1. Why a School-wide Approach to Literacy?

2. How To Bartle Puzballs There are tork gooboos of puzballs, including laplies, mushos, and fushos. Even if you bartle the puzballs that tovo inny and onny of the pern, they do not grunto any lipples. In order to geemee a puzball that gruntos lipples, you should bartle the fusho who has rarckled the parshtootoos after her humply fluflu. Deeper Reading, Comprehending Challenging Texts, 4-12 by Kelly Gallagher Directions: Please read the passage and answer the questions that follow.

3. Questions: 1. How many gooboos of puzballs are there? 2. What are laplies, mushos, and fushos? 3. Even if you bartle the puzballs that tovo inny and onny of the pern, they will not what? Deeper Reading, Comprehending Challenging Texts, 4-12 by Kelly Gallagher

4. How did you do? Here are the answers… 1. There are tork gooboos of puzballs. 2. Laplies, muchos, and fushos are tork gooboos of puzballs. 3. They will not grunto any lipples. 4. You should bartle the fusho who has rarckled her parshtootoos after her humply fluflu. Deeper Reading, Comprehending Challenging Texts, 4-12 by Kelly Gallagher

5. What are the implications? This exercise illustrates that we can assign reading in our classrooms, give students shallow reading assessments, and have students pass them, BUT…  Have students really understood what they have read?  Do students have a deep understanding of the passage?  Can students evaluate, analyze, or synthesize the information?  Have students truly comprehended ? Deeper Reading, Comprehending Challenging Texts, 4-12 by Kelly Gallagher

6. MSDLT Board Goals Focus Area: Achievement, Resource/ Talent Development, Marketing What is our goal? How will we measure it? What is our target?By when? Who’s Responsible? I.Achievement: 1. Increase Student Achievement 2.Increase the graduation rate ECA and ISTEP scores Increased diploma and Honors diploma Increase Language Arts proficiency rate Increase overall rate. Increase % of students with Honors diploma by 1% May 2015 May 2015 MSDLT Staff MSDLT staff

7. MSDLT Data: ECA (LN & LC Combined)

9. MSDLT Data: ECA (LC)

10. MSDLT Data: ECA (LN)

12. MSDLT Data SAT (LN & LC Combined)

13. MSDLT Data SAT

14. MSDLT Data ISTEP (Belzer & Fall Creek)

15. MSDLT Data ISTEP (Grades 3-8)

16. “For decades now, researchers have known that many children succeed in reading over the first few years of school only to experience a "4th grade slump," setting them on course for years of academic frustration. In grades K-3, when teachers emphasize phonics and the reading of storybooks and other simple texts, most kids make progress. But when their teachers begin to give them longer, more academic reading assignments — that is, when the emphasis shifts from "learning to read" to "reading to learn" — many students lose steam.” What Our Data Is Telling Us…

17. “Even if they've mastered the basics in the first few years of school, students still need to be taught how to make sense of the varied and increasingly difficult materials they encounter in the science, history, math, English, and other subject area classes that comprise the middle and high school curriculum. They must be taught how to write clear, compelling texts of their own. And they must be taught how to communicate effectively for many different audiences, both in and outside of school, using all sorts of tools, from pen and paper to the spoken word to the latest electronic media.” What Our Data Is Telling Us…

18. “In short, literacy instruction remains every bit as important in grades 4-12 as it is in grades K-3.” --Rafael Heller, PhD What Our Data Is Telling Us…

19. “Schools that are making progress in improving students’ reading and writing scores have a data-based plan in place that includes intensive interventions for struggling readers and expectations for content-area literacy support.” --Julie Meltzer and Susan Ziemba, Getting Schoolwide Literacy Up and Running Furthermore, research shows that….

20. “Currently, few middle or high school educators ever receive more than a token amount of training in literacy instruction, and few see themselves as teachers of reading and writing at all. Instead, at the secondary level, most teachers tend to regard themselves as teachers of subject areas, such as biology, American history, or algebra. Even English teachers — who might be assumed to be responsible for reading and writing instruction — tend to define themselves first and foremost as teachers of literature.” --Rafael Heller, PhD Furthermore, research shows that….

21. “While not every teacher can be expected to do the job of a reading specialist, all teachers should be trained in certain essentials of literacy instruction, and all teachers should be expected to support students' overall literacy development.” A School-wide Approach to Literacy

22. “Specifically, all teachers should learn how to provide effective vocabulary instruction in their subject areas; all teachers should learn how to provide instruction in reading comprehension strategies that can help students make sense of content-area texts; all teachers should learn how to design reading and writing assignments that are likely to motivate students who lack engagement in school activities; and all teachers should learn how to teach students to read and write in the ways that are distinct to their own content areas.” --Rafael Heller, PhD A School-wide Approach to Literacy

23.  Literacy PD will be led by Literacy Task Force Team Members during the months of February, March, and April.  All Faculty members are expected to attend and participate in at least one Literacy PD session per month.  PD sessions will focus on understanding and implementing Pre, During, and Post Close Reading Strategies in the classroom.  All faculty members are expected to implement at least one of the pre, during, and post close reading strategies learned through PD sessions each month. The Plan: Expectations

24.  Primary and Secondary Evaluators are expected to note faculty participation in PD sessions and implementation of close reading strategies during 2nd Semester Evaluations under the following indicators:  1.4-Create Objective-Driven Lesson Plans And Assessments  2.1-Develop Student Understanding and Mastery of Lesson Objectives  2.2-Demonstarte and Clearly Communicate Content Knowledge to Students  2.3-Engage Students in Academic Content  3.3-Seek Professional Skills and Knowledge The Plan: Accountability

25. “Literacy is often said to be the cornerstone of a school’s curriculum. Much as every house requires a strong foundation, all students should be grounded firmly in the fundamentals of literacy.” --Rafael Heller and Cynthia Greenleaf, authors of Literacy Instruction in the Content Areas: Getting to the Core of Middle and High School Improvement

26. “ Literacy, in the broadest sense, can be defined as the way [students] make sense of their world. It is how they literally and figuratively use the tools of education combined with what they learn and know from outside the classroom to comprehend and understand the today and, more importantly, the tomorrow of their lives. It includes…skills such as being literate in reading, writing, speaking, listening, viewing, and technology. It also includes the facility to learn and be able to explain concepts from various content areas, such as mathematics, social studies, and science.” -Adolescent Literacy and Differentiated Instruction

27. “[Literacy is]…Understanding, evaluating, using and engaging with written text to participate in society, to achieve one’s goals and to develop one’s knowledge and potential.” –Organization for Economic Cooperation and Development (OECD)