Best Practices in Managing an Effective Literacy Block Job Embedded Action Research Project New Jersey Leaders to Leaders (NJ-L2L) Program Lynn DiMatteo

About the Researcher Lynn DiMatteo 1976-1985 – Classroom Teacher, Staten Island, NY 1996-2002 – Classroom Teacher Wanaque, NJ 1999-Present – Adjunct Professor, William Paterson University 2002-2011 – Classroom Teacher Cedar Grove, NJ 2011-2013 – K-12 ELA Curriculum Supervisor, Cedar Grove, NJ 2013-Present – Principal, South End School, Cedar Grove, NJ

Cedar Grove School District New Jersey School Performance Report

PROBLEM STATEMENT It is increasingly evident to this researcher that teachers are struggling with how to maximize instruction in a literacy block. Eighty-seven percent report they were never given sufficient professional development training in how to manage a 135-minute literacy block since instituted in 2008. The researcher believes that through the adoption of a specific structure design in the grades K-4 literacy block, teachers will develop willingness and the ability to change their teaching practices through the implementation of new teaching strategies to enhance student achievement.

Context of the Problem Cedar Grove School District – DFG I Scores significantly lower in comparison to “I” Districts NJ School Performance Reports – 59% ELA passing (SE); 81% ELA passing (NE); SGP 39% (SE); 38% (NE) QSAC Curriculum and Instruction 47%/80% - long term action plan Common Core alignment; workbook/worksheet reliance 87% of NE/SE teachers believe they were never formally trained to manage an effective literacy block; 80% believe they manage an effective block Divide between perception and reality of teachers’/administrators’ view

Focus Group 45 general education and special education teachers in grades K-4 in both NE and SE

Research Questions 1. What are the best practices for effective instruction to have emerged from a literacy block to promote student learning? 2. What are the perceptions of teachers concerning the structure of their present literacy block? 3. How can the use of the Daily 5/CAFÉ change teacher practice in a literacy block? 4. What are the changes in teacher’s beliefs about the structure of a literacy block after participation in a year-long professional development program?

The Goals Adopt a specific structure design to manage the 135-minute literacy block, specifically the Daily 5/CAFÉ Develop a change in teaching practices through the implementation of new teaching strategies

Methodology Data Source Research Questions What are the best practices for effective instruction to have emerged from a literacy block to promote student learning? What are the perceptions of teachers concerning the structure of their present literacy block? How can the use of the Daily 5/CAFÉ change teacher practice in a literacy block? What are the changes in teacher’s beliefs about the structure of a literacy block after participation in a year-long professional development program? Teacher Pre- and Post-Survey Online Professional Development Course – 15 hours Daily 5/CAFÉ Good Habits, Great Readers Discussion Board Development of Materials Videos/Articles/Webinars Follow-up Interviews Classroom Observations Classroom Walk-throughs

Findings and Conclusions 2013-2014 87% believed no sufficient training was received 2014-2015 56% believed no sufficient training was received decrease of 35%

Findings and Conclusions Vary activities - whole group, small group and one-on-one instruction 2013-2014 80.0% 2014-2015 97.0% increase of 21%

Findings and Conclusions Extend periods of student engagement in reading, writing, word study 2013-2014 77.7% 2014-2015 93.7% increase of 21%

Findings and Conclusions Student choice of task 2013-2014 37.8% 2014-2015 65.6% increase of 74%

Findings and Conclusions Student goal-setting under guidance of teacher 2013-2014 40.0% 2014-2015 66.0% increase of 65%

Findings and Conclusions The need for professional development to support teachers in any new initiative is crucial to success. Administrators observe an increase in maximizing instruction in the literacy block; however, there are teachers who readily admit they still struggle with time management, student engagement, assessment, and goal-setting. Moving away from literacy centers has been difficult for some. Teachers are still adjusting to Good Habits, Great Readers and how best to marry it with Daily 5/CAFÉ.

Recommendations Provide more resources and materials for classroom use. These include more leveled readers for independent reading, as well as word study activities and ideas. Further professional development in the use of the CAFÉ which deals with assessment and goal-setting in the classroom. Greater professional development in facilitating effective guided reading groups. Professional development in the area of teaching writing. Continued taining in marrying Good Habits, Great Readers with Daily 5/CAFÉ. Continued visitation of colleagues classrooms who are successful in the implementation of Daily 5/CAFÉ whether in or out of district. Continued use of online Professional Development so all teachers can grow professionally in the comfort of their own home and within the time constraints of their own schedule.

Daily 5/CAFÉ in Action Small Group Instruction Use of I-Charts

Daily 5 Components Read-to-Self Read-to-Someone

Daily 5 Components Listen to Reading Word Work

Daily 5 Components Work with Writing

With Thanks Many thanks to Ms. Traci Dyer, North End Principal, and Michael Fetherman, Superintendent of Cedar Grove School District, for their vision and hard work. Many thanks to Ann Small, my mentor, for her support, guidance, and constant words of encouragement. I could not have asked for more from a mentor.

Questions/Comments dimatteo.lynn@cgschools.org “Investing time to learn something in your profession makes you RICH in your KNOWLEDGE, if you are not then it will make you POOR in your PERFORMANCE.” Sivaprakash Sidhu