Keystones to Opportunity
Pennsylvania District Comprehensive Local Literacy Plan (CLLP)
Aliquippa School District800 21st StreetAliquippa PA 15001
Date: 2013-2014 revision
Acknowledgements
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The lead writers would like to acknowledge the following for their support in writing the
Aliquippa Comprehensive Literacy Plan:
Mr. David Wytiaz - Superintendent
Mr. Alvin Gipson – Principal, Junior-Senior High School
Dr. Pete Carbone – Principal, Elementary
Dr. Paula Calabrese – Educational Consultant, OnHand Schools
Mrs. Maria Paluselli – Educational Consultant, OnHand Schools
Table of Contents
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Section I: Literacy Plan Team Members …………….…….page 4
Section II Mission and Vision Statements …………….…... page 6
Section III: Guiding Principles ……………….... page 11
Section IV: Needs Assessment Review ………………….page 20
Section V: Setting and Prioritizing Goals ……………..……page 57
Section VI: Dissemination of Plan .………………….page 68
Section VII: Assessing and Reporting Progress …………………..page 69
Appendix A: Literacy Needs Assessment …………….……..page 71
Section I: Literacy Plan Team(revised May 2014)
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Name Title Agency Email Phone
David Wytiaz Superintendent ASD [email protected] 724-857-7500 x 1100
Pete Carbone Principal –Elementary School
ASD [email protected] 724-857-7550 x 2001
Dennis Drevna
Asst. Principal –Elementary School
ASD [email protected] 724-857-7550 x 2002
Alvin Gipson Principal –JrSr High ASD [email protected] 724-857-7515 x 4003
Lisa Dutkovich
Asst. Principal –JrSr High
ASD [email protected] 724-857-7515 x 4004
Beth Smith Special Education Coordinator
ASD [email protected] 724-857-7515 x4028
Debbie Frank K-12 Instructional Support/Federal Programs/ KtO
ASD [email protected] 724-857-7550 x 2331
Grace Danylo K-12 Instructional Support
ASD [email protected] 724-857-7550 x 2323
Renee Bufalini
KtO Resource Teacher
ASD [email protected] 724-857-7550 x 2307
Jennifer Garvin
Child Development and Education Manager
Private Industry Council – Head Start of Beaver County
Stacy Culler Education Manager Private Industry Council – Head Start of Beaver County
724-771-8249
Angela. Abbiati
Community Engagement Manager
Private Industry Council – Head Start of Beaver County
Cindy Cherico
9-12 Language Arts ASD [email protected] 724-857-7515 x 4120
Ellen Hermes 7-12 Guidance Counselor
ASD [email protected] 724-857-7515 x 4166
Meena Hill Parent – K-5th, 7th – 12th
Parent [email protected] 724-908-0511
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Timeline
What needs to be done
Who is responsible
When will it be done Evidence of Implementation
Assign a Project Director/Data Liaison
Superintendent Sept 2012 Position filled – Debbie Frank
Assign Resource Teacher team to work with Project Director; K-5 classroom teachers
PrincipalsProject Director
June 7, 2012 Positions filled –R. BufaliniA. McCulloghK. PilottiP. OwenP. Swanson
Assign CLLP Team members
SuperintendentPrincipalsProject Director
Aug 28, 2012 See list of members
Schedule meetings of CLLP Team
PrincipalsProject Director
Oct. 19, 2012 Carbone, Drevna & Frank
Submit completed Curriculum reading Map for grades K-12
EdInsight ConsultantCurriculum Map Team
June 1 – Aug 30, 2012 Submitted documents
Conduct literacy needs survey students, parents,
PrincipalsProject Director
Oct- Dec, 2012 Send to buildings to distribute
Schedule CLLP meetings
Project Director Nov 2012 Letters
CLLP meetings Project Director Dec 27 & 28, 2012Jan 8, 2013Jan 18Jan 24 & 25Feb 7, 2013Feb 14Feb 15 (Head Start only)
Feb 21Feb 28Mar 14Mar 15
Letters, emails
Draft report will be available
CLLP Team May 2013 Draft report
Public viewing of report PrincipalsCore Planning Team
May 2013 Public notification
Board review SuperintendentPrincipals
June 2013 Board minutes
Implementation begins SuperintendentPrincipals
July 2013
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Section II: Mission and Vision StatementsAliquippa School District
District Mission:
Aliquippa School District prepares students for college, career and productive global
citizenship by fostering academic achievement in a supportive and challenging learning
community.
District Vision Statement:
Aliquippa School District empowers students to achieve proficiency and successfully
transition to college and career.
To achieve this Vision, we will provide:
A standards-based, aligned and articulated curriculum that ensures academic success
for all students;
A school community that respects diversity;
A highly qualified staff who delivers quality instruction with high expectations for all
students;
Professional development that promotes evidence-based, best practices to enhance
student achievement; and
A school where staff, parents and community work together to improve student
achievement.
District Literacy Mission:
Aliquippa School District implements the developmental, accelerated and preventive reading
program requirements that ensure students can read on grade level before entering Grade 3.
Teachers consistently diagnose needs, differentiate instruction and accelerate the reading
performance of all students in all grade levels. Success begins with high expectations;
therefore, the District harnesses student potential to achieve extraordinary literacy gains, and
to manifest that potential to establish students as 21st century citizens.
District Literacy Vision Statement:
Aliquippa School District promotes high expectations for all students. We envision
commitment to lifelong student learning, evidence-based teaching strategies and
organizational leadership practices. These practices will be regularly assessed, analyzed and
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reflected upon to track and monitor students’ progress toward the goal of 100% literacy
proficiency. We monitor and communicate progress, continuously improve and employ
differentiated instructional methods, ensure student, teacher and parental accountability for
achievement and celebrate extraordinary accomplishments. Literacy is the ability to
communicate effectively in the real world. This involves teaching thinking skills as an
integral part of learning to listen, read, write, research and speak. A balanced literacy
program is a powerful vehicle that enables children to become successful, independent
readers and writers. Exemplary teachers provide a comprehensive program by integrating
instruction in reading, writing, listening, speaking, language and literature. As they model
good reading and writing, they connect skills and strategy development across the literacy
spectrum. Other disciplines such as social studies, science and mathematics are integrated as
well, providing substance for research, discussion, problem solving, journal writing, oral
reports and debates. The textbook alone is not enough; curriculum area include literature that
is rich and abundant and can be used to develop higher order thinking skills. Providing these
experiences ensures children will have a balance of supportive and challenging learning
opportunities.
Preparing literate citizens in the 21st century means providing our students with the means to
locate, evaluate, use and communicate through text, visual, auditory, and video sources. They
must demonstrate independence; build strong content knowledge, respond to varying
demands of audience, task, purpose, and discipline; comprehend as well as critique; value
evidence; use technology and digital media strategically and capably; and come to
understand other perspectives and cultures. Instruction that is integrated and helps students
understand how to access, evaluate, synthesize, and contribute to information must occur
across disciplines and is the responsibility of all Aliquippa teachers and administrators.
Birth to Age 5
Birth to Age 5 Literacy Vision Statement:
The Head Start program will prepare children who are ready for school, families who
are ready to support their children’s learning, and schools that are ready for these students.
Birth to Age 5 Literacy Mission Statement:
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The CDI Head Start Serving Beaver County’s literacy plan is to provide early and
comprehensive child services and align these goals with the Aliquippa Literacy Plan, to
strengthen the parent’s skills as a child’s first teacher as the most important influences on
their child’s education.
Birth to Age 5 Literacy Narrative:
The Head Start program will effectively implement four integral elements to move all
children toward school readiness (HOUSE); highly individualized teaching and learning,
ongoing child assessment, engaging interactions and environments, and research-based
curriculum and teaching practices. We believe the four elements are interrelated and essential
components of high-quality preschool education for all children. Early Head Start utilizes
Parents as Teachers (PAT), a home-based curriculum. Head Start preschool center utilizes
Creative Classroom. Both implement Ounce Scale, a highly reliable, criterion-referenced
program to streamline data collection and analysis. Head Start/Early Head Start believes
their mission to increase engagement, communication, and inclusion of parents and families
to support school readiness. Effective professional development opportunities are provided
for all staff to better understand and support the school readiness goals.
Elementary: K-6 th grade
K-6 th grade Literacy Vision Statement:
The students in Aliquippa Elementary School, kindergarten through 6th grades, will
become independent and proficient readers across content areas that are prepared for the
challenges of the 21st century.
K-6 th grade Literacy Mission Statement:
The Aliquippa Elementary Literacy Plan will guide staff, administration and the
community to develop effective literacy skills and experiences for students across content
areas. We believe that all our children can achieve success and that motivating students to
believe in themselves leads to achievement. The Literacy Plan is based in ongoing
professional development in the eight components of effective literacy instruction and data
driven decision making.
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K-6 th grade Literacy Narrative:
The Aliquippa Elementary School believes in the District mission that students can
read on grade level before entering Grade 3, and to diagnose needs, differentiate instruction
and accelerate the reading performance of all students in all grade levels. Success begins with
high expectations; therefore we are motivated to create a safe and positive school
environment where students receive the skills necessary to become informed, healthy,
productive, and responsible citizens of the 21st century. By providing ongoing focused
professional development, challenging every child, and implementing shared ownership, this
school community is committed to pursuing the goal that every child will become an
independent literate contributing citizen.
Junior – Senior High School: 7 th – 12 th grade
7 th – 12 th Literacy Vision Statement:
The Aliquippa Junior-Senior High School believes all students can be motivated to
think critically, analyze text, and communicate effectively through oral and written language
in all content areas. Through differentiated instruction in comprehension, metacognitive
skills, writing and knowledge of text structure and influence of text on reading in a
technological society, a command of literacy will evolve in all students.
7 th - 12 th Literacy Mission Statement:
The Junior-Senior High Literacy Plan provides maximum growth opportunities for all
students and staff through the use of innovative instructional practices, shared ownership of
students and data driven decision-making. The plan will include: on-going focused
professional development, data analysis meetings, teaching reading across all content areas,
identification of literacy leaders, and reflective professional learning communities.
7 th – 12 th grade Narrative:
The Junior-Senior High believes the District Mission is to prepare students to be
literate citizens in the 21st century. This means providing our students with the means to
locate, evaluate, use and communicate through text, visual, audio and video sources in all
content areas. Teachers must receive professional development and nurture literacy leaders
who provide quality literacy instructional strategies so students demonstrate independence;
build strong content knowledge, respond to varying demands of audience, task, purpose, and
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discipline; comprehend as well as critique; value evidence; use technology and digital media
strategically and capably; and come to understand other perspectives and cultures.
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Section III: Guiding Principles1. Literacy is a critical foundation for all learning and serves as a “keystone” for
opportunity and success. The Standards for literacy must promote high level learning
for all students to ensure that they are prepared to meet the challenges of the 21st
century. Because literacy is an important skill in itself and serves as a tool for learning,
it is an essential at all levels (Birth-Grades 12). Moreover, to enhance literacy learning
of students, there must be shared responsibility of educators, parents and caretakers,
and the broader community.
Literacy learning is the primary focus of the Aliquippa School District and its’ early
childhood partner. We are committed to high quality, data-driven literacy instruction. The
vision, goals, and core values in the school’s district literacy plan reflect our shared
responsibility to this commitment for our students, staff and community that promotes
academic excellence for all learners.
Current curriculum development supports the principle through the alignment of the
Common Core Standards with the curriculum. Completion of a district curriculum map
which organizes the body of knowledge students are expected to learn at
grade/developmental levels in a clear concise manner. A working curriculum document is
one which can be reviewed to learn what is expected of each child. The Aliquippa School
District must complete a ‘guaranteed and viable curriculum’ that identifies essential goals
and content for all students at each grade level in order to gain the necessary skills for the 21st
Century (Marzano, 2003).
During the summer of 2012, funded by the KtO monies, a team of K-12 teachers met
for three weeks to develop a cohesive vertically aligned K-12 reading and math curriculum
framework. Under the tutelage of an OnHand Schools curriculum consultant, these teachers
received professional development in writing a working curriculum map. As the teams
worked in content areas, it became very evident there was a lack of consistency in current
instructional requirements, skills, and expectations. There were skills repeated in multiple
grades and still not mastered; literary materials were repeated as well or omitted depending
on personal discretion. The development of a shared curriculum map broken down by content
and grade/subject level is now in place to provide a common language, consistent
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instructional guide, and baseline rigor of expectations for anyone assigned in LA/Reading
and/or mathematics courses.
In addition, the use of technology, Birth-Grade 12 quality initiatives and on-going
professional development reinforce literacy as a critical foundation for all learning. Best
practices align with this principle through the implementation of the district wide literacy
plan. Staff incorporates instructional planning based on learning standards and data,
participates in classroom observations and walkthroughs, and actively engages in
professional development opportunities including peer mentoring, modeling, and coaching.
The administrative team uses literacy walkthroughs and LoTi/H.E.A.T observation tools to
monitor and assess teaching quality, student engagement, and literacy instruction in a regular
and timely basis. Evaluations, monitoring, and a structured system of instructional
accountability raises program implementation, fidelity, and rigorous differentiated delivery
of literacy instruction.
2. Student learning, motivation, and access to educational opportunities are increased
when linguistic, cultural, and personal experiences are valued, understood, represented
in the curriculum and classroom practice, and used to help students make connections
between what they know and what they are learning. Multiple perspectives and
experiences provide opportunities for students to learn about their own as well as the
culture of others.
Aliquippa School District recognizes that linguistic, cultural, and personal
experiences are essential to student learning. In developing these connections the Aliquippa
community has embraced and implemented a philosophy which increases cultural awareness
including the special and individual needs of children. Together we celebrate our differences.
The diversity of the Aliquippa community is reflected among the faculty and students.
Exchanges of cultural differences are shared, explained, described, and appreciated through
dialogue, academics, art, music, and sports. The curriculum and classroom practices integrate
diversity through learning in context and connecting literacy to community and citizenship.
The more experience with language and literacy children receive before formal
schooling, the better equipped they are to succeed in reading (Snow et al., 1998). Research
finds strong correlations between young children living in language rich environments and
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higher academic performance (Hart and Risley, 1995). Throughout the district, readalouds
are accepted as a key instructional piece; it allows struggling readers to give full attention to
enjoying language and visual images (Allen, 2000).
We recognize there is a need to strengthen the language foundation of our students,
based on Head Start and kindergarten screenings and assessments. Beginning in Early Head
Start/Head Start through grade twelve, staff engages students in conversations using language
patterns and rich vocabulary; provides time to read to students; and encourages independent
reading. Early Head Start is a home based option for parents. Home visitors create
individualized literacy plans with the family that encourages talking to young children,
parroting facial expressions, using a clear voice and reading/interacting with their children.
At the age of three, children transition to the Head Start classrooms where staff continues
working with children to use varied vocabulary, interact with text, and play with sounds and
nursery rhymes. The staff continues working with families to foster strong relationships
between home and formal education settings.
Continuing to provide a strong language foundation, Aliquippa Elementary utilizes
the LoTI/H.E.A.T tool to increase higher order thinking, engage students, and provide
authentic connections and technology in literacy. The KtO team worked through the modules
and has provided a summary training to the staff. In 2013-2014, another team of teachers will
participate in the online H.E.A.T trainings. The KtO Resource Team pushes into 90 minute
core reading time for 30 minutes daily for small group instruction. The small group model
engages students who are mentally, emotionally, and even physically involved in a task to
increase literacy knowledge. Students who are at-risk were identified through DIBELS and
GRADE scores and placed into small intervention groups. Reading Mastery and Corrective
Reading are research-based direct instruction programs utilized in the 35 minute daily
intervention block. The library has a wide assortment of texts in various genres to encourage
students to read independently. To make the facility available for family and community use,
the library hours have been changed to extend beyond the school day. There is a building
wide emphasis to lay a solid literacy foundation for all children to gain an appreciation for
reading and to develop an intrinsic motivation to read.
The Junior-Senior High School recognizes that secondary students are expected to
learn new words, new fact, and new ideas from reading using their literacy skills to learn new
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content. Teachers provide text-based collaborative learning that actively engages students in
all content areas. Increasing vocabulary through direct instruction utilizes social interaction
and independent word learning strategies. In addition, Read 180 is being implemented in 7th
and 8th grades as an intervention for those students identified as reading below grade level
using various assessments. Writing across the curriculum is a tool to help students reflect on
word choice, sentence structure, and literacy devices. The library has a wide assortment of
genres to encourage independent reading and build an inherent appreciation for literature.
3. There must be high expectations for all learners and a belief that all are capable of
gaining literacy skills that enable them to be successful as adults. Instruction must
address the full range of learners, must be differentiated to meet each child’s needs, and
requires a well-integrated system connecting general, compensatory, gifted, and special
education.
Aliquippa School District is committed to the belief that all students are capable of
gaining literacy skills that enable their success. The district provides all students access to
high quality literacy instruction that is evidence based, data driven, and aligned to an
articulated progress of the common core standards. Literacy leaders are identified and serve
as district/building resources, alongside the Special Education supervisor and building
principals, to assist teachers in planning and implement instruction that is differentiated to
meet the needs of all learners.
Professional development strengthens the capacity of teachers to deliver effective
literacy instruction, differentiating instruction which recognizes the varied background, prior
experiences, and diversity of each child to maximize growth and individual successes. A
safe, welcoming, and positive learning environment with varied models of instruction,
multiple learning experiences/activities, and assignments allows flexible groupings to meet
enrichment, supplementation, and/or remediation needs. A continuum of assessments
determines students’ mastery of subject specific content and individual strengths and
weaknesses. Professional communities initiate reflective practices to improve classroom
instruction through the use of data.
Early Head Start provides ongoing home-based language and literacy Parents as
Teachers Foundational Curriculum and the EHS assessment tool, the Ounce Scale, determine
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what parent-child activities are conducted during home visits. Interactions and participation
are observed and recorded by the home visitor and parent in the areas of child development.
Head Start teachers establish a print-rich environment, practice literacy skills in real life
experiences, teach key literacy concepts, increase vocabulary and language, knowledge of
print, letters and words, comprehension, understanding books and other texts. They share
books with children, provide differentiated instruction, and embed vocabulary instruction in
storybooks.
All elementary students are screened at the beginning of the year and again in the
middle of the year with benchmark/diagnostic assessments. The progress of students with an
elevated risk for reading disabilities is regularly monitored. Based on assessments of current
reading levels, small group differentiated reading instruction is provided for all students (Tier
1). Using data analysis, students who score below benchmark on the universal screening
receive intensive, systematic instruction in foundational reading skills. These groups meet
five times a week for 35-40 minutes (Tier 2). For those students making insufficient progress,
a Tier 3 plan that provides intensive instruction on a daily basis is being developed. Students
identified as gifted receive pull-out enrichment instruction, participate in competitive
academic games, expand their experiences through academic field trips and apply gained
knowledge through project based learning.
With the establishment of secondary literacy leaders and the data team, the Junior
Senior High will use benchmark assessments to screen students entering seventh and eighth
grades to identify those students at risk in literacy. They will receive intensive, systematic
instruction using Read 180 during an intervention period. The core 7 -12th grade
English/Language Arts period lays the groundwork for a school-wide vocabulary focus
which has been identified as an area of need throughout the district. Students identified as
gifted receive accelerated instruction through honors classes, online opportunities, and
competitive academic games.
There is a need to build academic resiliency among our students, to build each
student’s ability to persist in the face of multiple difficulties. A district-wide implementation
of readalouds as a key instructional piece will allow struggling readers to give full attention
to enjoying language and visual images (Allen, 2000). The staff will provide readalouds in
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order to share literature, to improve listening skills, to build vocabulary, to aid reading
comprehension, and to impact positively on student attitudes toward reading.
4. Evidence-based decision-making must be at the heart of all instructional decisions
related to literacy development.
Head Start and the Aliquippa School District utilize various sources of data –
summative, formative, benchmark, and diagnostic to ascertain the literacy needs of our
students. Aligning assessment to Early Childhood, Common Core, and PA Academic
Standards allows students, parents, and educators to gauge and monitor student performance.
A district assessment calendar developed in the Spring and communicated with the
staff and community for the upcoming school year. This will provide an aligned assessment
system, essential grade and/or content specific goals, and enable each building to look
longitudinally at the achievement of students.
The Local Comprehensive Literacy Plan assessments provide teachers with
information to guide student instruction based on data and evidence based practices (i.e.
PSSA, PVAAS, Keystone, eMetric). Teachers analyze benchmarking data from DIBELs,
GRADE, CDT and local assessments through the use of skill inventories and diagnostic
assessments. Trained data leaders, literacy leaders and administrators assist in the analysis
and instructional decision-making to differentiate instruction for students. Parent
involvement activities are designed to aid home literacy based on the data. Using the
assessment results, the district will make decisions about long-term planning and resource
allocations.
Assessment data is gathered by CDI Head Start Serving Beaver County which aligns
with the HS Child Development and Early Learning Framework to determine children’s
school readiness. Using Teaching Strategies GOLD online assessment, classroom
observation and monitoring, health status issues/trends and health knowledge and practice,
and family engagement program goals are determined. Review and analysis of the
assessment results are completed by the School Readiness Team which includes content area
managers, Center Supervisors, EHS manager, program director, and parents.
Aliquippa Elementary will utilize DIBELS Next, GRADE, and PSSA as benchmark
and diagnostic assessments. Administration of DIBELS Next and GRADE will occur three
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times a year, Fall/Winter/Spring and serve as an instrument to identify academic needs, to
group students, and to serve as the foundation in which instructional decisions are based.
Utilizing the thirty minute professional learning time, the staff will conduct detailed data
analysis after each administration. Intervention, adaptation, and enrichment strategies will be
provided based on the data which will also include local measures and teacher observations.
PSSA, in grades 3-6, and TerraNova, in grades K through 2, will be administered yearly in
the spring with the results available at the start of the next school year. At that time, the
results will be included in the data analysis of literacy skills.
The Junior-Senior High will utilize CDT, Keystones, and PSSA as benchmark and
diagnostic assessments. The CDT administrations three a year, Fall/Winter/Spring will serve
as an instrument to identify needs, to group students, and to make decisions about instruction.
Time specifically allotted for data analysis opportunities will be available in the professional
learning community block after each assessment administration. Teachers will reflect on
what is and what isn’t working in classrooms, and modify instruction to meet student needs.
Intervention, adaptations, and enrichment strategies will be provided based on multiple
assessment data as well as local measures.
5. Educators must be prepared to teach effectively in the schools of the 21st century and
be provided with continuing professional development support that enables them to be
lifelong learners.
The Aliquippa School District is committed to delivering effective, research-based
instructional practices to students by supporting the continued professional development of
its educators, in order to prepare children birth to grade 12 as lifelong learners in the 21st
century. By obtaining perceptual, demographic, school processes and student achievement
data through district wide needs assessments, informal and formal classroom observations,
and staff surveys, the school district will identify and prioritize needed staff development.
Based on this data, Aliquippa School District will develop a plan for professional
development that is specific to the individual needs of its educators. Through strong
instructional leadership, modeling, peer coaching, co-teaching, collaboration, and
professional learning communities the District continues to grow and improve literacy
instruction birth to grade 12. The identification of literacy leaders at the building levels is the
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first step to utilize the knowledge base that exists within district to form collaborative
professional communities with a common vision, knowledge, and language.
Academic resiliency is a critical factor that influences literacy development (PaCLP).
District statistics show that 84% of our students live in poverty; many of these students do
not have the persistence when faced with academic difficulties to pursue individual mastery
goals. Teachers must strive to assist in building problem-solving skills, increasing social
competence, and providing a sense of purpose for all students to succeed. Professional
development opportunities will be provided that incorporates effective literacy instruction to
build academic resiliency. Teachers will work with students to set high, yet realistic, reading
goals and engage them in meaningful literacy experiences to overcome some of the negative
risk factors of life. In addition, culture influences various perspectives on nurturing and
independence, communication, and differences of expectations between teachers, parents,
and students. The district will seek and provide professional development tied to
understanding and embracing multiple cultural perspectives in the classroom. Technology
plays a key role in fostering academic resiliency and engagement for students of all levels,
especially the secondary level. Information and communication technologies (new literacys)
shape new forms of reading and writing. Technology training throughout the district,
differentiated to grade/content areas, will be provided to aid successful use and adaptation of
instruction for 21st Century skills.
Currently, Head Start has joined the elementary staff in several KtO content
deepening trainings. There is no current plan for formal collaboration and on-going
professional learning opportunities. We recognize the need to establish a relationship to plan
and execute professional supports that will provide continuity of literacy instruction from
preschool to kindergarten.
Elementary school will continue to build upon the extensive KtO content knowledge
trainings through a progression of professional opportunities that will continue to reinforce
and move literacy forward to the next level. The focus remains on data-driven instructional
practices, differentiation of instruction, RtII, and family engagement in literacy. However, we
need to provide differentiated professional learning opportunities so there is a transfer of
knowledge into classroom instruction through the learning, assessing and reflecting process.
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The Junior Senior High will institute professional development to aid in the process
to move from focusing on “just teaching” to becoming a community of all stakeholders. The
path to sustainable literacy outcomes rests on an investment in quality shared learning in:
classroom management, dealing with difficult students, student motivation and goal setting,
disciplinary literacy utilizing the CCS, differentiated instruction, using data for instructional
decision making, and working with family engagement and literacy. We recognize there is a
need to differentiate the professional learning to meet the individual needs of our staff to
actively engage all in learning, assessing, and reflecting on their craft.
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Section IV: Needs Assessment ReviewStandards and Curriculum
The District lacks a written curriculum for literacy. To address the need for working
curriculum map in grades K-12, KtO funds were used in an extended year opportunity with
teachers to write reading/language arts and mathematics curriculum. Working with the
OnHands consultants, each grade level worked toward completion of a curriculum map
aligned with PA Academic/Common Core standards. Administrative personnel did periodic
checks with their staff on the progress of the writing and use of software program. The intent
at the beginning of the school year was to involve all teachers in the continuation of
curriculum writing and placing lesson plans into the units. However, this has not occurred as
of mid-year because of: technical issues, conflicting information from another consultant,
and lack of time to schedule training in the use of the software program. We realize a map is
a working document that is essential to identify academic goals and grade/content
expectations. The map currently developed has not yet been aligned to locate areas of
strength, weakness, and gaps in instruction. Until there is a commitment of time, resources,
dedication, and funding on both the Association and District’s part to a working written
curriculum, a horizontal and vertical articulation of skills is difficult.
Standards &Curriculum
In Place Not in Place KtO Content Area Modules that would assist
Other Professional Development/Resources that would assist
Birth – 5yrs. A written curriculum address all students:EHS: PAT CurriculumHS:Creative Curriculum, 5th edition
Using a common framework and rubric to instruct and assess literacy with the ASD
Successful Transitions
Family Engagement & Literacy
Supporting Students with Special Needs
Building Blocks for Reading
PaTTAN: CCSS (EC)
KtO team
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K-6th grade Working on a curriculum explicitly stating what students need to know and be able to do at each grade level
Implementation of research-based core literacy program - Treasures
Reading, writing, speaking and listening are integrated throughout the day in all subject areas
Access to rigorous standards aligned reading program core Treasures Reading Program
KtO Resource Teachers serve as resources and literacy leaders
Implementation of building 30 min intervention time with research-based programs: Reading Mastery/Connective Reading/Quick Reads
Students are provided with exemplary samples, rubric, tasks and feedback
Use of a common framework and rubric ensuring consistent approach across subject areas and age/grade levels
The written curriculum addresses all students is in progress:
Universal Design and Digital Technology
Using Data for Literacy Decision Making
Navigating Content with ELL
Successful Transitions
Building Blocks for Literacy
Supporting Learners with Special Needs
Family Engagement & Literacy
OnHands: curriculum writing
Literacy Walkthroughs
LoTi/HEAT
Step by Step
PaTTAN: SAS/CCSS
BVIU/AIU:SAS/CCSS
KtO Resource teachers
7th – 12th grade Students are provided with exemplary samples, rubric, tasks and feedback as available on the SAS site and Common Core Standards
Curriculum explicitly states what students need to know and be able to do at each grade level
Use of a common framework and rubric ensuring consistent approach across subject areas and age/grade levels
Universal Design
Using Data for Literacy Decision Making
Navigating Content with ELL
Successful Transitions
Supporting Learners with
OnHands: curriculum writing
AdministrativeLiteracy Walks
LoTi/HEAT
Identification of literacy leaders and formation of data team
Reading
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Implementation with fidelity research based core literacy curriculum
The written curriculum that addresses all students is in progress
Special Needs
Family Engagement & Literacy
Reading Apprenticeship
The CCSS and LDC
Apprenticeship
PaTTAN
BVIU/AIU
KtO Resource Team
JSH Literacy Leaders
Next Steps:
Birth – Age 5: Establish a transition literacy map between Head Start and kindergarten
K – 6th grade: Complete curriculum mapping in all subject areas and grades Articulate vertical and horizontal alignment to CCS Identify instructional gaps and areas of focus Provide a common framework and rubric for writing Increase accountability of administration and staff in fidelity of literacy curriculum Implement systematic integration of reading, writing, speaking and listening in all
content areas Intensify efforts to provide differentiated instruction based on data analysis Progress monitor students to gather information on student needs and achievement
7th – 12th grade: Complete curriculum mapping in all subject areas and grades Articulate vertical and horizontal alignment to CCS Identify instructional gaps and areas of focus Provide a common framework and rubric for writing Increase accountability of administration and staff in fidelity of literacy curriculum Identify and institute literacy leaders and data team Implement systematic integration of reading, writing, speaking and listening in all
content areas Intensify efforts to provide differentiated instruction based on data analysis
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Keystones to Opportunity
Assessment
Head Start uses TS GOLD student assessment to identify student areas of
developmental delay; all instruction is individualized based on assessment results. The
utilization of literacy assessments that are reliable and valid which provide information on
the essential elements of reading; ECERS is an available resource. A procedure has been
established that develops the capacity to gather and use data in coordination with the district.
Head Start staff, supervisor, parents meet with Aliquippa principals, speech therapists,
psychologist and kindergarten teacher at a Transition meeting to discuss student data, needs,
and format instructional goals for students. For those students at-risk, extended year
instruction will be provided dependent on funding resources.
The elementary school uses DIBELs Next, GRADE, PSSA and local assessments to
identify focus areas in reading. There is an assessment calendar released at the beginning of
the year and standard operating procedures in the administration and collection of
assessments coordinated through K-12 Instructional Support and KtO team members.
Assessments are administered in a timely manner through the use of a building calendar; the
elementary showing this as a strength. While there is a data analysis protocol with time
provided for team meetings after each assessment; the ongoing review of literacy
performances for students below benchmark and the adjustments necessary as indicated by
the data is not consistent among staff. It is necessary to increase involvement of district
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Keystones to Opportunity
leaders to participate in literacy meetings to identify professional development needs and
supports that are necessary for instructional changes.
The Junior Senior High uses the PSSA as its primary assessment to identify student
reading performance in addition to local report card grades and teacher input. The building is
currently in the process of identifying and implementing Classroom Diagnostic Testing and
performance tasks as benchmark and diagnostic assessments. The administration will create
and communicate a yearlong calendar to provide assessment windows. Professional
development opportunities in data analysis, literacy instructional best practices, and regularly
scheduled time for intensive analysis and instructional planning will be included. This will
provide opportunities for increased involvement of district leaders to participate in literacy
data meetings to identify professional development needs and supports that are necessary for
instructional changes.
Assessment In Place Not in Place KtO Content Area Modules that would assist
Professional Development that would assist
Birth – 5yrs. Data culture exists
An assessment plan is in place
A database with Birth to age 5 assessment information is used
Assessments are administered early and frequently
An assessment calendar establishes testing windows
Move-in students are assessed shortly after arrival
Data is reviewed regularly by administration and teachers with instruction and
Shared calendar with ASD
Universal Design
Using Data for Literacy Decision Making
Successful Transitions
Building Blocks for Literacy
Supporting Learners with Special Needs
Family Engagement & Literacy
LETRS
PaTTAN: data analysis
KtO Resource Team
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Keystones to Opportunity
support adjusted as necessary
K-6th grade Building leadership supports the use of literacy assessment data,
Building wide assessment plan is developed including measures, schedules, and procedures
Support for a building wide formative assessment process exists to collect ongoing progress monitoring data on students receiving interventions
Database established, implemented and maintained to collect and summarize literacy data and provide immediate and easy access to information
An assessment calendar establishes testing windows
Move-in students are assessed shortly after arrival and placed into instructional groups
Data is reviewed regularly quarterly by administration and teachers with instruction and support adjusted as necessary
Progress monitoring is sporadic within staff
Small group/individual Tier 2/3
Share calendar with Head Start
Universal Design
Using Data for Literacy Decision Making
Navigating Content with ELL
Successful Transitions
Building Blocks for Literacy
Supporting Learners with Special Needs
Family Engagement & Literacy
OnHands: curriculum writing
AdministrativeLiteracy Walks
LoTi/HEAT
LETRS
PaTTAN: data analysis, RtII, intervention best practices
PDE: webinars, live sessions, online modules
BVIU/AIU: data analysis, RtII, intervention best practices
7th – 12th grade An acknowledgement of “data culture” should exist
Database established,
Development for “data culture” in the building
A system to develop use of
Universal Design
Using Data for Literacy Decision Making
OnHands: curriculum writing
AdministrativeLiteracy Walks
25
Keystones to Opportunity
implemented and maintained to collect and summarize literacy data and provide immediate and easy access to information
literacy assessment data and develop follow up plans to adjust instruction as needed
CDT has been identified as benchmark assessment but has not been given to students
Formation and communication of yearlong assessment calendar
Establishment and implementation of benchmark and diagnostic assessments
Move-in students are assessed shortly after arrival and placed into instructional groups
Support for a building wide formative assessment process exists to collect ongoing progress monitoring data on students receiving interventions
Data is reviewed regularly by administration and teachers with instruction and support adjusted as necessary
Navigating Content with ELL
Successful Transitions
Building Blocks for Literacy
Supporting Learners with Special Needs
Family Engagement & Literacy
LoTi/HEAT
LETRS
Next Steps:
Birth to Age 5:
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Keystones to Opportunity
Establish a link between Head Start and Aliquippa School District assessment and professional development opportunities calendars
Focus on students forming relationships with adults and solving social interactions Intensify literacy development – specifically rhyming, identifying letters, and letter-
sound knowledge
K – 6th grade:
Develop follow up plans to adjust instruction based on the data Progress monitor students to gather information on student needs and achievement Implement systematic integration of reading, writing, speaking and listening in all
content areas Intensify efforts to provide differentiated instruction based on data analysis Provide intermittent review of action plans to monitor student progress Increase communication between home and school to provide assessment information
7th – 12th grade:
Identify and implement diagnostic and benchmark assessments on a timely and scheduled basis
Provide the time and resources for data analysis in professional learning communities Progress monitor students to gather information on student needs and achievement Implement systematic integration of reading, writing, speaking and listening in all
content areas Intensify efforts to provide differentiated instruction based on data analysis
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Keystones to Opportunity
Instruction
The Aliquippa School District is committed to delivering an evidence-based
instructional literacy program. Adequate time is dedicated Birth to Grade 12 for literacy
instruction. The district looks to expand differentiated small group instruction throughout the
grades K to grade 12. In addition, a cohesive formalized writing program must be constructed
to provide a common framework and rubric to instruct and assess writing across subject areas
and grade levels. Literacy instruction is organized on a grade- appropriate basis around the
essential elements of literacy. Principals have the authority and direct accountability to assure
that effective practices are implemented and are working. They must provide the support
necessary for an effective literacy program for all students. This includes providing the
structure necessary for instruction to occur; a safe learning environment; a culture that
focuses on academic rigor; and a community that celebrates academic excellence.
Literacy instruction is embedded throughout Head Start curriculum. Students receive
instruction in the five areas of literacy, phonemic awareness, phonics, vocabulary,
comprehension, and fluency through word play, exposure to text, listening comprehension,
and other literacy strategies. Children attend Head Start five days a week for three and a half
hours daily. Class size is a maximum of twenty children and two adults.
Aliquippa Elementary has a 90 minute core reading block where instruction is
predominately whole group. Small group instruction with the KtO Resource team pushing in
for 30 minutes is in addition to the 90 min core. These small groups work on skills identified
through DIBELs, GRADE and local assessments. A building wide 30 minute intervention
time has been added to the master schedule. All students in grades 1-6 are placed into
intervention groups according to data. Students most in need are in groups of no more than
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Keystones to Opportunity
10 in Reading Mastery and Corrective Reading. The students approaching on or above grade
level use Treasures Leveled Readers, Quick Reads and other materials as indicated through
data analysis. The K-grade 6 staff has received professional development in the eight content
knowledge trainings, DIBELs Next, LETRS modules #1, 2, and 3. The staff unable to attend
trainings this year will be targeted for PD in 2013-14. The KtO team completed the four
HEAT modules and participated in all eight PD opportunities. The elementary principals
participated in all trainings, completed LoTI/HEAT modules, and worked with OnHand
Schools consultants in Literacy Walkthroughs. Instructional accountability, intensive
administrative literacy leadership, and operating procedure flow charts are necessary in the
next years to ensure fidelity of best practices in classrooms to meet student needs.
The Junior-Senior High is currently working on developing building literacy leaders
as instructional and data resources, building an intervention period into the schedule, and
choosing a research based literacy intervention program in 2013-14 school year. Currently,
7th and 8th grade have a 90 minute period of combined reading and language arts block. This
co-teaching model provides students with individualized or small group instruction from the
Reading Specialist teacher. Students identified as Special Education receive language arts
instruction in a resource room. High school ELA uses a literature based program Elements
of Literature that is supplemented with novels in 45 minute periods.
Throughout the district there is a need for administrative monitoring of instructional
practices through walkthroughs and timely feedback. Integration of effective literacy
differentiated instruction to meet student needs must be consistent, focused, and a systematic
through all grade and content levels. Identification of literacy leaders, time for mentoring,
and peer planning collaboration are next steps to increase achievement.
Instruction In Place Not in Place KtO Content Area Modules that would assist
Professional Development that would assist
Birth – 5yrs. Teaching staff incorporate books and other literature throughout classrooms
Staff make effective use of
Increased program wide consistency n providing language and literacy experiences
Building Blocks for Reading
Family Literacy and Parent Engagement
Navigating
LETRS
PaTTAN: Literacy strategies, Special Needs, English Language Learners
KtO Resource team
29
Keystones to Opportunity
word walls
Classrooms are print rich
Variety of activities are provided for letter recognition, sequencing skills and storytelling
Content with ELL
Using Data for Decision Making
Universal Design for Learning
Supporting Learners with Special Needs
Kindergarten team
K-6th grade Literacy instruction is organized on grade appropriate basis around essential elements of literacy
Administrators conduct walkthroughs
Some administrative meetings interfere with monitoring during intervention and/or core reading times
Administrators support grade level and content level literacy meetings
90 min core reading program time
30 min literacy intervention time
KtO funds for small group teacher-directed literacy instruction for students reading
Implementation of researched based programs that support PA SAS/CCRS
Administrators monitor effective instruction and program fidelity regularly with feedback
Consistent regularly scheduled walkthroughs
Dedicated meeting times that do not interfere with intervention and professional learning times
Consistent model of small group teacher directed literacy instruction in all content areas in all classrooms
Extended day and extended year additional instructional intervention programs due to loss of funding
Specific and documentation of procedures established that align with and support state standards and written curriculum
Building Blocks for Reading
Family Literacy and Parent Engagement
Navigating Content with ELL
Using Data for Decision Making
Universal Design for Learning
Supporting Learners with Special Needs
LoTI/H.E.A.T
Literacy Walkthroughs
LETRs
OnHands curriculum writing
Vendor trainings: Reading Mastery/Corrective Reading
Writing Across the Curriculum
PaTTAN: Literacy strategies, Special Needs, English Language Learners
BVIU/AIU: Literacy Across Content Areas, Special Education/Gifted, English Language Learners
KtO Resource team
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Keystones to Opportunity
Scientifically-based core literacy materials (Treasures)
SRB intervention programs adopted beyond core program (Reading Mastery, Connective Reading, Quick Reads)
Literacy program used with Tier III students beyond core program (Triumphs, EdMark)
District personnel working with building administrators to ensure that teachers across the district are incorporating effective literacy instruction
Across district, literacy support are aligned with disciplinary literacy instruction
A set of decision protocols used consistently across the district to guide student placement into differentiated interventions and enrichment reading opportunities
Common writing program, framework, and rubric across grade/content levels
7th – 12th grade Principals provide structures and support for grade level team meetings
Grades 7-8 have a 90 minute literacy block with reading specialist and regular education teacher
Grades 9-12 have 2-4 hours of literacy connections across instructional areas
Necessary funding and personnel are secured to support co-teaching models
Administrators conduct regularly scheduled walkthroughs
Administrators support literacy leadership by scheduling meetings at times other than literacy instruction
An established model of literacy instruction
Recognition of literacy and data teams
Literacy team meetings are not
Family Literacy and Parent Engagement
Navigating Content with ELL
Using Data for Decision Making
Universal Design for Learning
Supporting Learners with Special Needs
Reading Apprenticeship
The Common Core Standards and LDC
LoTI/H.E.A.T
Literacy Walkthroughs
OnHands: curriculum mapping
Vendor: Read 180
Vendor: Language!
Writing Across the Curriculum
PaTTAN: Using Data, Interventions, RtII, Literacy Across Content Areas, Special Education/Gifted, English Language Learners
BVIU/AIU: Using Data, Interventions, RtII,
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Keystones to Opportunity
in 7th & 8th ELA grades
Adoption of SBR core program in grades 7-12; “Elements of Literature”
regularly scheduled and include all content areas
Fidelity and high quality literacy connected instruction and practice across content areas
Necessary funding and personnel are secured to support small group instruction in 9th -12th grades
Additional literacy instruction support provided for below grade level students in extended day or school year opportunities
Adoption of an effective research based supplemental and intervention programs for students needing additional literacy instruction
Teachers using adopted programs and materials with consistency and fidelity
All programs are aligned with general education literacy instruction to provide consistent reading instruction for at risk students learning to read
Data-based decision protocol
Literacy Across Content Areas, Special Education/Gifted, English Language Learners
KtO Resource team
Votech/trade/business resources and speakers
District Leadership: SAP/PBIS, Literacy Team, Leadership Team support
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Keystones to Opportunity
used consistently to guide student placement into interventions and enrichment reading programs
District personnel working with building administrators to ensure that teachers across the district are incorporating effective literacy instruction
Common writing program, framework, and rubric across grade/content levels
Next Steps:
Birth to Age 5:
Increase program wide consistency in providing opportunities throughout the day for language and literacy experiences
Emphasize receptive and expressive language through increasing conversational speech and self-expression
Modeling conversational language throughout the day Provide activities to increase phonological awareness/rhyming through interactive
large group activities, small group and one on one experiences
K – 6th grade:
Provide the time and resources for data analysis in professional learning communities Progress monitor students to gather information on student needs and achievement Implement systematic integration of reading, writing, speaking and listening in all
content areas Intensify efforts to provide differentiated instruction based on data analysis Construct a common writing framework and rubric across subject/grade levels
7th – 12th grade:
Provide the time and resources for data analysis in professional learning communities Progress monitor students to gather information on student needs and achievement
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Keystones to Opportunity
Implement systematic integration of reading, writing, speaking and listening in all content areas
Intensify efforts to provide differentiated instruction based on data analysis Construct a common writing framework and rubric across subject/grade levels
Professional Learning and Practice
Head Start provides professional learning opportunities during pre-service days
before the school year begins and monthly throughout the school year. Program reviews,
including staff evaluations and child outcomes reporting determine the focus of the
professional development calendar. Areas of focus include curriculum development and best
practices in child growth and development.
Aliquippa Elementary provides professional learning activities aligned in a cohesive
literacy plan ranging from kindergarten to 6th grade that meets the needs of the students,
teachers, and administrators. Professional development is provided to staff and administrators
as a means of improving literacy instruction. These content deepening trainings will continue
34
Keystones to Opportunity
across the years. Professional learning activities in LETRS, DIBELS Next, and data analysis
for data driven instructional changes in the classrooms are attended by principals and staff
members. Dedicated time in the form of In-service and Act 80 days have been built into the
District schedule. A daily 30 minute professional learning time is built into the schedule for
team data meetings and collaborative planning. A real application of research based
strategies in classrooms to differentiate instruction to meet student needs is the next step.
Administrative monitoring through walkthroughs, observations, timely feedback and
mentoring opportunities must be conducted to ensure fidelity to programs, research and
academic rigor.
The Junior-Senior High provides professional learning activities to align ELA
Common Core Standards into lesson plans and performance tasks across the content areas.
Working with Standard Solutions, the staff and administrators are receiving professional
development to modify existing curriculum guides to incorporate 21st Century skills and
themes and develop lesson plans aligned to the CCS. In-service and Act 80 days as well as
the daily professional learning time are utilized for learning activities. Although high quality
professional development in data analysis and instruction planning has occurred, there is still
a need to provide ongoing support to administer and utilize all forms of data more
effectively.
Professional Learning and Practice
In Place Not in Place KtO Content Area Modules that would assist
Professional Development that would assist
Birth – 5yrs. Cohesive plan for the year
Determine PD focus based on staff evaluation and child outcomes
Application of PD content to instruction
Differentiate PD opportunities based on individual needs
Building Blocks for Reading
Using Data for Decision Making
UDL and Digital Technology
Family Literacy and Parent Engagement
Navigating Content for ELL
35
Keystones to Opportunity
Students with Special Needs
Successful Transitions along the Literacy Continuum
K-6th grade PD efforts ensure cohesive plan for the year
PD is focused on district reading goals
PD are focused on goals and guided by assessment data, ongoing, engaging, collaborative, and job embedded
Application of content to instruction is in place
District measures PD based on instructional data and implements effective practices that are guided by data, ongoing and include modeling and coaching
PD efforts sustained and focused across years
There is a need to differentiate literacy PD across content areas to include all staff
There is a need for district staff to receive PD in areas of parent involvement & engagement
Teaching staff need opportunities to study, observe others, visit model demonstration sites
A protocol for instructional aides, substitutes and assistants is needed to provide guidance on materials that are used
Building Blocks for Reading
Using Data for Decision Making
UDL and Digital Technology
Family Literacy and Parent Engagement
Navigating Content for ELL
Students with Special Needs
Successful Transitions along the Literacy Continuum
Ruby Payne “Families in Poverty” series
Dealing with Difficult Students training
Book Studies: Fred Jones,Successful Schools,Literacy Across the Content Areas,Dealing with Difficult Students,Special Education Inclusion & Autism
UPMC/Heritage Valley/Adiagio health systems workshops
Team Building workshops
7th – 12th grade PD efforts are cohesive plan for the year
PD is focused on district reading goals
PD based on instructional data and implements effective practices that are guided by data, ongoing and include modeling and differentiated
PD efforts sustained and focused across years
PD are focused on goals and guided by assessment data, ongoing, engaging, collaborative, and job embedded
There is a need to build and recognize literacy leaders within the district as mentors, and
Using Data for Decision Making
UDL and Digital Technology
Family Literacy and Parent Engagement
Navigating Content for ELL
Students with Special Needs
Successful
Ruby Payne “Families in Poverty” series
Dealing with Difficult Students training
Book Studies: Fred Jones,Successful Schools,Literacy Across the Content Areas,Dealing with Difficult Students,Special Education
36
Keystones to Opportunity
for content areas data liaisons
There is a need for district staff to receive PD in areas of parent involvement & engagement
Teaching staff need opportunities to study, observe others, visit model demonstration sites
Transitions along the Literacy Continuum
Reading Apprenticeship
The CCSS and LDC
Inclusion & Autism
UPMC/Heritage Valley/Adiagio health systems workshops
Team Building workshops
Next Steps:
Birth to age 5:
Differentiate PD opportunities based on individual needs
K – 6th grade:
Expand small group instruction to differentiate literacy instruction across content areas
Establish a protocol for training substitutes, instructional aides in use of core and interventional materials
Improve the use of data to provide interventions and enrichment Increase professional development opportunities for staff in the area of parent
involvement and engagement Provide extended year intervention programs for students reading below grade level
(contingent upon funding) Construct a 4 year plan of literacy goals and PD necessary for increasing teacher
effectiveness and student achievement
7th – 12th grade:
Recognize and form literacy leaders and data teams Provide small group instruction to differentiate literacy instruction across content
areas Establish a protocol for data analysis, intervention/enrichment, grouping and
monitoring student literacy success Improve the use of data to provide interventions and enrichment Increase professional development opportunities for staff in the area of parent
involvement and engagement Provide extended year intervention programs for students reading below grade level
(contingent upon funding)
37
Keystones to Opportunity
Construct a 4 year plan of literacy goals and PD necessary for increasing teacher effectiveness and student achievement
Literacy Leadership, Goals, and Sustainability
38
Keystones to Opportunity
Aliquippa School District believes strong leadership is a foundational piece to
improving literacy. Strong literacy leadership is necessary throughout the organization.
Through the support of district leadership, building administration participate in professional
learning teams utilizing a data driven strategy to identify literacy gaps and align resources
that meet the literacy needs of students and staff. The district aims to expand literacy
leadership through effective research based leadership practices, improve literacy leadership
by developing literacy leaders and coaches, and create continuity birth to grade 12 by
utilizing literacy best practices throughout the district. The Local Comprehensive Literacy
Plan will be widely disseminated, and referenced frequently. It will then serve as the
foundation for School Literacy Plan that is aligned with the CLLP and serves as the guide for
literacy improvement in each building.
Head Start embeds reading readiness skills throughout the implementation of Creative
Curriculum. The Education Manager provides the literacy supports necessary for staff,
parents, and volunteers to effectively implement early education strategies to build a solid
foundation of reading readiness. Teachers and parents work together to identify literacy
readiness goals and strategies for school and at home, and provide the families with the
resources necessary to enhance their skills as the primary educator of their child. There is a
need to increase parent participation which instills an appreciation of early childhood
experiences.
Literacy, Leadership, Goals, and Sustainability
In Place Not in Place KtO Content Area Modules that would assist
Professional Development that would assist
Birth – 5yrs. Collaboration between home and school to provide readiness skills
Parent participation in classrooms, home activities and conferences
Improve literacy leadership among parents to encourage others
Building Blocks for Reading
Using Data for Decision Making
UDL and Digital Technology
Family Literacy and Parent Engagement
Navigating Content for ELL
39
Keystones to Opportunity
Students with Special Needs
Successful Transitions along the Literacy
K-6th grade Literacy instruction is a building wide priority
Building leadership meetings take place throughout the year
Principals are actively participate in all PD
Principals conduct literacy walkthroughs to observe evidence-based and effective literacy instruction in action
KtO funds provide literacy resource team to support literacy instruction
Literacy goals, assessments, instruction, and professional development are coordinated through KtO and RtII initiatives
Focus on research-based instruction, data analysis to determine root causes
Principal’s primary focus and responsibility is as instructional leader
Parents and community are informed of literacy activities,
Improve literacy leadership among parents and students
Extend role of KtO team to include mentoring, modeling, and peer observations
Consistent administrative monitoring, evaluation and feedback of instruction
A written School Literacy Plan that aligns with CLLP
Building Blocks for Reading
Using Data for Decision Making
UDL and Digital Technology
Family Literacy and Parent Engagement
Navigating Content for ELL
Students with Special Needs
Successful Transitions along the Literacy
PDE: webinars, online modules, live broadcasts
PaTTAN:
BVIU/AIU:
OnHands: Leadership Workshops
Step by Step Leader series
Book Study: Role of the Principal, New Leaders, Successful Schools
LETRs
Vendor trainings
40
Keystones to Opportunity
achievements and goals through Fall meetings, newsletters, and website
Administrators are involved in writing, facilitating, implementation, monitoring and evaluation of literacy planning
Professional Learning Time is provided for team/grade meetings, data analysis, and PD opportunities
Leadership planned yearlong PD and assessment calendar for staff
Literacy leadership provided KtO content trainings, LETRS, DIBELs next trainings for staff with appropriate time for each
BVIU #27 and AIU #3, PATTAN consultants provide professional learning to build internal capacity
7th – 12th grade Literacy instruction is a building wide priority
Leadership planned yearlong PD and assessment calendar for staff
Professional Learning Time is provided for team/grade
Identify literacy leaders and data team
Improve literacy leadership among parents and students
Principals conduct literacy walkthroughs to observe evidence-based and effective
Using Data for Decision Making
UDL and Digital Technology
Family Literacy and Parent Engagement
Navigating Content for ELL
Students with
PDE: webinars, online modules, live broadcasts
PaTTAN:
BVIU/AIU:
OnHands: Leadership Workshops
Step by Step Leader
41
Keystones to Opportunity
meetings, data analysis, and PD opportunities
Administrators are involved in writing, facilitating, implementation, monitoring and evaluation of literacy planning
Principal’s primary focus and responsibility is as instructional leader
Parents and community are informed of literacy activities, achievements and goals through Fall meetings, newsletters, and website
Special Education utilizesBVIU #27 and AIU #3, PATTAN consultants provide professional learning to build internal capacity
literacy instruction in action
Consistent administrative monitoring, evaluation and feedback of instruction
Provide building structures so principal is able to focus primary responsibility as instructional leader
A written School Literacy Plan that aligns with CLLP
Special Needs
Successful Transitions along the Literacy
Reading Apprenticeship
The CCSS and LDC
series
Book Study: Role of the Principal, New Leaders, Successful Schools
LETRs
Vendor trainings
Next Steps:
Birth to age 5:
Encourage, enhance, and increase the number of parents participating
K – 6th grade:
Increase administrative and parent involvement in the planning, implementation, and monitoring of the CLLP
Write a School Literacy Plan which aligns with the Local Comprehensive Literacy Plan
Coordinate curriculum mapping process with literacy goals across grade levels and content areas
42
Keystones to Opportunity
Expand role of literacy coordinator to include walkthrough visits to see literacy instruction in action, provide general feedback to principals and teachers
Expand role of KtO team to include mentoring, peer observations, and modeling Increase walkthroughs, feedback, evaluation and monitoring of classroom fidelity to
research based core programs and literacy strategies Provide increased notification and effective communication to parents, students and
community members of literacy activities, achievements and goals through Fall meetings, newsletters, website, and social media outlets
7th – 12th grade:
Coordinate curriculum mapping process with literacy goals across grade levels and content areas
Write a School Literacy Plan which aligns with the Local Comprehensive Literacy Plan
Expand role of literacy coordinator to include walkthrough visits to see literacy instruction in action, provide general feedback to principals and teachers
Identify literacy leaders and data team to provide guidance, resources Increase administrative and parent involvement in the planning, implementation, and
monitoring of the CLLP Increase walkthroughs, feedback, evaluation and monitoring of classroom fidelity to
research based core programs and literacy strategies Utilize AIU #3, BVIU #27, and PaTTAN to provide professional learning community
to build internal capacity Provide increased notification and effective communication to parents, students and
community members of literacy activities, achievements and goals through Fall meetings, newsletters, website, and social media outlets.
Transition
The Aliquippa School District recognizes transition as a multi-layered process. We
have established processes and procedures that orient students and families through the
transition process birth to 12th grade. These include: building tours, parent nights, parent-
teacher conferences and open houses where students and families become familiar with the
upcoming learning environment. The school district plans to increase the academic
communication component of our transitions. This communication includes effective sharing
of student academic data with parents, helping them understand the data and what it means
for their child’s instruction.
The district maintains timely, well-kept documentation on retentions, graduation
rates, and other student success measures. One designated clerical position maintains PIMS
43
Keystones to Opportunity
information, record keeping, alternative instructional placements, and new student
transitions. The school psychologist and Special Education coordinator serve as liaisons
between the district and early intervention programs that provide educational services for
Aliquippa children. They coordinate transition team meetings with district and Head Start
personnel to discuss the transition of young children into the formal school setting.
Kindergarten registration occurs twice a year for pre-K children and families to provide
parental information, academic and speech screenings for kindergarten readiness. For
students and their families transitioning from the elementary school to the Junior Senior High
school, the district provides: guidance in scheduling, meet the teacher opportunities, building
tours, and academic placement screenings.
Transition In Place Not in Place KtO Content Area Modules that would assist
Professional Development that would assist
Birth – 5yrs. Literacy instruction is embedded through the EHS/HS curriculum
Through KtO, staff were able to attend literacy professional development which provided an opportunity to cultivate partnership
Documentation of student success is established through use of assessment data, screenings, and developmental observations
A written transition plan birth to 12th grade
Formation of district transition team birth to 12th grade
Transitions
Engaging Families in Literacy
Beaver County Transition Team Day
Kindergarten team
KtO Resource team
K-5th grade Student information is used and readily available
Attendance at BVIU for pre-K to K transition professional development
A written transition plan birth to 12th grade
Formation of district transition team birth to 12th grade
Transitions
Engaging Families in Literacy
Beaver County Transition Team Day
PaTTAN: Guidance Counselors, Support Persons, Transitions Coordinators
44
Keystones to Opportunity
Guidance counselor coordinates with JSH counselors to provide services and information to students moving to secondary building
Title I and KtO funds support successful transition family activities
Reestablish LEARN representative
Tools to monitor and improve the transition process
A variety of PD to prepare staff to ensure transitions for students and parents
Vo-Tech, trade & business school workshops
PDE: webinars, trainings, online modules. Career & College Ready
7th – 12th grade Activities to provide seamless transition from elementary school to 7th grade
Title I funds support for successful transition family activities
A written transition plan birth to 12th grade
Formation of district transition team birth to 12th grade
Tools to monitor and improve the transition process
Database for post graduation plans and achievement
A variety of PD to prepare staff to ensure transitions for students and parents
Transitions
Engaging Families in Literacy
PaTTAN: Guidance Counselors, Support Persons, Transitions Coordinators
Vo-Tech, trade & business school workshops
PDE: webinars, trainings, online modules. Career & College Ready
College Days
Penn State Talent Search
Penn State College Access Coordinator
Next Steps:
Birth to age 5:
Collaborate to write an Aliquippa transition plan birth to 12th grade Participate in forming a district transition team
K to 6th grade:
Collaborate to write an Aliquippa transition plan birth to 12th grade Participate in forming a district transition team Identify transition goals in School Improvement plan Locate an evaluation to access/monitor/improve transition processes
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7th – 12th grade:
Collaborate to write an Aliquippa transition plan birth to 12th grade Participate in forming a district transition team Identify transition goals in School Improvement plan Locate an evaluation to access/monitor/improve transition processes
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Partnerships
The Aliquippa School District has formed community partners to support students
and families. There is a shared responsibility for literacy learning among families,
community, and educational professionals which is essential for improved student learning.
We recognize the need to build authentic community partnerships with agencies that support
academic and social growth of families to raise literacy among all stakeholders. In an effort
to improve public perceptions about literacy education, the school district aims to strengthen
its academic partnerships and communication through the use of technology. We believe the
way to strengthen community partnerships and increase literacy success, is to establish two-
way dialogue, build trust, form parent advisory councils, increase parental involvement, and
provide parents with educational learning opportunities. The district realizes that some of
these partnerships are in place; however, there are no areas of strength. Parent involvement is
at a minimum. We struggle with how to involve more families in the preparation of their
students for academic success.
Partnerships In Place Not in Place KtO Content Area Modules that would assist
Professional Development that would assist
Birth – 5yrs. Collaboration between district and Head Start
Collaboration between district and Early Interventions
Using Data for Literacy Decision Making
Successful Transitions Along the Literacy continuum
Supporting Learners with Special NeedsFamily
Engagement and Family Literacy
PaTTAN Resources to Enhance Parent Engagement
SPAC sessions
Working with Families of Poverty series
K-6th grade Collaboration between district and
Meaningful collaboration
Using Data for Literacy Decision
Transitions
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Head Start
Collaboration between district, Girl Scout and Boy Scout organizations
Collaboration between district and Adagio Health Systems
Collaboration between district and Junior Achievement
Collaboration between district and DARE2XL a Penn State tutoring initiative
Collaboration between district and AAUD Aliquippa Impact
between district and BF Jones library
Meaningful collaboration between district and city council
Making
Successful Transitions Along the Literacy continuum
Supporting Learners with Special NeedsFamily
Engagement and Family Literacy
PaTTAN Resources to Enhance Parent Engagement
SPAC sessions
Working with Families of Poverty series
College, trade school workshops
Social Services Support workshops: CYS, mental health, Adiagio, Women’s Shelter, Foster program
7th – 12th grade Collaboration between district and AAUD’s Men & Fathers
Collaboration between district and Junior Achievement
Collaboration between district and Adagio Health SystemsCollaboration with district and Beaver County Vo-tech
Collaboration with district and Penn State Talent Search
Collaboration with district and Penn State University
Collaboration with district and ROTC
Collaboration with
Meaningful collaboration between district and BF Jones library
Meaningful collaboration between district and city council
Meaningful collaboration between district and area businesses
Using Data for Literacy Decision Making
Successful Transitions Along the Literacy continuum
Supporting Learners with Special NeedsFamily
Engagement and Family Literacy
PaTTAN Resources to Enhance Parent Engagement
Working with Families of Poverty series
College, trade school workshops
Social Services Support workshops: CYS, mental health, Adagio, Women’s Shelter, Foster program
Local businesses: School to Work programs
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district and Regional Choice Initiative
Collaboration with district and Seneca Valley School District distance learning program
Next Steps:
Birth to age 5:
Coordinate with community educational resources to ensure comprehensive, non-duplicated aligned services
Encourage, enhance, and increase the number of parents participating
K to 6th grade: Format an advisory committee that engages educational community partners, parents,
and teachers to plan, implement and evaluate literacy services Increase efforts to establish meaningful collaborations between district and
community partners (library, council, businesses etc) Expand representation of the building in community partner activities Encourage, enhance, and increase the number of parents participating Provide professional development for staff in working with families of poverty
7th to 12th grade: Format an advisory committee that engages educational community partners, parents,
and teachers to plan, implement and evaluate literacy services Increase efforts to establish meaningful collaborations between district and
community partners Expand representation of the building in community partner activities Encourage, enhance, and increase the number of parents participating Provide professional development for staff in working with families of poverty
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Section V: Setting and Prioritizing GoalsGoal Setting
Title of Section
Goal Rationale
Standards & Curriculum
Complete curriculum mapping in all content areas aligned to Common Core State Standards and including literacy across content areas
Essential goals and content for all students should be identified with a defined cumulative progression of skills. Use of CCSS provides resource for identifying increasingly challenging content relevant for literacy. Elimination of inconsistent practices which create learning gaps for students. Using well-articulated set of goals creates equal opportunities for access for all students.
Assessment Provide a universal screening tool and calendar at the all levels that ensures students who are at risk are identified early and supported by interventions
Use of assessment results for identifying student, classroom and school needs is highly related to school success. Alignment of assessments to
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standards allows students, parents and teachers to gauge and monitor student performance. Well aligned system of assessment measures what is essential at specific grade levels and enables schools to look longitudinally at student achievement.
Assessment Under the direction of the administrative team, teachers will refine their analysis of assessment data to guide instructional decisions
System of tests alongside on-going formal and informal measures to identify deficiencies and multiple sources of evidence to measure instruction influences. Thoughtful, appropriate data interpretation allows teachers to determine effectiveness of instruction in advancing student achievement to grade level benchmarks. Value in informing instruction; to use results to identify needs, group students, and make instructional decisions. Educators and administrators need to be knowledgeable and develop expertise about the purpose of a measurement, literacy development, and effective pedagogical practices.
Instruction Establish a district system that fully ensures consistent implementation of effective instructional practices across all classrooms
Differentiation of instruction is key to enhancing students’ ability to learn; maximizes the literacy potential of each student by providing different challenge levels, multiple pathways to acquire information, and demonstrate understandings. Utilizing UDL and RtII, teachers can match instruction and assessment needs to individuals. A coherent set of learning outcomes and series of quality assessments must be in place to define what should be known and describe student needs.
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Instruction Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement
Establishment of a safe, positive, and inviting learning climate in which instruction can occur. Instructional variables such as: flexible groupings, sound lesson structure, visual supports, varied instructional pace, frequent immediate and instructive feedback, accommodations and modification offered, and assistive technology are offered and available for students to succeed.
Instruction Provide the necessary resources and communication of a true RTII model with multiple tiers of intervention
Educators must be aware of different instructional dimensions such as content, delivery, time, grouping and varying difficulty of text materials in order to differentiate within each RtII tier. Provide intensive, systematic instruction and monitoring for small groups of students below benchmark (Tier 2) and intensive instruction on a daily basis for those not making gains (Tier 3) to meet student needs as efficiently and effectively as possible.
Professional Learning & Practice
Provide professional learning opportunities on the SAS, CCSs, improving school climate, and using data to make instructional decisions
Teachers must be engaged in learning, assessing, and reflecting about their craft. Professional opportunities that are based in practice not theory must become priority in establishment of learning community. PDE provides research based literacy instructional, curriculum an assessment information for teachers to enhance instruction efforts to improve student literacy. Intensive, effective and ongoing PD allows peer collaboration, reflection, and participation in decision making process to meet student goals.
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Professional Learning & Practice
Provide professional development in working with families living in poverty and engagement of families in academic achievement
The district must strive to assist students through supportive relationships, set high expectation, and provide meaningful involvement and responsibility within the school. Opportunities will help staff understand the challenges and stresses students must meet and provide the six factors that support academic resiliency: high expectations, meaningful student engagement, consecutiveness and bonding, life skills, clear and consistent boundaries, and unconditional support.
Literacy Leadership
Building principals must monitor the implementation of district initiatives so that all teachers are held accountable for the completion of required tasks
Principals make decisions on short observations, literacy walkthroughs, with six ‘look for’ questions: are teachers using research based instructional strategies, are groups supporting learning, is technology supporting learning, do students understand their goals, is there evidence of higher order thinking, and does student achievement data correlate? Principals must support and identify areas for improvement and measure staff development efforts. Leadership provides the vision of learning, supports collaborative change, and sets the climate for a stimulating supportive professional climate.
Literacy Leadership
Consistent implementation of best practices in all classrooms must be monitored and reinforced
Literacy walkthroughs by the principals will provide opportunities to know strengths and weaknesses of the staff provide acknowledge and appreciation for jobs well done or mentoring to raise instructional effectiveness, communicate essential beliefs
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regarding student learning and create a visible presence in raising literacy achievement.
Sustainability Establish a district system that fully ensures each member of the district community promotes, enhances, and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process
Building trust among home-school-community to increase success for all students is a pillar of the district to reach the goal of increasing communication and meaningful dialogue to build strong relationships with families and community to form a common vision of literacy achievement.
Sustainability Establish two-way dialogue, increase district presence in community events to build trust, form parent advisory councils, and increase parental involvement learning opportunities.
Prioritizing Goals
1. Establish a district system that fully ensures consistent implementation of effective
instructional practices across all classrooms.
a. Building principals must monitor the implementation of district initiatives so that
all teachers are held accountable for the completion of required tasks.
b. Consistent implementation of best practices in all classrooms must be monitored
and reinforced.
c. Align curriculum mapping in all content areas to Common Core Standards
d. Provide professional development on the Standard Aligned System, Common
Core State Standards, and related resources through creation of professional
learning communities.
2. Establish a district system that fully ensures each member of the district community
promotes enhances and sustains a share vision of positive school climate and ensures
family and community support of student participation in the learning process.
a. Provide professional development opportunities in working with families living in
poverty and engagement of families in academic achievement.
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b. Establish two-way dialogue, increase district presence in community events to
build trust, form parent advisory councils, and increase parental involvement
learning opportunities.
3. Establish a district system that fully ensures barriers to student learning are addressed in
order to increase student achievement.
a. Provide the necessary resources and communication of a true RtII model with
multiple tiers of intervention.
b. Provide a safe and encouraging environment for all stakeholders.
4. Under the direction of the administrative team, teachers will refine their analysis of
assessment data to drive instructional decisions.
a. Provide a universal screening tool at all levels that ensure students who are at risk
are identified early and supported by interventions.
b. Establish a protocol for each school that ensures staff members use standards
aligned assessments to monitor student achievement and adjust instruction.
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Goal Action Map
Goal Statement #1: Establish a district system that fully ensures consistent implementation of effective instructional practices across all classrooms.
Action Step 1 Action Step 2 Action Step 3
››Action Step Monitor, refine and strengthen district wide literacy initiative
Increase content focused active student engagement with consistent implementation of best practices
Align curriculum to Common Core State Standards
Time Line July 2013 – June 2017 Sept 2013 – June 2017 July 2013 – June 2017
Lead Person/s
Administrative team: Superintendent, Principals, Special Education Coordinator
Administrative team: Superintendent, Principals, Special Education Coordinator
Principals, Consultants, Teachers
Resources Needed
Professional Development Professional Development Consultant time, professional development time, contractual stipends, substitutes, funding (Title I, KtO etc.)
Specifics of information
All content area curriculums will be revised and aligned with the Common Core Standards and assessment/eligible content (when applicable). Curriculum maps will be completed to ensure alignment.
Increase rigor and relevance in all content areas through alignment of curriculum with CCSS. Increase student engagement through professional learning community professional development sessions.
Establish system that ensure staff members use standards-aligned assessments to monitor student achievement and adjust instructional practices
Measure of Success
Implementation of district-wide literacy initiative will be monitored through administrative review of lesson plans, informal walkthroughs, and formal observations.
Monitored through administrative review of lesson plans, literacy walkthroughs, informal and formal observations
All content area curricula revised and aligned with CCSS. Curriculum maps completed to assure alignment. Principals monitor implementation of the curriculum through lesson plan review, curriculum check lists, formal/informal walkthroughs and observations
Review Date Semi-annual review Ongoing review Semi-annual review
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Goal Action MapGoal Statement #1: Establish a district system that fully ensures consistent implementation of effective instructional practices across all classrooms.
Action Step 4
››Action Step Provide professional development on the Standard Aligned System, Common Core State Standards, and related resources through professional learning communities
Time Line July 2013 – June 2016
Lead Person/s Superintendent, Principals, Special Education, Teachers, guidance
Resources Needed
Technology, IU, PaTTAN, Consultants, InHouse Instructional Leaders, Schedules & Personnel, Funding sources (Title I, KtO etc)
Specifics of information
All content area curricula will be aligned to Common Core Standards, assessment anchors/eligible content where applicable
Measure of Success
Increased implementation of reading, writing, listening and speaking across content areas and grade levels. LOTI/H.E.A.T observation tool measures increase in teacher performance levels
Review Date Ongoing review, Yearly PD survey
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Goal Action Map
Goal Statement #2: Establish a district system that fully ensures each member of the district community promotes enhances and sustains a shared vision of positive school climate and ensures family and community support of student participation in the learning process.
Action Step 1 Action Step 2 Action Step 3
››Action Step Provide professional development opportunities in working with families living in poverty and engagement of families in academic achievement.
Establish two-way dialogue, increase district presence in community events to build trust, form parent advisory councils, and increase parental involvement learning opportunities.
Time Line June 2013 – June 2017 June 2013 – June 2017
Lead Person/s Superintendent, Principals, Teachers Superintendent, Principals, Teachers, Parent Liaison, Title I Coordinator
Resources Needed
PaTTAN, IU, Consultant/vendors, Funding (Title I, KtO etc), scheduling
Climate surveys to identify district and building strengths and weaknesses
Specifics of information
SAS alignment: Safe & Supportive Schools. Promote diversity and positive culture within the district.Series: Ruby Payne “Families in Poverty”
SAS alignment: Safe & Supportive SchoolsImplement and adhere to the recommendations to promote diversity and positive culture within the district.
Measure of Success
Increase parent involvement via data on numbers attending. Increase in student achievement. Decrease in student disciplinary and/or SAP referrals and home-school visits
Reduction of disciplinary referrals, increased student participation/performance level. Decrease in student disciplinary and/or SAP referrals and home-school visits
Review Date Monthly disciplinary/SAP reports Monthly disciplinary/SAP reports
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Goal Action Map
Goal Statement #3: Establish a district system that fully ensures barriers to student learning are addressed in order to increase student achievement.
Action Step 1 Action Step 2 Action Step 3
››Action Step Provide necessary resources and communication of RtII model
Provide a safe, positive and inviting learning environment in which instruction can occur
Time Line Sept 2013 – June 2016 Sept 2013 – July 2017
Lead Person/s Administrative team: Principals, Special Education Coordinator
Superintendent, Principals, Teachers
Resources Needed
Professional Development, RtII team, Teacher Leaders
Professional Development, Surveys, Disciplinary and SAP referral data
Specifics of information
Coordination with SAP team to define and communicate RtII process with staff; Tier 1, II, and 3 implementation
SAS: Safe and Drug Free Schools.PaTTAN, IU, PBIS Using the data from surveys and disciplinary reports, determine areas of concern and strength to provide a safe, positive and inviting learning environment to all students and staff
Measure of Success
Classroom observation focusing on planning, preparation, content knowledge, pedagogy and standards, classroom environment, instructional delivery and professionalism
Administrative walkthroughs, disciplinary and SAP referrals, parent/student/teacher climate surveys
Review Date Monthly RtII team meetings Weekly staff/grade or content meetings
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Goal Action Map
Goal Statement #4: Under the direction of the administrative team, teachers need to refine their analysis of assessment data to drive instructional decisions.
Action Step 1 Action Step 2 Action Step 3
››Action Step Provide a universal assessment tool at all levels that ensure students who are at risk are identified early and supported by interventions.
Establish a protocol for each school that ensures staff members use standards aligned assessments to monitor student achievement and adjust instruction.
Refine and strengthen the use of formative assessments
Time Line June 2013- June 2017 May 2013 – June 2017 May 2013 – June 2016
Lead Person/s Principals Principals, Literacy Team, KtO Resource, Data Teams, Special Education Coordinators
Principals, Literacy Team, KtO Resource, Data Teams, Special Education Coordinators
Resources Needed
Testing materials, Professional Development in data analysis (PaTTAN, IU, Vendor, KtO), schedule, funding for stipends
Professional Development, Aligned assessment system, Analysis Protocol, Professional Learning Time
Professional Development, Aligned assessment system, Analysis Protocol, Professional Learning Time
Specifics of information
Provide district and building assessment Sept-June calendar; communicate with community via website, notices, and letters. Establish data protocols for administration and analysis. Collaborative time for grade/content teams to identify strengths and weaknesses and make individual instructional plans
Utilize Danielson’s teacher observation model to guide instructional decisions, provide SAS content deepening PD. Establish data protocols for each assessment period.
Increase teaching skills based on research on effective practice with attention given to interventions for struggling students; provide a variety of classroom based assessment skills and skills to analyze and use data for instructional changes
Measure of Success
Administrative review, informal walkthroughs, and formal observations; classroom SMART goals flowing down from content area to individual student plans
Administrative review, informal walkthroughs, and formal observations; classroom SMART goals flowing down from content area to individual student plans
Classroom observations focusing on planning, preparation, knowledge of content and standards, informal walkthroughs, and formal observations
Review Date Quarterly immediately following assessments
Quarterly immediately following assessments
Weekly grade/content meetings
Keystones to Opportunity
Section VI: Dissemination of PlanThe Aliquippa Local Comprehensive Literacy Plan draft will be presented to the
Superintendent in April 2013. The lead writers will discuss any recommendations or changes
with the Superintendent, before making the draft available for public viewing on the
Aliquippa website in May. The principals and core planning committee will disseminate the
plan through notices on the website, local newsletters, and via email notification. The public
and staff will be encouraged to view the document online. In June 2013 the Superintendent
and core planning committee will present the final draft to the School Board’s Education
Committee. Implementation of the Local Comprehension Literacy Plan will begin
immediately with annual review and revisions.
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Section VII: Assessing and Reporting ProgressAssessment is viewed as essential to, and an integral part of effective teaching and
learning. The purpose of assessment is to provide information for a range of audiences.
Assessment will be: positive, manageable, useful and used, and consistent. The purpose of
assessment is: to support learning by involving all students, their teachers, and parents in the
process; to gather information about the performance of individual pupils, groups and cohorts
so that it can be used to inform target setting at a range of levels; to gather information to
inform teachers what will be taught next; to ensure that assessment and recording is an
integral part of the school performance management system; to provide information to
inform the school’s strategic planning, to track individual progress; and to provide
information about referral and external agencies.
Assessments will be used in the following ways:
Formative – the information gained “forms” or affects the next learning experience;
Diagnostic – finding out what attitudes, knowledge, understanding or skills are not
properly learned or acquired and preventing students from making expected gains;
Benchmark – administered throughout the year to monitor student progress to
ascertain if students are reaching academic goals;
Evaluative – informing the strategic planning and direction of the district/building by
evaluating the impact of planning, teaching and the curriculum on student
achievement; and
Summative – a summary of where students are at one point in time. An essential tool
for identifying progress over time.
The Aliquippa School District will provide an assessment calendar prior to the
beginning of the school year for teachers, students and parents. The calendar will appear
on the district/building websites, in student handbooks and in letters sent home. The
calendar will communicate which assessments (GRADE, DIBELS Next, GMADE, CDT,
PSSA, Keystones, et.al) will be given, the testing window, and the grades who will
participate in the testing. Typically, assessments will occur in the beginning (September),
middle (January) and end (May) of the school year for GRADE, GMADE, DIBELS, and
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CDT. PSSA and Keystones are given according to the state calendar of assessments.
DIBELS Next is assessed by classroom teachers and entered into University of Oregon’s
website, GMADE/GRADE assessment is scanned or hand-entered by the KtO clerical
person, and CDT is automatically uploaded onto the site. All student results will be
uploaded into OnHands data management system within the week.
Teachers and administration will utilize professional learning time to analyze the
data, format SMART goals, and make instructional decisions to improve student
performance before the next assessment period. Submission of required KtO academic
assessments submissions will occur within the stipulated timeline. Parents will receive
their student’s progress via individualized report or conference with teachers, counselors,
and administrators. Student data will be displayed predominately in hallways and
classrooms as a reminder to the educational community of current performances and
future goals.
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