1. December 8 & 10, 2009 Presenter: Julie Meltzer
It Takes a District—Developing and Implementing an Effective Literacy Action Plan that Gets Results
December 8 & 10, 2009
Presenter: Julie Meltzer

2. To discuss WHY we need to focus on literacy
Today’s goals
To discuss WHY we need to focus on literacy
To describe WHAT we need to do to improve student literacy and learning K-12
To provide practical tools, approaches, and ideas about HOW to do it

3. Today’s agenda
Welcome and Opening Remarks
Keynote: It Takes a District
Breakout Sessions: 4 Approaches to School- based Literacy Action Planning
The HILL Keys to Literacy
PCG Education SchoolRise
LUNCH
Panel Discussion
Closing Session

4. The goal of a K–12 school experience
To graduate
LITERATE ADOLESCENTS who have the capacity to be COMPETENT, INDEPENDENT, LIFELONG LEARNERS

5. Numerous reports stress that literacy is key

6. RAND Report: Meeting Literacy Goals Set by NCLB
Conclusion: Unless we, as a nation, are prepared to focus attention and resources on this issue, our schools are likely to continue producing students who lack skills and are ill-prepared to deal with the demands of post-secondary education and the workplace…The costs of inattention are very high, in both personal and economic terms.
RAND Research Brief
Meeting Literacy Goals Set by No Child Left Behind: A Long Uphill Road
Available at 1/RAND_RB pdf

7. Does Massachusetts need to worry about this?

8. UNESCO definition of literacy
The “ability to identify, understand, interpret, create, communicate, compute, and use printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.”

9. Definition of “adolescent literacy”
Adolescents who are fully literate
KNOW and USE
reading, writing, listening, speaking, and thinking
strategies to learn across all content areas
and
CAN DEMONSTRATE/COMMUNICATE
that learning to others who need to know
CAN TRANSFER
their learning to new situations.

10. Are gaps narrowing fast enough?

11. Do we know how to do this?
Question: If we wanted to address this issue, do we know what it will take?
Answer: YES

12. What were you like as a reader in high school?

13. The BIG question…
Do you want your students to be a reader/writer like you were?!!!!?
If the answer is YES – a collective concerted effort is required.
If the answer is NO – a collective concerted effort is required.
Either way, working together on this is how to make it happen!!!!

14. Who needs literacy support?
Non-readers
Struggling readers and writers
Reluctant readers and writers
Average readers and writers
Excellent readers and writers
English language learners who may be any of the above

15. Why does the whole school need to get involved?
If they learn to read in elementary school won’t they be set?
Can’t students just take a reading class or get extra help?
Can’t the English teachers take care of it?

16. Systems thinking
Really good teachers working on their own can make some difference.
Really good teachers working collectively can make ALL the difference!

17. Goal: Get rid of Swiss cheese
The problem is NOT the parents, the teachers or the students
The issue is that throughout our schools and districts we have “Swiss cheese” literacy programming

18. Taking Action Literacy Leadership Model

19. Taking Action Literacy Leadership Model
Components
Taking Action on
Adolescent Literacy:
An Implementation
Guide for School
Leaders
ASCD, 2007
Meeting the Challenge
of Adolescent Literacy:
Practical Ideas for
Literacy Leaders
IRA, 2009
Taking the Lead on
Adolescent Literacy:
Action Steps for
School-wide Success
Corwin Press, 2010 19

20. Taking Action Literacy Leadership Model
Student Motivation, Engagement, and Achievement 20

21. Literacy Engagement and Instruction Cycle
Provide instruction,
modeling, and guided
practice of literacy support
strategies in context.
Engage students
in literacy tasks that
are meaningful
and purposeful.
Improve student confidence,
competence, and efficacy.

22. Taking Action Literacy Leadership Model
Integrating Literacy and Learning 22

23. Asking the right question
Not
“Everyone a reading teacher?”
but
“How will students become better readers, writers, speakers, and thinkers of this content (English language arts, math, science, health, geography, etc.) as a result of being in your class?” 23

24. Content literacy
How, why, and what you READ and WRITE in a particular content area
How and why you SPEAK/PRESENT in a given content area
Types of THINKING required by a specific discipline
Applicable vocabulary, formats/text structures, and discourse elements

25. What do we mean by “literacy demands”?
CROSS CONTENT literacy demands
Students need to strategically read, write, speak/listen, present, and think across content areas (however these may need to be APPLIED in different ways to each discipline of study)
Examples: Activating prior knowledge, setting purpose for reading, clarifying, questioning, predicting, summarizing, visualizing, deductive and inductive thinking, brainstorming, responding

26. What do we mean by “literacy demands”?
DISCIPLINE-SPECIFIC literacy demands
Specific ways of reading, writing, speaking/listening, presenting, and thinking WITHIN each discipline of study are more applicable to some disciplines as opposed to others
Examples: Rules of evidence, text types and structures, presentation formats, conceptual vocabulary, technical vocabulary

27. Content of the English language arts classroom
Literary genres and formats: Poem, essay, short story, play, biography, memoir, novel, letter
Language usage: Grammar, technical and conceptual vocabulary related to the study of literature
Writing: Narrative, persuasive, and expository writing
English language arts is heavily dependent on reading and writing for success BUT teachers may not know how to support literacy development, especially in the area of reading

28. Content of the math classroom
Literary genres and formats: Word problems, textbooks, proofs, articles, graphs and charts
Language usage: Operations, terminology with precise meanings, conceptual vocabulary
Writing: Problem write-ups, manuals, proofs, statistical analysis, response to problematic situations, notes combining symbols and text
Math is heavily dependent on critical thinking, vocabulary/concept development, and the ability to learn from dense concise text BUT teachers may not know how to support literacy development

29. Content of the science classroom
Literary genres and formats: Articles, lab reports, textbooks, websites, graphs, charts, diagrams
Language usage: Process words, terminology with precise meanings, conceptual vocabulary
Writing: Lab reports, analytical essays, notes, research projects, summaries, evidence-based conclusions
Science is heavily dependent on reading and research skills, critical thinking and vocabulary/concept development for success BUT teachers may not know how to support literacy development

30. Content of the social studies classroom
Literary genres and formats: Primary sources, textbooks, articles, nonfiction texts, maps, historical photographs, graphs, charts, artifacts
Language usage: Conceptual vocabulary, debate
Writing: Analytical essays, opinion essays, I-search and research projects, summaries, evidence-based conclusions
Social Studies is heavily dependent on reading, critical thinking, vocabulary/concept development and writing for success BUT teachers may not know how to support literacy development

31. Reading, writing, and learning as processes
Before reading, writing, or learning
Activate prior knowledge, teach vocabulary, set purpose
During reading, writing, or learning
Ask and answer questions, monitor comprehension, make inferences, make connections
After reading, writing, or learning
Summarize, make connections, evaluate, apply, synthesize

32. What are literacy support strategies?
When integrated into content area instruction, literacy support strategies can help struggling readers learn the habits and skills of strong readers, writers, and thinkers.

33. Why are strategies important?
You return from vacation and a week’s worth of mail has accumulated in your absence.
Discuss what strategy you would use to deal with the pile of mail.

34. What if students are struggling as readers or writers?
They will need core program literacy support AND strategic literacy interventions.
Strategic literacy interventions are supports put into place to accelerate the progress of struggling readers and writers.
Strategic literacy interventions can be offered in multiple formats: One size does not fit all.
Tiered systems of instruction and intervention seem to have great promise.

35. Eight ways to be a struggling reader
I can read it, but I don’t “get it.”
If the answer is “right there,” I’m okay.
I never see pictures when I read.
I have trouble sounding out the words.
I read very slowly.
I don’t know a lot of the words.
I like real stuff, not Shakespeare.
I like stories, not textbooks.

36. What does this look like in grades K-2?
Universal screening/benchmark assessments
Tier 1: Focus on phonemic awareness, phonics, fluency, vocabulary, and comprehension using a strong core program
Modeling; whole and small group instruction; ample guided and independent practice; differentiated instruction
Writing and word work in conjunction with reading
50/50 fiction and nonfiction
Focus on critical thinking and metacognition
Tiers 2 and 3:
Flexible grouping and interventions as needed
Use of appropriate progress monitoring tools

37. What does this look like in grades 3-5?
Universal screening/benchmark assessment
Tier 1: Focus on fluency, vocabulary, and comprehension using a strong core program
Modeling, small group instruction (guided reading), guided and independent practice, differentiated instruction
Writing and word work in conjunction with reading
50/50 fiction/nonfiction
Focus on critical thinking, metacognition and goal setting
Tiers 2 and 3:
Flexible grouping and interventions as needed
Use of appropriate progress monitoring tools

38. What does this look like in grades 6-8?
Universal screening/benchmark assessments
Tier 1: Strong content literacy instruction in all content areas
Frequent reading, writing and vocabulary development in all content areas
Focus on writing to communicate as well as writing to learn
Focus on critical thinking, metacognition and goal setting
Tiers 2 and 3:
Intervention classes and support as needed
Use of appropriate progress monitoring tools

39. What does this look like in grades 9-12?
Universal screening/benchmarks
Tier 1: Strong content literacy instruction in all content areas
Frequent reading, writing, and vocabulary development in all content areas
Focus on writing to communicate as well as writing to learn
Focus on critical thinking, metacognition and goal setting
Tiers 2 and 3:
Intervention classes and support as needed
Use of appropriate progress monitoring tools

40. Taking Action Literacy Leadership Model
Sustaining Literacy Development 40

41. Sustaining literacy development
School culture, policies, and structures
Parents and community
District support

42. Taking Action Literacy Leadership Model
5 Action Points 42

43. Five action points Implement a Literacy Action Plan Support teachers
Use data
Build capacity
Allocate resources

44. Focus on the role of the district
Developing an effective District Literacy Action Plan

45. What do we know about successful districts?
Systems thinking
Use of data
Alignment of curriculum, instruction, and assessment
Ongoing teacher professional development
Intense focus on instruction
Vision and communication
Clarity and accountability
Widespread participation

46. Key district supports and practices
District structures
Professional development
Resource allocation
Policies and procedures

47. Connecting school and district literacy plans

48. Guidelines for Developing an Effective District Literacy Action Plan
Version 1.0

49. Process for developing a District Literacy Action Plan

50. Stage 1: Organize for Action

51. Stage 2: Assess Current Practice

52. Stage 3: Develop the Plan

53. The heart of the District Literacy Action Plan
Section 4
Establish an overall literacy improvement goal
Develop literacy goals related to each key area of practice that will support progress toward the overall literacy goal
Section 5
Develop a Goal Action Map for each of the literacy goals

54. Goal Action Map Action Step 1 Action Step 2 Action Step 3
1. Timeline
2. Lead Person(s)
3. Resources Needed
4. Specifics of Implementation
5. Measure of Success
6. Check in/ review date

55. Creating a vision
If our literacy improvement effort was successful, how would our district be different?
What would students be doing?
What would teachers be doing?
What would the environment be like?
How would school leaders be supporting the effort?

56. Getting people on board
Reasons why some teachers are reluctant to get on board with a literacy improvement initiative
Strategies for getting people on board –-
The 4 Es
Environment
Engagement
Expectations
Encouragement

57. Goal: Build an effective SYSTEM of literacy support

58. To build a sturdy structure
Requires intentional design
Requires collaboration and focus
Requires common language and approaches
Requires good reinforcement and scaffolding
Requires vertical integrity
Requires horizontal integrity
Requires use of the right materials
Requires ongoing maintenance

59. Can we do this?
If you think you can do a thing or think you can't do a thing, you're right.
--Henry Ford

60. By learning and working together…
YOU CAN MAKE IT HAPPEN!

61. Literacy is NOT something added to the plate…
Literacy IS the plate

62. For more information…
This presentation was developed for the Massachusetts Office of Literacy by Dr. Julie Meltzer from PCG Education’s Center for Resource Management (PCG-CRM), December 2009
Contact information:
Julie Meltzer, Ph.D.
Senior Advisor for Strategy, Research and Design
PCG Education’s Center for Resource Management
200 International Drive, Suite 201
Portsmouth, NH 03801