lessons and strategies to meet the needs of all readers at a variety of levels. Teachers will incorporate more effective teaching strategies in teaching reading to children. 5

6 STRATEGY 1.5: To use assessment tools to identify students progress and needs in reading and writing (DIBELS, GRADE, ERI, Scott Foresman Benchmark and Skills Test, SuccessMaker and Lexia Reports). Plan instruction using this data. 1. Teachers will analyze testing results and use this information to place children in appropriate Scott Foresman Reading levels and intervention programs. Classroom Teachers Children will be taught at their appropriate instructional level and will read at their appropriate reading level. 2. Classroom and intervention teachers will use testing information to plan their daily reading instruction to address both individual and class needs 3. Develop a city-wide literacy assessment plan for teachers to use to assess student progress throughout the school year. This plan will include the assessment components and timeline for testing. Classroom teachers, Specialists and ELA Coaches Directors of Literacy, ELA Coaches, Reading Specialists, Classroom Teachers 4. Set specific goals for each classroom. Classroom Teachers, Reading Interventionists, Literacy Coaches, Special Needs, Speech, and ELL teachers Children will receive the instructional support needed to become proficient readers. Teachers will administer a predetermined battery of literacy assessments. will assist in administration by providing a SWAT team to move from school to school to administer the DIBELS testing three times a year. As a result students progress will be monitored three times a year in fluency and comprehension. Eighty-five percent of students will benchmark in DIBELS by the end of the school year. 6

7 STRATEGY 1.6: To analyze MCAS, DIBELS, GRADE test results and use these results to develop school and district action plans. 1. A team of teachers will be identified to analyze MCAS, pre-post assessment tests, DIBELS, GRADE, test results. 2. The principal and assessment team will share their findings 3. The principal and assessment team will use feedback from the building staff to identify steps to be taken for improvements and put this information into action plans for the building. Teachers who are identified by each principal to be part of the assessment team( to include Director Title I/Literacy, Specialists/Coaches and Reading Specialist Principal and Assessment Team Principal and Assessment Team The building principal, directors, literacy specialists/coach and teachers will be more aware of the strengths and weaknesses at each grade level and the general strengths and weaknesses of the across grade levels. Teachers will work collaboratively to discuss the findings and the steps that need to be taken to address the needs identified. Teachers will understand their role in the process of facilitating student and school improvement. 7

8 STRATEGY 1.7: To improve literacy skills in all students through teacher support, specialist support as well as student enrichment activities for on level and above level students. 1. Develop center activities that promote reading skills and are differentiated to meet the literacy needs of all students. 2. Motivate students to increase their recreational reading through a Shared Reading Program for grades K-5 and Literature Circles for grades 3-5 Classroom Teachers, Reading Coach Reading Specialist, ELA Coach and Classroom Teachers All children will be challenged to increase their literacy skills through differentiated center activities. Children will read outside of school time and be motivated to select books of interest and increase the number of books they read throughout the year. 8

9 Theme 2 Teacher Learning/Professional Development Developing techniques to teach to higher standards while embracing the latest research is at the heart of teacher training in the Revere Public Schools. By embracing the Massachusetts Curriculum Frameworks and effective strategies for teaching and learning, teachers build a repertoire of approaches to effectively challenge all students. With the foundation set by Research for Better Teaching, and a formal departmental and building professional development program, all teachers have the opportunity to hone their skills on a regular basis. Continual professional and personal growth is expected of all teachers. 9

10 Strategy 2.1: Provide and support professional development opportunities to develop a repertoire of teaching skills based on current research of teaching reading. 1. Support the district s Teachers-Teaching- Teachers opportunities. Provide TTT courses to meet the needs of newly appointed teachers in Lively Letters, Assessment, John Collins Writing, and Lexia. 2. Encourage completion of Research for Better Teaching Courses, Understanding Teaching I and Understanding Teaching II. 3. Literacy Coaches, BSRI Coaches, Chris Parker and Pearson consultants provide training for teachers in our literacy program - Reading Street for Grades K-5 and Language Central for our ELL students. 4. Training in implementing and analyzing the following Reading assessments: DIBELS/DAZE, MAZE, GRADE, Grade 3-5 MCAS. 5. Continue training in implementing an effective Three Tier Model in literacy. Teachers, Classroom Teachers Principals, Director of Title I/Literacy BSRI Coaches, Pearson Consultants, Classroom Teachers, Literacy Coaches, Teachers, ELL Teachers Literacy/ELA Coaches, BayState Readers Coaches Classroom Teachers, Literacy Coaches, BSRI Teachers, Director /Literacy Teachers will share their expertise in specific areas. Participants will benefit from the backgrounds and experiences of their district colleagues. New teachers will have the opportunity to take courses in Bradley Phonics, and Assessments. Effective teaching practices from the courses will be implemented in the classroom to improve student learning. Teacher Evaluation, based on Research for Better Teaching Strategies, will provide continuous feedback to teachers, as they become skillful teachers. Teachers will effectively implement the core program, Reading Street, using both large and small group instruction and meeting the needs of students at all levels of learning. Teachers will develop skills to use the electronic assessment tool and to use it as a diagnostic tool to prescribe activities and lessons of student s individual needs. Teachers will continually assess students to determine best practices and intervention to move students along the Three Tier Model as they become proficient readers. 10

11 Strategy 2.2: To align the ELA Curriculum with the Common Core Standards 1. Teachers will study the Common Core Standards by grade level groupings during Director s Meetings 2. Common Core Standards will begin to be aligned with the ELA and Math Curriculum. Specialists, Reading Interventionists, Math and Literacy Coaches, Curriculum Directors, Classroom Teachers, Director of /Literacy Teachers attending these sessions will know and understand the Common Core Standards for their Grade Level in ELA or mathematics and share this information at grade level meetings. Teachers will identify gaps in the current curriculum and revise the curriculum/benchmarks over the next three years. 11

12 Theme 3 School and Community Involvement Educating children is a community effort. Involving parents, as well as community resources, provides a continual reinforcement of academic and social ideals embraced by the schools and community. Fostering involvement and increasing communication develops healthy school climates with consistent expectations for school performance and social behavior. 12

13 STRATEGY 3.1: To help make literacy a family affair. 1. Parent Workshops to help parents promote literacy in the home 2. Expand Read Across America Activities in March, Create a Literacy Web Site with links for parents and students. /Literacy Director, staff Guest Speakers Raising a Reader Consultant, Parent Liaison Revere Public Library Librarian Community, Teachers, Parents, Director Title I/Literacy Director of Title I/Literacy, Parent Liaison, Literacy Staff Parents feel empowered to encourage their child read. Families participate in an evening of fun as they engage in literacy games and activities. Increase parent communications and provide a resource for families. 4. Continue ESOL Classes Ron Testa, Roxanne Aiello, Parents EC parents increase their English Language skills and read a book to their child. 13

14 4. Expand the Summer Reading All Star Program. Providing a summer literacy and math packet for parents of Early Childhood students. Provide all families with Bookflix.net for summer reading. 4. Provide a Reading Curriculum evening where parents will be invited to grade level workshops where components of the reading program will be shared. 5. Provide training for parents on Reading Starts with Us. 6. Parents and communities members will be invited to attend monthly meetings held by Revere s Councils for Families and Children. 7. Publicize literacy events and parent institutes in the local newspaper, on cable TV and through flyers sent home with students. REVERE PUBLIC SCHOOLS Parent Liaison, School Librarians, Interact High School Students Director of Literacy, Literacy Specialists/Coaches, Classroom Teachers Parents, Raising a Reader Consultant Director of Literacy/Title I, CPC Chairperson, Parent Facilitator and Principals Director of Literacy/Title I, Directors of Curriculum, Parent Facilitator, Principals Children and families will be encouraged to make reading a part of the summer family fun. Books will be available at each school library and the public library. School Libraries will be open once a week. Parents will understand the Scott Foresman Reading Street Program, My Sidewalks Intervention programs, Bradley Phonics, Lexia programs, Successmaker for math and ELA, Waterford, etc. Parents will develop skills that they can use when reading to or with their child/ren. Parents will have the ability to influence decisions made regarding the effectiveness of programs offered to families, as well as, recommend ways to make events better for families. More families will be aware of literacy events and Revere Public Schools Curriculum and attendance will increase. 14

15 Theme 4 Planning and Support Systems A healthy and safe environment in all schools provides an optimal learning environment. To that end, student support services and a strong infrastructure for plant expansion and maintenance must be in place. Facilities must be able to accommodate the needs of teaching and learning as defined by innovative teaching and learning practices. 15

16 STRATEGY 4.1: To provide an environment rich in print, stimulating for learning with a classroom design that allows for most effective teacher instruction and student learning. 1. Encourage teachers to hang samples of reading, math and children s writing for children to view throughout the year 2. Provide computer programs for children to use both in class, as a center, and in labs. 3. Provide students quiet reading, math manipulative area and working areas. Principals and classroom teachers, Reading Coach Director of Literacy/Title I, Director of Technology and classroom teachers Classroom teachers Children will be motivated to read and write more when exposed to a literacy rich environment. Children will become more computer literate. Children will create their own books using word processing skills. Children will work independently with programs such as Lexia. Children will improve their reading, math and thinking skills. 16