WINDHAM CK3LI DISTRICT LITERACY INITIATIVE Patricia Garcia, Ph.D. - - PowerPoint PPT Presentation

WINDHAM CK3LI DISTRICT LITERACY INITIATIVE

Patricia Garcia, Ph.D. Superintendent Windham Public Schools March 13, 2017

 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.

OUTLINE OF PRESENTATION

70.3% 23.5% 3.2% 1.9% 0.9% 0.2%

Hispanic/Latino White Black or African American Two or More Races

Students % of Students Number

• f

Students

English Learners

28.3% 938

Students With Disabilities

18.7% 620

Students Eligible for Free/ Reduced Lunch

82.7% 2,283

Enrollment: 3,316 Students Enrollment Percentage by Race/Ethnicity As of March 1st, 2017

A Look At Our District

A LOOK AT OUR DISTRICT

PERCENT OF HIGH NEEDS STUDENTS

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.

School Percent of Total 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%

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

• f Accountability and Assessment/CK3LI Coach

School Leadership Team School Administration, Regular Education (grade level reps); CK3LI coach

Coaching Teams

Internal Coach, CK#LI External Coach

Teacher Teams Teachers paraprofessionals Intervention Teams

CK3LI Interventionists

Reading Teachers Special Education ELL Specialists Interventionists/Tutors

WINDHAM LITERACY MODEL

Literacy Leadership Team Curriculum and Instructional

Systems

Facilitative Coaching Model Tired Instructional Model Professional Learning Model Assessment System

Literacy Structures and Systems

Curriculum Collaboration Instructional Practices Literacy program

Differentiation and Small Groups Foundation Skills Core Reading Program

WINDHAM LITERACY MODEL

Literacy Leadership Team Curriculum and Instructional

Systems

Facilitative Coaching Model Tiered Instructional Model Professional Learning Model Assessment System

CK3LI HILL For Literacy Literacy How Monthly ELA/IC/Principal Meetings Program Implementation Data Analysis Teacher Literacy Knowledge ELA/ICs

MONTHLY CK3LI EXTERNAL COACHES’ MEETINGS

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

Tier 1

Tier 2

Tier 3

Core reading program Multiple instructional MAPs Ongoing assessment Ongoing professional development Small Group Instruction Strategies to Supplement And enhance Tier 1 Intensive Strategies Supplemental Instruction Core Curriculum Supplemental Instruction Intensive 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

Stand and Deliver Coaching Co-Teaching Observation/ Walk Through

PROFESSIONAL LEARNING

Professional Development Differentiated PD Coaching Accountability

Same message to all staff Delivered via staff meetings Meet teachers where they’re at: Review, Expand or Build

Follow up on teacher needs Observation

• f classes

Analysis of Student data Feedback and follow up

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

Kindergarten Grade 1 25% 16% Kindergarten Grade 1 28% 14% DIBELS 2015-2016 Fall to Spring Composite Score Increase of Percent of Students At Core Support/Proficiency DIBELS 2015-2016 Fall to Spring Composite Score Decrease of Percent of Students At Intervention

Grade 2 Grade 3 0% 2% Grade 2 Grade 3 10% 8% DIBELS 2015-2016 Fall to Spring Oral Reading Fluency- Words Correct Increase of Percent of Students At Core Support/Proficiency DIBELS 2015-2016 Fall to Spring Oral Reading Fluency- Words Correct Decrease of Percent of Students At Intervention

KINDERGARTEN DIBELS COMPOSITE SCORE 2016-17

37% 50% 18% 20% 45% 30% 0% 20% 40% 60% 80% 100%

Intervention Strategic Core Support/Proficiency Fall Winter

GRADE 1 DIBELS COMPOSITE SCORE 2016-2017

48% 52% 15% 14% 37% 34% 0% 20% 40% 60% 80% 100%

Intervention Strategic Core Support/Proficiency Fall Winter

GRADE 2 DIBELS ORAL READING FLUENCY WORDS CORRECT 2016-17

46% 50% 19% 30% 35% 20% 0% 20% 40% 60% 80% 100%

Intervention Strategic Core Support/Proficiency Fall Winter

GRADE 3 DIBELS ORAL READING FLUENCY WORDS CORRECT 2016-17

44% 52% 22% 17% 34% 31% 0% 20% 40% 60% 80% 100%

Intervention Strategic Core Support/ Proficiency Fall Winter

Kindergarten Grade 1 13% 4% Kindergarten Grade 1 15% 3% DIBELS 2016-2017 Fall to Winter Composite Score Increase of Percent of Students At Core Support/Proficiency DIBELS 2016-2017 Fall to Winter Composite Score Decrease of Percent of Students At Intervention

Grade 2 Grade 3 4% 8% Grade 2 Grade 3 15% 3% DIBELS 2016-2017 Fall to Winter Oral Reading Fluency- Words Correct Increase of Percent of Students At Core Support/Proficiency DIBELS 2016-2017 Fall to Winter Oral Reading Fluency-Words Correct Decrease of Percent of Students At Intervention

SBAC ELA GRADE 3

Grade 2014-2015 2015-2016 Change Connecticut Average 50.8% 54% 3.2% Windham 28% 34% 6%

Percent of Students at Level 3 and 4

1st Grade Work

More student work

IMPACT ON DISTRICT

Build Teacher Capacity

Change instructional practices Provide coaches knowledgea ble in early literacy acquisition Improve master schedules to support learning in all tiers Increase reliance on early literacy understandin g of data Raise expectations for students and, therefore, achievement levels

Ensure the curriculum is effectively addressing the early literacy needs

Increase Student Achievement

FUNDING: HOW DOES THIS GET DONE? Alliance Funding Joint Funding CK3LI 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!