School Plan for Implementing the Comprehensive Literacy Model

School Plan for Implementing the Comprehensive Literacy Model

Feature 1: Inquiry-Based Workshop Approach to Learning / Where We Are / Where We Want To Be / Next Steps
Team members support and implement all features of the Model
School’s core literacy program allows for uninterrupted reading and writing blocks across the grade levels with daily independent reading / writing
Team members implement literacy components within a workshop format thatsupports comprehension, vocabulary knowledge, fluency, phonics, and the writing process

• Read Aloud, Shared & Guided Reading
• Literature Discussion Groups
• Independent easy reading
• Writing, Language, Content Workshop, Assisted Writing

Every Classroom is a Literate Environment including

• Inquiry Based Learning
• Discourse Opportunities

• Classroom Libraries

School Curriculum Library is well organized and utilized / Team members differentiate instruction using gradual release of responsibility through whole group, small group, and individual conferencing techniques.
Team members use a range of assessments linked to curriculum:

• Screening
• Diagnosis
• Outcome
• Progress Monitoring

Feature 2: Coaching & Mentoring / Where We Are / Where We Want To Be / Next Steps
Coach supports continuous teacher learning in the school and provides various degrees of support for teachers through focused coaching cycles
Team members mentor one another within and across grade levels
Feature 3: Model Classrooms / Where We Are / Where We Want To Be / Next Steps
School Includes Model classrooms at each grade level (learning labs promote problem-solving and collaboration)
Feature 4: High Standards / Where We Are / Where We Want To Be / Next Steps
All team members are knowledgeable about district, state, Common Core State Standards.
Team members understand the link between State Standards, assessment, instruction and reporting purposes
Feature 5:
Comprehensive Assessment System - Accountability / Where We Are / Where We Want To Be / Next Steps
Team members use multiple measures to document progress on the assessment data wall.
Common formative, summative, and progress monitoring assessments are in place at each grade level.
Assessments reflect the multidimensional nature of language and literacy using authentic language and literacy activities. They provide valid and timely information that can be used to plan instruction.
Team members use the assessment wall to determine appropriate instructional materials, methods, and grouping (whole group, small group, individual)
Team members use the assessment wall data to study trends within and across grade levels
Team members use the assessment wall data to schedule intervention team meetings
Coach reports beginning, middle and end of year data to all stakeholders (school plan & school report)
Feature 6: Systemic Framework for Response to Intervention / Where We Are / Where We Want To Be / Next Steps
Intervention Team meets on a regular basis and includes intervention specialists, classroom teachers, and literacy coach who collaborate on:

• student selection and discontinuing decisions;
• decisions relating to type and intensity of interventions;
• scheduling for layered interventions aligning teacher expertise with student needs

School RtI Plan includes early interventions for struggling students; fully implemented Reading Recovery/DLL Services
(grade 1) & Small Group Supplemental Instruction for all students who need it K-8+
School’s literacy program provides for differentiated instruction by both the classroom teacher and intervention specialist.
-Focused teaching in interventions promotes integration, transfer, and self-regulation.
Intervention Conferences are scheduled at regular intervals (every 4-6 weeks); additional conferences may be held as needed.
Interventions ensure that the children who struggle the most have the right interventions to achieve at their highest levels. / Collaboration increases the coherence of the instruction across interventions and classroom instruction.
Interventions are reviewed consistently and timely adjustments are made based on student progress.
Intervention plan allows for layers of literacy support aimed at preventing reading disabilities, including classroom interventions provided by the classroom teacher as needed.
Feature 7: Collaborative,Layered and Differentiated Professional Learning Community / Where We Are / Where We Want To Be / Next Steps
Team members are actively involved in all types of team meetings:

• Professional Intervention Team Meetings around students who are not making adequate progress in literacy areas.
• Professional Study Groups around teaching and learning issues.
• Literacy Leadership Team Meeting around district literacy plans.
• Adult Book Club

Feature 8: Well-designed schoolwide literacy plan / Where We Are / Where We Want To Be / Next Steps
School Plan represents all features of the PCL model.
School plan represent long-term and short-term goals with benchmarks for continuous literacy and overall improvements in instruction and student outcomes.
Units of study are designed to meet grade level expectations and to support learners as they move from grade to grade.
Feature 9: Technology for Learning / Where We Are / Where We Want To Be / Next Steps
Team members are encouraged to participate in online discussions
Coaches use information from online discussions to broaden learning during team meetings
Students use technology to search for information, to create new products, interpret and critically analyze new information.
Feature 10:
Spotlighting and Advocacy / Where We Are / Where We Want To Be / Next Steps
School successes are published and celebrated
Information is disseminated about PCL implementation through news releases, articles, presentations, web sites, or other publication channels.
Annual school (district) report is published and disseminated.
School hosts visitors from other schools