WINDHAM CK3LI DISTRICT LITERACY INITIATIVE Patricia Garcia, Ph.D. Superintendent Windham Public Schools March 13, 2017
OUTLINE OF PRESENTATION Discuss goals of the District Literacy Initiative Describe the CK3LI Model in Windham Public Schools Describe the Impact on Students’ Reading Success Describe the Impact of the Alliance Funding on the District’s Literacy Initiative.
A Look At Our District Enrollment: 3,316 Students Enrollment Percentage by Race/Ethnicity As of March 1 st , 2017 3.2% 1.9% 0.9% 0.2% Students % of Number Students of Students Hispanic/Latino English 28.3% 938 Learners White 23.5% Students 18.7% 620 70.3% With Black or African Disabilities American Students 82.7% 2,283 Two or More Eligible for Free/ Races Reduced Lunch
A LOOK AT OUR DISTRICT PERCENT OF HIGH NEEDS STUDENTS Percent of Total School Population Natchaug 95.31% North Windham 88.35% Sweeney 94.52% Windham Center 85.44% Charles Barrows 62.34% Windham Middle 91.10% Windham High 90.39% TOTAL 85.25% High Needs students as defined by the CSDE Next Generation Accountability System are defined as students who are English Learners (EL), students with disabilities (SWD), are students who are economically disadvantaged.
DISTRICT LITERACY GOALS Establish literacy structures and systems Build a tiered instructional model Provide opportunities for professional learning Implement an assessment system to inform practice
YEAR 1 AND YEAR 2 FOCUS Year 1 DEVELOP THE LITERACY PLAN FOR THE DISTRICT Focus was on establishing an assessment system to identify students with a high level of reading difficulty. Year 2 Focus is on Providing Intense Support to the Classrooms, Implementing Research-Based Practices and Coaching Support.
WINDHAM LITERACY MODEL Literacy Leadership Team Curriculum and Instructional Systems Facilitative Coaching Model Tiered Instructional Model Professional Learning Model Assessment System
WINDHAM PUBLIC SCHOOL K-3 LITERACY INITIATIVE District Leadership Team Superintendent/Assistant Superintendent/Principals/Director of Accountability and Assessment/CK3LI Coach School Leadership Team School Administration, Regular Education (grade level reps); CK3LI coach Intervention Teams Coaching Teams CK3LI Interventionists Internal Coach, Reading Teachers CK#LI External Teacher Teams Special Education Coach Teachers ELL Specialists paraprofessionals Interventionists/Tutors
WINDHAM LITERACY MODEL Literacy Leadership Team Curriculum and Instructional Systems Facilitative Coaching Model Tired Instructional Model Professional Learning Model Assessment System
Foundation Skills Curriculum Core Reading Program Literacy Structures Literacy Collaboration program and Systems Differentiation and Small Instructional Groups Practices
WINDHAM LITERACY MODEL Literacy Leadership Team Curriculum and Instructional Systems Facilitative Coaching Model Tiered Instructional Model Professional Learning Model Assessment System
MONTHLY CK3LI EXTERNAL COACHES’ MEETINGS CK3LI Literacy How HILL For Literacy Monthly ELA/IC/Principal Meetings Program Data Teacher Literacy Implementation Analysis Knowledge ELA/ICs CK3LI-Embedded Support School Leadership Teams Classroom Teachers & Interventionists
WINDHAM LITERACY MODEL Literacy Leadership Team Curriculum and Instructional Systems Facilitative Coaching Model Tiered Instructional Model Professional Learning Model Assessment System
BUILD A TIERED INSTRUCTIONAL MODEL Core reading program Multiple instructional MAPs Tier 1 Ongoing assessment Core Curriculum Ongoing professional development Small Group Instruction Supplemental Instruction Tier 2 Strategies to Supplement And enhance Tier 1 Tier 3 Intensive Strategies Intensive Instruction Supplemental Instruction
WINDHAM LITERACY MODEL Literacy Leadership Team Curriculum and Instructional Systems Facilitative Coaching Model Professional Learning Model Assessment System
PROVIDE OPPORTUNITIES FOR PROFESSIONAL DEVELOPMENT Embedded Professional Development Opportunities to practice a new skill Observation/ Stand and Deliver Coaching Co-Teaching Walk Through
PROFESSIONAL LEARNING Professional Differentiated Coaching Accountability Development PD Follow Delivered Observation Same up on via staff of classes message teacher meetings to all staff needs Analysis of Meet Student data teachers where Feedback they’re at: and follow up Review, Expand or Build
WINDHAM LITERACY MODEL Literacy Leadership Team Curriculum and Instructional Systems Facilitative Coaching Model Professional Learning Model Assessment System
IMPLEMENT AN ASSESSMENT SYSTEM Dynamic Indicator of Early Literacy Skill (DIBELS) Analysis of Data Set Smart Goals Link to Improvement Plan Implement Strategies Based on Results of Data
IMPACT ON STUDENT ACHIEVEMENT
DIBELS 2015-2016 Fall to Spring Composite Score Increase of Percent of Students At Core Support/Proficiency Kindergarten Grade 1 25% 16% DIBELS 2015-2016 Fall to Spring Composite Score Decrease of Percent of Students At Intervention Kindergarten Grade 1 28% 14%
DIBELS 2015-2016 Fall to Spring Oral Reading Fluency- Words Correct Increase of Percent of Students At Core Support/Proficiency Grade 2 Grade 3 0% 2% DIBELS 2015-2016 Fall to Spring Oral Reading Fluency- Words Correct Decrease of Percent of Students At Intervention Grade 2 Grade 3 10% 8%
KINDERGARTEN DIBELS COMPOSITE SCORE 2016-17 100% 30% 80% 45% 60% 20% 18% 40% 50% 20% 37% 0% Fall Winter Intervention Strategic Core Support/Proficiency
GRADE 1 DIBELS COMPOSITE SCORE 2016-2017 100% 34% 37% 80% 60% 14% 15% 40% 52% 48% 20% 0% Fall Winter Intervention Strategic Core Support/Proficiency
GRADE 2 DIBELS ORAL READING FLUENCY WORDS CORRECT 2016-17 100% 20% 35% 80% 30% 60% 19% 40% 50% 46% 20% 0% Fall Winter Intervention Strategic Core Support/Proficiency
GRADE 3 DIBELS ORAL READING FLUENCY WORDS CORRECT 2016-17 100% 31% 34% 80% 60% 17% 22% 40% 52% 44% 20% 0% Fall Winter Intervention Strategic Core Support/ Proficiency
DIBELS 2016-2017 Fall to Winter Composite Score Increase of Percent of Students At Core Support/Proficiency Kindergarten Grade 1 13% 4% DIBELS 2016-2017 Fall to Winter Composite Score Decrease of Percent of Students At Intervention Kindergarten Grade 1 15% 3%
DIBELS 2016-2017 Fall to Winter Oral Reading Fluency- Words Correct Increase of Percent of Students At Core Support/Proficiency Grade 2 Grade 3 4% 8% DIBELS 2016-2017 Fall to Winter Oral Reading Fluency-Words Correct Decrease of Percent of Students At Intervention Grade 2 Grade 3 15% 3%
SBAC ELA GRADE 3 Percent of Students at Level 3 and 4 2014-2015 2015-2016 Grade Change Connecticut 50.8% 54% 3.2% Average 28% 34% 6% Windham
1 st Grade Work
More student work
IMPACT ON DISTRICT Ensure the curriculum is effectively addressing the early Provide literacy coaches needs Change knowledgea instructional ble in early practices literacy acquisition Build Teacher Capacity Raise Improve expectations master for students and, schedules to therefore, support learning in all achievement Increase tiers levels reliance on early literacy understandin g of data Increase Student Achievement
FUNDING: HOW DOES THIS GET DONE? Alliance Joint CK3LI Funding Funding Fund • External coaches assigned to each school (5) • ELA coach in each school (1) • Data coach in each school (1) • Interventionist in each school (1) • Professional Development for teachers and coaches • Monthly meetings with teachers and coaches • Monthly meetings with coaches and leadership team
NEXT STEPS Redesign Schools’ Master Schedules to effectively implement an effective intervention program Enhance our intervention process Enhance our embedded coaching model
Thank you!
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