Denise Bell Literacy Coach Waco HS, Waco ISD

Writing Technique: Silent Discussion

 1. the quality or state of being literate, especially the ability to read and write.  2. possession of education  3. a person's knowledge of a particular subject or field

 What prompted the development of the role of a High School Literacy Coach?  What challenges were faced when implementing the Literacy Coach position?  How does the Literacy Coach help to improve campus performance?  What future challenges do we face in regards to Literacy?

Focus Question One

Table 2: Percentage of students with at least one school infraction. Infractions 1 st Semester 9 th Grade66% 10 th Grade49% 11 th Grade35% 12 th Grade15%

Percentage of students who have been suspended. 7 ISSOSS th Grade78%50% 10 th Grade38%31% 11 th Grade21%26% 12 th Grade7%9%

Percentage of students who have been placed at DAEP as of December 10 th 8 DAEP Placements th Grade12% 10 th Grade7% 11 th Grade7% 12 th Grade1%

Figure 1: Reading/ ELA

Figure 2: Mathematics

Figure 3: Science

Figure 4: Social Studies

Figure 5: AYP Graduation Rate

Scholastic Inc.16

Scholastic Inc.17

Scholastic Inc.18

Focus Question Two

 Funding – How do we pay for it?  Time – When do we schedule teachers, students, meetings, etc.?  Motivation – How do we get buy-in from staff?  Focus – understanding of what the role would be

STUDENT RESISTANCETEACHER RESISTANCE  High schoolers with low literacy levels have learned coping behaviors  Pushing students of ALL levels  Mindset of “I passed TAKS so I read fine”  Word calling behaviors  “I am not a trained reading teacher.”  “Why didn’t they learn this in elementary school?”  Learned ability to teach around the reading when faced with pressure to cover content

Focus Question Three

Vocabulary Technique: Four Square analysis

 Using MRT training and understanding, I broke language skills into multiple areas to explain to teachers  I would research strategies for teachers to use to improve each area.  I compiled the presentations based on our campuses capabilities (6 departments – 30 minutes once a week for 6 – 7 weeks)  ** See bibiliography

 Whole campus training through departments on components of being “literate” and strategies to strengthen literacy skills  Whole faculty meetings - Focused on populations that historically have high reading concerns and provided strongly comprehensive trainings (LEP, Dyslexia, repeaters)  Literacy Walks *

Literacy Observation QuickView TEACHER/Subject:Date/Time: NOTES: Talking - Oral Language Development Students are using complete sentences Teacher is speaking in complete sentences Use of scripted essential questions Wait time (20 seconds given) Immersion - Print Rich Environment Word wall is legible, aligned with visuals if needed Word wall is used regularly by teachers & students Posters are content relevant Objectives are posted in student language and are read at the beginning of class Comprehension/Knowledge of Domain Teacher/student are working to read selection in sections Strategies for Comprehension being used (visualization, rule-based summary, paraphrase) Scaffolding strategies used (KWL, model, prompt, partial answer, smaller steps, linking to student knowledge) Use of word wall integrated into lesson Vocabulary use being required of students Instruction for new vocabulary Extension - Discussion and Writing Students are writing about their learning (NOT COPYING) Students are discussing their learning Notetaking is being reinforced Proper grammar and spelling are reinforced Regular Reading Students are reading independently Students are reading with partners or as a class Reading comprehension strategy is being used (text frame, review questions, notetaking, journal)

 “Literacy in Action” – voluntary session on strategies (40 teachers)  “Literacy Leaders” – two teachers from every department study a strategy then lead a study in that strategy for their department  Faculty meeting refreshers in spring  Exemplars of word walls, strategies and vocabulary games are shared with teachers  Targeted PLC trainings in math

 Summer Training – “Enhanced Literacy” taken by 75%+ of the faculty including incoming teachers which reviews last year’s training and focuses on reading comprehension  Focused strategy studies Learning Communities throughout the year  Continuation of Literacy Leaders, and specialized population trainings  Coach begins working with students of high need

 Focused analysis of LEP student needs and progress  Sharing of TELPAS scores in conjunction with ELPS training to help teachers understand connection  Creation of modification sheet for these students

 Goal: Teachers will use strategies as part of their regular teaching.  Goal: Literacy Coach will be a source of ongoing embedded professional development with new books, methods, and strategies.  Goal: Teachers will take ownership and leadership in learning together.  Goal: Literacy Coach will be able to expand time to observe, model, co-teach and work with feeder schools.

 Word walls in all classrooms that are ongoing and referenced  VIPs (Visual Instructional Plan) in all classes but especially Math classes  Timed paired partner reading by students  Minimum of writing once a week in all classes  Vocabulary review and games are regular practice in class  Focus on scaffolding for students identified as struggling learners

 Goal: Carrying the literacy strategies and techniques to our feeder campuses

Average Daily Attendance 86.9%90.7%93.2%

Percentage of students with at least one school infraction. 36 Infraction th Grade66%61%51% 10 th Grade49%40% 11 th Grade35%34%24% 12 th Grade15%14%19%

Percentage of students who have been suspended. 37 ISSOSS th Grade 78%65%42%50%53%19% 10 th Grade 38%33%32%31%35%12% 11 th Grade 21%25%18%26%23%6% 12 th Grade 7%4%11%9%7%6%

Percentage of students who have been placed at DAEP as of December 10 th 38 DAEP Placements th Grade12%14%6% 10 th Grade7%8%6% 11 th Grade7%5%3% 12 th Grade1%2%3%

*All scores are preliminary for 2011 ^2011 includes TAKS-M in state accountability calculations for the first time

*Preliminary

Focus Question Four

 Continued funding  Success breeding complacency  Staff turnover  Ongoing review of current research practices which effect various populations of students  Expansion and continuity of services to students  Literacy Coach time