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Application for 2011-2012 ADOLESCENT LITERACY PARTNERSHIP PROJECT Literacy Goal Office.

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Presentation on theme: "Application for 2011-2012 ADOLESCENT LITERACY PARTNERSHIP PROJECT Literacy Goal Office."— Presentation transcript:

1 Application for 2011-2012 ADOLESCENT LITERACY PARTNERSHIP PROJECT Literacy Goal Office

2 You’re Invited!  The Louisiana Department of Education, Literacy Goal Office, is inviting schools to participate in a literacy partnership: the 2011-12 Adolescent Literacy Partnership Project (ALPP) in grades 6-8.  The project’s primary focus will be to increase the percentage of eighth-grade students scoring basic and above in English Language Arts on LEAP: 75% by 2014 and 90% as the ultimate goal.

3 Literacy Goals  Students enter kindergarten ready to learn.  Students are literate by the third grade.  Students will enter fourth grade on time.  Students perform at or above grade level in English Language Arts by eighth grade.  Achieve all critical goals, regardless of race or class.

4 Students perform at or above grade level in ELA by eighth grade.  Measure: Percentage of eighth graders at Basic and Above on LEAP  Current Status (2010): 61 Percent of eighth graders earn Basic and Above on LEAP  Ultimate Goal: 90 Percent of eighth graders earning Basic and Above on LEAP  Immediate Goal: 75 Percent of eighth graders earning Basic and Above on LEAP by 2014

5 75% of 8 th graders performing basic or above on ELA by 2014 Gap Analysis Baseline 75% Gap = 4012 67%Estimated Literacy Performance 7000 needed Current Performance 61% Number of Students Needed School Year Average yearly improvement = +1.5% (last 5 years)

6 What is ALPP? The Adolescent Literacy Partnership Project (ALPP) is a partnership between the Louisiana Department of Education (LDE) and schools that aligns with Louisiana’s Adolescent Literacy Plan.

7 Components of Louisiana’s Adolescent Literacy Plan 7 Adolescent Literacy Plan available at: http://www.doe.state.la.us/offices/literacy/adolescent_literacy_plan.html http://www.doe.state.la.us/offices/literacy/adolescent_literacy_plan.html

8 Adolescent Literacy Partnership Project Advantages By participating in ALPP, schools have the opportunity to participate in professional learning that is specific to the needs of the school.  Professional Learning Communities  Class Scheduling  Literacy Strategies across the Content Areas

9 STEEP  A unique feature of ALPP is a simple, brief, assessment process that helps schools quickly match each student with the appropriate intervention known as System to Enhance Educational Performance (STEEP).  Participating ALPP schools will have access to all of the products, support and professional development to implement the STEEP RTI process.

10 STEEP Products  The following products will be provided to each participating school:  Universal Screening Assessments  Progress Monitoring Assessments  iSTEEP Data Management System  Implementation Package  Technical Assistance  Professional Learning Opportunities

11 Universal Screening Assessments  For universal screening, ALPP utilizes the iSTEEP Maze Assessment which is a standard three minute screening for Reading Comprehension.  Each district may choose between the paper and pencil version or the computer administered version of the Maze.

12 Progress Monitoring Assessments  For students receiving intervention, progress monitoring assessments are needed.  Two types of progress monitoring assessments will be available:  Maze assessments for students receiving a reading comprehension intervention  Oral reading fluency assessments for students receiving a fluency intervention

13 iSTEEP Data Management System  Web-based data management software for screening and progress monitoring within RTI.  The system manages universal screening data and progress monitoring for intervention.  The system also creates graphs, aim lines and other essentials for tracking student progress.  An administrative dashboard empowers administrators to successfully lead the process by keeping tabs on all vital RTI components.  The technology and data management system are SIF certified and meet the highest industry standards for reliability and technical excellence.

14 Implementation Package  Each school will designate a leadership team that will learn the process and guide implementation at their school.  This package guides teachers and administrators through the RTI process using step-by-step instructions.  The package helps professionals to increase the accuracy and efficiency of the RTI process and make data based decisions that are supported by research.  It includes anytime, anywhere access to online e-learning resources and tools for teachers, students, and administrators.

15 Implementation Package  Each member of this team will receive the Implementation Package which includes these specific tools:  Web based e-learning in all phases of RTI with online lessons, simulations and practice to acquire skill for scoring assessments, interpreting data, analyzing student results and formulating decisions about progress monitoring data.  Intervention manuals describing the RTI process.  A brief diagnostic assessment process is also included that guides professionals to match an appropriate intervention to each student.

16 What Do Schools Need To Do?  Applicants will need to complete the online application which is available at: http://www.surveymonkey.com/s/L3FYKW8 http://www.surveymonkey.com/s/L3FYKW8  To make the project a success and impact student learning, there are project assurances to which schools must commit.  These assurances are explained on the next slides.

17 Assurance #1  Implement the components of the Louisiana Department of Education’s Adolescent Literacy Plan.  The plan is available at: http://www.doe.state.la.us/offices/literacy/adol escent_literacy_plan.html http://www.doe.state.la.us/offices/literacy/adol escent_literacy_plan.html

18 Assurance #2  Employ an Instructional Literacy Coach for the school and provide work space, including an internet connection. OR  Appoint a lead teacher for each grade level (6-8) and schedule time for the lead teacher to be able to perform duties such as mentoring other teachers, leading data analysis meetings, overseeing interventions, facilitating study group meetings, attending professional development based on school needs and redelivering content at the school level.

19 Assurance #3  Implement the System to Enhance Educational Performance (STEEP) process with depth and total fidelity.  The implementation of STEEP will assist districts in implementing a research based method for response to intervention (RTI).  The STEEP standard protocol, which is a step-by-step method that guides teachers and administrators through the RTI process, helps professionals to increase the accuracy and efficiency of the RTI process and make decisions that are supported by research.

20 Assurance #4  Provide faithful implementation of a Scientifically-Based Reading Research (SBRR) intervention and progress monitoring process with the following characteristics:  Attend program/intervention-specific professional development and ongoing support for all who are providing interventions.  Select an intervention based on the specific needs of the student.  Set individual student achievement goals.  Implement interventions with fidelity.  Ensure students’ achievement progress is monitored frequently making program adjustments as needed based on student data.  Review student progress in teacher teams at least monthly and adjust student achievement goals.

21 Assurance #5  Participate in LDE sponsored professional development activities:  Academic Vocabulary Institute (June 20-21 or June 22-23 in Baton Rouge – at least one representative from each school)  Instructional Literacy Coach Meetings (Quarterly - Coach or Lead Teachers)  ALPP Institute (initial three-day training July 25-27; follow- ups in Oct, Jan, and May in Baton Rouge – Leadership Teams) Faculty Study Group Training STEEP Overview Class Scheduling

22 Assurance #6  Job-Embedded Study Group Meetings  Leadership Team provides Study Group Kickoff session to faculty in August.  Meet twice per month for at least one hour per session to deepen content knowledge, plan lessons, and analyze student work.  Review and provide feedback on study group action plans and meeting logs.  Schedule and participate in instructional council meetings at least every 4 – 6 weeks to assist with the progress of study group actions.

23 The Instructional Council  The instructional council (IC), a network for communication and support, is comprised of a representative from each study group and the principal. Members of study groups rotate attending IC meetings as the IC representative.  They share the successes and challenges of the work being done in their study groups and receive special instruction or training in new skills that SGs need to deepen their work, for example, training in how to use protocols for examining student work.

24 Assurance #7  Agree to support the Adolescent Literacy Partnership Project through collaborative funding sources such as:  local funds  15% IDEA  Title I  Title II  School Improvement (SIG) 1003g  REAP

25 Assurance #8  Duties and responsibilities of the ALPP leadership team (made up of the principal, literacy coach/lead teachers, district literacy representative, SPED teacher, and RTI representative) are as follows:  Attend ALPP Institute and follow-up sessions.  Lead the implementation of the faculty study group professional development process.  Plan and conduct instructional council meetings. Assist with progress of faculty study group action plans.  Serve as key leaders in dissemination of information and redelivery of best practices, content knowledge, pedagogical skills, and literacy strategies.

26 Assurance #9  Duties and responsibilities of the principal are as follows:  Identify ALPP leadership team members and ensure their participation in ALPP professional development and school leadership activities as outlined by LDE.  Serve as an active member of the ALPP leadership team and actively participate in project activities.  Support the literacy coach or lead teachers to serve as school-based literacy leaders.  Ensure release time for coach or lead teachers to attend state-sponsored professional development activities.

27 Assurance #9 Continued  Guard the faculty study group schedule to ensure time for study groups to meet twice per month for at least one hour per session.  Review and provide feedback on study group action plans and logs.  Schedule and participate in instructional council meetings at least every 4 – 6 weeks to assist with the progress of study group actions.  Agree to support the Adolescent Literacy Partnership Project through collaborative funding sources such as local funds, 15% IDEA, Title I, Title II, School Improvement (SIG) 1003g, REAP, etc.

28 Questions and Answers 28 ? ? ? ? ?

29 Adolescent Literacy Staff  For additional information, please contact:  Teri Roberts teri.roberts@la.govteri.roberts@la.gov  Jennifer Bellott jennifer.bellott@la.govjennifer.bellott@la.gov  Betsy Delahaye betsy.delahaye@la.govbetsy.delahaye@la.gov  Antoinette Bienemy antoinette.bienemy@la.govantoinette.bienemy@la.gov  Andrea Farmer andrea.farmer@la.govandrea.farmer@la.gov  Rebecca Lavespere rebecca.lavespere@la.govrebecca.lavespere@la.gov  Ron Briscoe ronald.briscoe@la.govronald.briscoe@la.gov


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