Academic Achievement Literacy and Numeracy
Literacy Initiative Grades K – 8 “ Improved student learning can only happen with improved instruction and teacher collaboration” – Leyton Schnellert
Literacy Resources • Reading & Writing Continua • Writing samples/exemplars • Bank of writing lessons
Impact on Student Learning • Benefits of using the continua to guide instruction = improved differentiation, meeting students at their level • Benefits of goal setting = improved student self-reflection, improved student ownership
Impact on Assessment and Reporting • A reliable and clear divisional understanding of what is a “1” vs what is a “4” • Using the continua to communicate student growth through report cards • A conversation starter around pedagogy
Early Literacy Support Teacher • ½ time Early Literacy Support Teacher in each elementary school • Provide intervention programming (Early Reading Intervention, Reading Recovery & Intervention Précose en Lecture) for students who are at risk of literacy acquisition in Grades 1, 2 & 3
Early Literacy Support Teacher • Our goal is to support students in Early Years with a blend of direct and small group instruction • Early Literacy Support Teachers also contribute to collective capacity building • Data suggests that the vast majority of students make significant gains
Literacy Initiative Grades 9 – 12
Literacy Coaches • One section in each high school • Coaches meet monthly as a professional learning network to: – discuss shared professional readings – share strategies and approaches – set individual and group goals
Visit To York Region District School Board March, 2014 • Goals moving forward from this visit: – Create a document outlining the roles of a literacy coach in LRSD – Take advantage of the wealth of publications and the contacts we’ve made to further our own professional learning
Moving From Cross-curricular Literacy Instruction To Disciplinary Literacy Instruction • Traditional approach: “…every teacher a teacher of reading”(Gray, 1937) • Newer view: what do reading and writing look like in individual disciplines? • Individualizing within schools under that umbrella (i.e. Reading is Thinking)
Moving Forward in Literacy • Encourage what has been established to take root in schools • Become systemic and sustainable • Frame our journey into numeracy
Numeracy Initiative Grades K – 12
Numeracy Initiative Build Upon Existing Mathematical Capacity Supportive Development Collaboration of Diverse Among LRSD Mathematical Team Leadership Members
Numeracy Forum – October 2013 Purpose: Creating a Common Vision Build Upon 53 Educators Existing Mathematical Capacity (Administration, Classroom Teachers, Specialists, & Student Services) Supportive Development Collaboration of Diverse Among LRSD Mathematical Team Leadership Members
Numeracy Forum – October 2013 Purpose: Creating a Common Vision • What are the challenges that we face in our: Schools/Division/Manitoba/Canada/Society? • What is “working” in schools? • What are some scenarios for a divisional numeracy plan that support students’ learning?
Numeracy Forum– December 2013
Numeracy Definition 3 2 1
Cross-Curricular Connections
Resource Identification and Development Resource Evaluation Develop Promote Quality Balance of Capacity Content Mathematical Comprehensiveness Effectiveness Materials Approach Building Alignment Practices
Professional Learning • Divisional Numeracy Survey – January 28 Staff Meeting • Group will convene to analyze results May 1
Next Steps for Numeracy Numeracy Forum Senior Administration & Recommendations Leadership Council LRSD Staff (Feedback and Recommendations)
Next Steps for Numeracy Build Upon Existing Mathematical Capacity Supportive Development Collaboration of Diverse Among LRSD Mathematical Team Leadership Members
“ A strong focus on literacy and numeracy is essential: all children and young people require these skills to gain access to learning and to succeed in life. Confidence and competence in literacy and numeracy provide the foundations for lifelong learning.” (Education Scotland, 2008)
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