KANSAS CITY, KANSAS PUBLIC SCHOOLS – 2013 through 2016 DISTRICT PLAN

Literacy is not an option. It is a civil right. Our students deserve to have access to a quality life. Key to a quality life is proficiency in language, , and in the arts. As a District, there is no more important responsibility that we must embrace, than to ensure that every student develops as a literate person.

To meet the charge that “literacy is not an option,” all schools, along with district’s centralized departments and all schools, through the use of data and study, will implement a comprehensive and coordinated plan. The plan is designed so that every student is supported, encouraged, and expected to read, write, thinking, speak, and listen in all disciplines (contents and contexts, i.e. that the student can apply in a variety of contexts with the discipline of science). The plan will guide professional learning, and place literacy as our primary focus strategy to advance student achievement, and ultimately the attainment of the district’s singular goal, college and career readiness for every student.

This 2013‐2016 KCKPS Literacy Plan contains the following components:  Review of actions taken prior and in service of developing a comprehensive literacy plan (Literacy Audit, work of District Literacy Advisory Council)  What the research base says about student achievement and district literacy planning.  Overarching goals for 2013‐2014, 2013‐2015, and 2013‐2016.  Specific actions, timelines, persons responsible, specifics of plan, resources, and data collection for each goal.

KCK District Literacy Advisory Council 2012-2013 1

2013‐2016 LITERACY PLAN ESTABLISHED THE FOLLOWING AREAS FOR LITERACY DEVELOPMENT ACROSS THE DISTRICT

The Literacy Council utilized the texts Taking Action on Adolescent Literacy and Taking the Lead on Adolescent Literacy to outline a planning process for district and school planning for the following areas of literacy development. Each area of literacy development has a researched rubric for successful implementation (see Taking Action on Adolescent Literacy).

1. COMMUNICATE TO ALL STAKEHOLDERS – LITERACY IS A PRIORITY ACROSS THE SCHOOL DISTRICT PREK – 12th GRADE 2. DEVELOP LITERACY LEADERSHIP CAPACITY 3. STUDENT MOTIVATION, ENGAGEMENT, and ACHIEVEMENT 4. PROFESSIONAL DEVELOPMENT (DEVELOP HIGHLY EFFECTIVE TEACHERS/SUPPORT TEACHERS TO IMPROVE INSTRUCTION) 5. LITERACY INSTRUCTION ACROSS COMPREHENSIVE LITERACY DAY (ELEMENTARY) and ACROSS CONTENT AREAS (SECONDARY) 6. LITERACY INTERVENTIONS FOR STRUGGLING READERS/WRITERS

GOALS ESTABLISHED BY DISTRICT LITERACY COUNCIL (one goal per area listed above) 2013‐2014 GOALS (in place by May 2014 with evidence) Goal 1: The district actively promotes and supports school‐based literacy improvement efforts. Goal 2: The district provides continual professional development to ALL LEADERS (administrators, literacy team leaders, teacher leaders) who actively engage in and monitor the implementation of the District and School Literacy Plans for the purpose of increasing student achievement. Goal 6: Appropriate and adequate literacy interventions exist to support struggling readers and writers to attain and maintain grade level achievement withine th context of a school‐wide literacy improvement effort.

2013‐2015 GOALS (started in 2013, data collected regularly, by 2015 in place with evidence) Goal 3: All students actively engaged in , , speaking, and reasoning in all content areas to improve learning outcomes and performance.

2013‐2016 GOALS (started in 2013, data collected regularly each year, by 2016 goals 4 and 5 will be in place with evidence) Goal 4: The district provides continual and differentiated professional learning for ALL TEACHERS to actively engage in the implementation of the district/building literacy plan and use data to determine impact of professional learning on student achievement. Goal 5: Teachers consistently integrate high quality reading, writing, language and vocabulary instruction to improve all students’ literacy development and content learning.

KCK District Literacy Advisory Council 2012-2013 2 The mission of Kansas City, Kansas Public Schools (KCKPS) is to ensure a deep commitment to providing ALL students with a comprehensive and enriching literacy foundation to prepare them to successfully participate in a global society. Rigorous and relevant instruction in listening, speaking, reading, writing, and thinking is the focus for literacy learning in all content areas and in all classrooms.

KCKPS supports consistent, high quality, long‐term and in‐depth professional learning in best practices that support literacy. The district will allocate resources to ensure equitable access to effective literacy education for all students. All KCKPS employees are committed to and responsible for implementation of this literacy plan. This plan will be continually evaluated, reviewed, and revised to ensure literacy achievement.

BACKGROUND/REVIEW OF RESEARCH BASE AND PREVIOUS ACTIONS

THE RESEARCH BASE SAYS: KEY ACTIONS FOR DISTRICT LITERACY INITIATIVES 1. Develop a district council focused on literacy. 2. Audit current literacy strengths and needs. 3. Learn together ‐ literacy implementation, leadership, and instruction best practices. 4. Develop a 3‐5 year plan. 5. Consistently monitor progress.

2012‐2013 Literacy Council  Set a charge (see A below) and met monthly to systematically learn, discuss, and develop a district plan for literacy achievementr fo KCK Public Schools  Read, analyzed and discussed the following texts, some as whole group, some in small groups. Applied learning to development of District Literacy Design for 2013‐2015.  Planning Subgroup attended Leadership and Literacy Council in September and met regularly to study district literacy planning process kand wor out details of larger District Literacy Council’s work. Studied and applied findings of literacy audit to frame the District Literacy Plan.

A. 2011 CHARGE OF THE DISTRICT LITERACY ADVISORY COUNCIL

Literacy is not an option. It is a civil right. Our students deserve to have access to a quality life. Key to a quality life is proficiency in language, numeracy, and in the arts.” As a District, there is no more important responsibility that we must embrace to ensure every student develops as a literate person.

KCK District Literacy Advisory Council 2012-2013 3 To meet the charge of “literacy is not an option,” the literacy council, through the use of data and study, will develop a comprehensive, and coordinated plan, which outlines research‐based literacy approaches so that every student is able to read, write, think, speak, and listen in all disciplines. The plan will also guide professional learning, training, and provide valuable information about resource acquisition.

B. FINDINGS/RESULTS OF EXTERNAL DISTRICT LITERACY AUDIT External Literacy Audit Key Findings After considerable thought and discussion, co‐interpretation participants determined a set of prioritized key findings—either critical or positive. These key findings are detailed in this section. Please note that where key findings at the elementary, middle, and high school levels were substantially the same in content, those key findings have been collapsed into a single key finding that addresses all levels. Critical Key Findings Overall: Elementary, Middle, and High Schools Critical Key Finding 1: Few components of gradual release were observed in the elementary, middle, and high schools. The gradual release of responsibility model of instruction was not observed in the majority of classrooms. For example, in the elementary schools, many teachers did not demonstrate the actions of a reader and a writer for the students. Students often did not receive scaffolding; instead, they received a short explanation and then were given time to work on their own. In the middle and high schools, the majority of instruction was done with the whole group. Additionally, in the high schools, the absence of the gradual release model was particularly notable during writing instruction. Critical Key Finding 2: Differentiated instruction and materials were rarely observed. Although differentiation is a major part of the KCKPS Five‐Step Process, many classrooms did not provide assignments or small‐group opportunities based on level, ability, or skill. Within the elementary schools, students often worked on the same packets of worksheets, despite individual understanding or need. In the middle and high schools, the majority of instruction was “whole‐group,” with little time for peer discussions or small‐group work. In some high school classes, students worked on the same reading assignments with no consideration of individual reading levels. Critical Key Finding 3: Quality reading and writing instruction was limited across all grade levels. Writing instruction was limited and inconsistent. In the elementary schools, students engaged in little extended writing. In addition, of the 11 elements of writing instruction found to be effective for helping students write well (Graham & Perin, 2007), only three were observed in the middle school classrooms and none in the majority of high school classrooms. According to the interviews, many people are uncertain about what the district’s focus on writing means. Independent reading also was limited; independent reading was noted in fewer than 25 percent of the elementary school classrooms. Students also spent more time with literary texts than required by a proper information‐literary text balance. Also, a systematic vocabulary program was not apparent across all grade levels. Although some word study did occur in the primary grades, many of the observed teachers did not use word walls consistently across classrooms or offer strategies for decoding words. Critical Key Finding 4: Questioning techniques in the majority of observed classrooms did not align to Kansas Common Core Standards, require higher‐level thinking skills, engage all students, or include time for either discussion or processing the question.

KCK District Literacy Advisory Council 2012-2013 4 The Kansas Common Core Standards require that students learn to answer text‐dependent questions; however, this type of question was not apparent in the majority of all observed classrooms. When asking the questions, few teachers called on nonvolunteer students. Also, teachers did not provide wait time for students to process the questions. Questions often followed the Initiate‐Response‐Evaluate (I‐R‐E) model; that is, the teacher asked a question, a student answered, and the teacher replied—whether or not the answer was correct. Extended discussions with three or more students lasting longer than 30 seconds were limited. Critical Key Finding 5: Classrooms across the elementary and middle school grade levels demonstrated an overreliance on worksheets as a resource and instructional tool. Worksheets were common in both elementary and middle school classrooms. Often, instead of explicit instruction or time with the teacher, students worked on or reviewed worksheets. Most of the worksheets did not require extended writing and were not differentiated. Critical Key Finding 6: Checkpoint assessments are not well‐aligned with other assessments that students must take. Teachers in elementary and middle school classrooms used checkpoint assessments as an instructional tool and, in the middle schools, as justification for classwork. These assessments, however, do not align well in their format, measured qualities, or reported data with the Northwest Evaluation Association’s Measures of Academic Progress (NWEA‐MAP) assessments or the future Smarter Balanced assessments. Positive Key Findings Overall: Elementary, Middle, and High Schools Positive Key Finding 1: The majority of classrooms across the district are implementing the standards‐based guaranteed and viable curriculum (GVC), in accordance with the district’s goals. The GVC was observed across all grade levels. The implementation was uniform both within and across schools. Teachers used district‐provided pacing guides. Elementary Schools Only Positive Key Finding 1: The majority of classrooms met or exceed the minimum recommended time (90 minutes) for literacy instruction. According to both teachers’ schedules and interview data, teachers often spend up to three hours a day on literacy instruction. Literacy time also is extended through homework assignments, which even kindergarten students receive. Positive Key Finding 2: There is evidence that teachers have access to and use assessments to inform instruction. Teachers test their students through the NWEA‐MAP reading assessments, the Fountas & Pinnell Benchmark Assessment System, and the KCKPS checkpoint assessments. Schools and teachers were observed paying attention to all of the data. In one school, bar graphs of the MAP scores lined a hallway; in another, they were posted by the principal’s office. In another school, a first‐grade teacher posted the growth in MAP scores in her classroom. According to both teachers’ schedules and interview data, teachers often spend as many as three hours a day on literacy instruction. Literacy time also is extended through homework assignments, which even kindergarten students receive. AIR Recommendations In order to achieve its vision of being one of the top 10 school districts in the nation, KCKPS must carefully consider the need for effective literacy instruction as well as plan to meet the demands of the Kansas College and Career Ready Standards. Implementation of the Kansas College and Career Ready Standards in the district will require a “deepening” and a “retraining” of the entire teaching staff. The district needs to reflect on

KCK District Literacy Advisory Council 2012-2013 5 the gaps that exist between what the district is already doing and what the Kansas College and Career Ready Standards require, paying particular attention to the biggest and most fundamental mandates of these standards.

In order to help ensure that KCKPS is providing highly effective literacy instruction at all levels, AIR has developed 13 specific recommendations. The following 10 recommendations apply to all schools, 3 specifically apply to elementary schools: 1. Develop and implement a plan to ensure challenging, engaging, and intentional instruction in every classroom through effective implementation of the gradual release of responsibility model of instruction. 2. Increase the level of rigor of classroom instruction. 3. Increase the amount of time that teachers differentiate instruction. 4. Ensure student engagement in literacy instruction. 5. Provide intentional and systematic vocabulary instruction at all levels to improve literacy outcomes. 6. Develop and implement with fidelity a school‐wide plan to increase the effectiveness of independent reading. 7. Increase opportunities for student discussion in the classroom. 8. Increase the amount and quality of writing instruction and the opportunities for students to write throughout the school day. 9. Investigate ways to increase opportunities for developing student competency in new . 10. Develop and implement a multiyear professional development plan that follows a job‐embedded and sustained professional learning process and focuses on effective literacy curriculum and instruction.

The following three recommendations are specific to elementary instruction: 1. Implement with fidelity the components of the balanced literacy block. 2. Develop and implement with fidelity a district‐dwide wor ‐study curriculum. 3. Ensure that the time students spend working independently is productive.

For each recommendation, additional information is provided in the narrative on specific actions that the district may consider during its action‐ planning process, as well as research resources for further reading. Please note that the order in which these recommendations are presented does not reflect a ranking or prioritization of the recommendations.

KCK District Literacy Advisory Council 2012-2013 6 DISTRICT GOALS OUTLINED: COMMUNICATE TO ALL STAKEHOLDERS – LITERACY IS A PRIORITY ACROSS THE SCHOOL DISTRICT ‐ PREK – 12 Goal 1: The district actively promotes and supports school‐based literacy improvement efforts.

ACTION STEP TIMELINE LEAD RESOURCES SPECIFICS OF DATA COLLECTION & EVIDENCE PERSON(S) SUGGESTED IMPLEMENTATION OF SUCCESS 1. District establishes Timeline: Board of *District Stakeholders provide input to Annual Results of Needs and communicates July Education Continuous develop and update the DCIP within Assessment. clear achievement 2013 Improvement Plan cycle of review and instructional Forward Superintendent (DCIP) “Powerwalk” data reflects targets, articulated in *District Literacy Board Approves Amended DCIP and effective and improving literacy the District Assistant Supts Plan Literacy Plan instruction which correlates with Continuous *District student achievement data. Improvement Plan District Professional Superintendent Recommends to the (DCIP), focused on Coaches of Learning Plan Board necessary resources – fiscal Year‐End ‐Report of Progress on literacy. Impl. *Literacy Audit and human capital – to implement the DCIP (Analysis of district Annually *Board Policies the DCIP and Literacy Plan. MAP, ACT Strand/State Literacy 2. Conduct Needs August Principals *District Leadership Assessment, and Diagnostic Assessment of through That Works, Communication Tools are leveraged reading assessments (F&P Literacy Practices and September School Marzano and to share plan and engage Benchmark)) Publish Results Leadership Waters, 2009 stakeholders. Teams *Literacy Action 3. Publish the District Rubric 4: Literacy‐ Schools develop literacy teams and Data from Post‐assessment/ Professional Learning Annually, Department Rick School school action plans that clearly Quarterly Debriefings Action Plan September Directors Enviornment, communicate site‐based non‐ addressing Literacy. Policies, and Culure, negotiable expectations in all “Taking the Lead on classrooms inclusive of DCIP 4. District Monitors Quarterly Adolescent Literacy: indicators and expectations Progress and Action Steps for Communicates results Schoolwide Conduct District and School‐based quarterly to internal Success,” – Grades Needs Assessment using Literacy and external 4 – 12 Action Rubrics. stakeholders.

KCK District Literacy Advisory Council 2012-2013 7 5. Building principal August Assistant Supts *District Values and Leadership prioritizes time and “Powerwalk” data reflects actively engages in, Forward Expectations resources to support effective and improving literacy and empowers District *School That Work implementation. instruction which correlates with Literacy Leadership Coaches of by Allington and student achievement data. Team to establish a Impl. Cunningham 2012 Leadership is consistently in culture that values *FOCUS by classrooms to support and monitor Year‐End‐Report of Progress on and supports Principals Schmoker (2011) implementation. the DCIP (Analysis of district meaningful literacy *Culture of Literacy MAP, ACT Strand/State Literacy instruction across the Literacy Report, NASSP Assessment, and Diagnostic school day and across Leadership *Literacy Action Formal and informal conversations reading assessments (F&P content areas in ALL Teams Rubric 2: Literacy and work posted throughout the Benchmark)) classrooms. Across the Content building (classroom literacy Areas, “Taking the walkthroughs and environmental Lead on Adolescent walks). Data from Post‐assessment/ Literacy: Action Quarterly Debriefings Steps for Schoolwide School‐based literacy plans Success,” – Grades documented. 4 – 12 6. All classrooms August  *Superintende District Guaranteed Elementary ‐ 1/3 of books leveled for “Powerwalk” data reflects have class libraries Forward nt Viable Curriculum easy access for students while 2/3 of effective and improving literacy sufficient for the *Assistant includes list of books are organized by genre. instruction which correlates with grade level and Supts. recommended student achievement data. content. *Chief text/literature by School schedule protected time to Financial grade level and read and confer with students daily in Pre‐ Post‐ and Year‐End‐Report of District and Schools Officer content. all content areas. Student choice Progress on the DCIP. Assess classroom *Principals (matching books to readers) is libraries and purchase *Teacher District allocates emphasized in book selection. Data from Post‐assessment/ books to ensure Leaders resources to Quarterly Debriefings. literacy rich *Teachers support Powerwalk data indicates whether classrooms across all *School development of students are reading independently Principal/Teacher Survey content areas. Leadership classroom libraries with teachers coaching/conferring. regarding access to and use of Teams across all content classroom libraries. Daily monitored *Department areas. Evidence of Conferring, Journaling, independent reading Directors Reading Logs, Book talks, Socratic with conferring is Seminars, and other literacy best conducted by practices. teachers.

KCK District Literacy Advisory Council 2012-2013 8 7. District engages August  *Board of Approved District level and school level: List of community resources and parents and Forward Education community develop a plan to engage parents and programs supporting literacy. community members *Superintende partners community with literacy initiatives – as partners in literacy nt including summer reading progress. Artifacts/Evidence of Community‐ improvement efforts. *Supt’s Council 100 Best wide Involvement School Communities Promote READ TODAY, LEAD *Leadership Committee TOMORROW slogan Teams *Department District Grant Directors Writer 8. District Literacy Timeline: Superintendent “Powerwalk” Data Council reviews/ approves Plan, Data/status check one th level of Council meets Quarterly empowers district and schools, focus implementation by District and quarterly, to study, Post on literacy, review data that supports by each school. review data, make Assessment/Quarte implementation, and monitors Year‐End‐Report of Progress on recommendations, rly Debriefings Data progress the DCIP (Analysis of district and monitor MAP, ACT Strand/State Literacy implementation of Assessment, and Diagnostic the Literacy Plan reading assessments (F&P Benchmark))

KCK District Literacy Advisory Council 2012-2013 9 DEVELOP LITERACY LEADERSHIP CAPACITY Goal 2: The district provides continual professional development to ALL LEADERS (administrators, literacy team leaders, teacher leaders) who actively engage in the implementation of and monitor the District and School Literacy Plan for the purpose of increasing student achievement. ACTION STEP TIMELIN LEAD RESOURCES SUGGESTED SPECIFICS OF DATA COLLECTION & E PERSON(S) IMPLEMENTATION EVIDENCE OF SUCCESS (with target date) 1. The district provides o Superintendent *Schools that Work: Where District develops Professional Professional learning plan for leadership n All Children Read and Write, Development Plan for Principals administrators with calendar professional learning g Assistant Supts. Allington and Cunningham based on Literacy Audit and/or and session agendas and for ADMINISTRATORS o 2007 current Needs Assessment evaluations. (Pre‐K‐12th grade) to i District Coach *Classrooms that Work: develop a common n of Where ALL Students Can “Powerwalk” data reflects understanding of g Implementation Read and Write, Schools Review Literacy Audit effective and improving literacy as a civil right; Cunningham and Allington, and conduct School‐based literacy instruction which research based District Coach 2007 Literacy Needs Assessment, correlates with student literacy approaches so of Professional *Taking Action on achievement data. that every student is Learning Adolescent Literacy: An School use results of internal able to read, write, Implementation Guide for assessment to using results Data from Post‐assessment/ think, speak, and listen Lead Teacher School Leaders, Irvin, develop Literacy Plan including Quarterly Debriefings . in all disciplines. Leaders Meltzer, Dukes, 2007 Professional Development Plan *Theg Readin Zone: How to and schedule (Wednesday Early End of year literacy survey Curriculum Help Kids Become Skilled, Release). for administrators – includes Team Passionate, Habitual, “what I did differently this Critical Readers, Scholastic, year”, “what I learned in Literacy Council 2007 administrator professional *Creating a Culture of learning”, and “what learning Literacy: A Guide for Middle will help me impact student and High School Principals, achievement next year”. National Association for Secondary School Principals, 2005

KCK District Literacy Advisory Council 2012-2013 10 2. The district ongoing Assistant Supts. DCIP Review Literacy Audit Professional learning plan for provides leadership teacher leaders with professional District Coach Literacy Audit Professional Development Plan calendar and session development for of and schedule, including District evaluations. TEACHER LEADERS, Implementation Taking the Lead on and Content Professional (Pre‐K‐12th grade) to Adolescent Literacy: Action Learning offered including “Powerwalk” data reflects develop a common District Coach Steps for Schoolwide Wednesday early release. effective and improving understanding of of Professional Success, – Grades 4 – 12, literacy instruction which literacy as a civil right; Development Irvin, Meltzer, Dean, correlates with student research based Mickler, 2010 achievement data. literacy approaches so Lead Teacher that every student is Leaders Coaching Matters by Killion, Data from Post‐assessment/ able to read, write, et al Quarterly Debriefings . think, speak, and listen Curriculum in all disciplines Team End of year literacy survey for teacher leaders – includes “what I learned and accomplished this year”, “what I learned in teacher leader professional learning”, and “what learning will help me impact student achievement next year”. 3. The district Establish Superintendent DCIP Monthly whole group and small Professional learning plan for provides Leaders team at group sessions provided by Literacy Leadership Teams ((Pre‐K‐12th grade) beginnin Assistant Supt.s Literacy Audit district. with calendar and session ongoing professional g of evaluations. development to 2013‐ District Coach District Leadership that Monitor plan for implementation establish and 2014 of Works, Marzano and by “Powerwalk” data reflects empower a LITERACY School Implementation Waters, 2009  conducting literacy effective and improving LEADERSHIP TEAM to Year. walkthroughs and literacy instruction which LEARN, FOCUS, PLAN Taking the Lead on observations of correlates with student and MONITOR Literacy Monitor District Coach Adolescent Literacy: Action classrooms for evidence achievement data. Initiative in each the plan of Professional Steps for Schoolwide of learning from school ‐ aligning goals Sept. Learning Success, – Grades 4 – 12, Wednesday Early Data from Post‐assessment/ with DCIP, Literacy 2013 Irvin, Meltzer, Dean, Release Professional Quarterly Debriefings. Audit, 5‐step process through Curriculum Mickler, 2010 Development and and tailor to own May Team Adolescent Litearcy Walk‐ District and Content End of year literacy survey

KCK District Literacy Advisory Council 2012-2013 11 building’s specific 2014 Through for Principal: A Professional Learning, for administrators – includes needs. guide for Instructional and “what I did differently this Leaders, Center on  collecting anecdotal and year”, “what I learned in Instruction, 2009 assessment data related administrator professional to Literacy Plan goals. learning”, and “what learning Leadership and Literacy will help me impact student Institute – Regie Routman achievement next year”.

Document results of school‐ based needs assessment.

5. Leaders are 2013‐ Principal DCIP Wednesday professional Wednesday afternoon accountable to 2014 development sessions are participant surveys are provide HIGH QUALITY First Assistant Literacy Audit ongoing, focused, connected to regularly collected and PROFESSIONAL Semester Principals classroom work and determined compared to student LEARNING using Second “Creating a Culture of by literacy learning needs. achievement and principles of adult Semester Teacher Literacy: A Guide for observation/walk through learning to increase 2014‐ Leaders Middle and High School Professional learning sessions are data. teacher effectiveness, 2015 Principals,” National conducted using the principles of student literacy goals, First Literacy Association of Secondary adult learning. Plans for district and site and student Semester Leadership School Principals, 2005‐ professional learning are achievement. Second Team developed and monitored. Semester Principles of Adult Learning

7. Leaders conduct August Assistant Powerwalk Tool Conduct Powerwalks monthy Classroom CLASSROOM 2013  Superintendent (minimum by administrators is 30 observations/walkthroughs OBSERVATIONS Forward “Taking the Lead on classroom observations per are correlated with focusing on authentic Principal Adolescent Literacy: Action month – each administrator) Powerwalk Data and student literacy using whole‐ Steps for Schoolwide achievement data. part‐whole instruction Assistant Success,” – Grades 4 – 12, Establish schedule for walk‐ within the Gradual Principals Irvin, Meltzer, Dean, throughss by School Based Release of Mickler, 2010 Literacy Leadership Teams, peer Responsibility Model. Teacher observation, and cycle of Leaders Literacy Walkthroughs/ feedback to faculty Environmental Walks Literacy Leadership Team

KCK District Literacy Advisory Council 2012-2013 12

STUDENT MOTIVATION, ENGAGEMENT, and ACHIEVEMENT Goal 3: All students actively engaged in reading, writing, speaking, and reasoning in all content areas to improve learning outcomes and performance. ACTION STEP TIMELINE LEAD RESOURCES SUGGESTED SPECIFICS OF DATA COLLECTION & (with PERSON IMPLEMENTATION EVIDENCE OF target (S) SUCCESS date) 1. Determine level of student Assess School *“Reading Engagement Self‐ 1. Develop a common Student achievement engagement, select materials and within first Literacy Assessment,” (McPeake & Guthrie) understanding/ data preK‐12 tasks that are at the correct level of 30 days of Team *“Taking Action on Adolescent calibration of what will analyzed for individual difficulty and have a meaningful school year Literacy” Action Steps for be collected. student growth. purpose /outcome for the student – and Schoolwide Success,” – Grades 4 – 2. Identify student or (aligned to college and career regularly 12, Irvin, Meltzer, Dean, Mickler, cohort of students by School plans reflect readiness standards). throughout 2010 levels of academic goals and actions for the school “The Literacy Action Rubric 1: achievement to observe student motivation, year with Student Motivation, Engagement and record engagement, and documenta and Achievement and reading/writing/speakin achievement. tion of Chapter 2 – “Stage 2 – Assess” g/listening progress. progress. *Marzano Teacher Evaluation 3. Determine a schedule Model, 2011 for observation. 2. Based on Needs Analysis, Select Re‐ School Book Love by Penny Little Schools insert specifics here: actions to initiate student administer Literacy ownership, engagement and assessment Team Reading Ladders by Teri Lesesne motivation, such as…. annually in  Guide students to establish May Making the Match by Teri Lesesne personal goals  Use active/ interactive learning Write Like This by Kelly Gallagher strategies  Use questioning strategies that Reading Reasons by Kelly Gallagher make all students think and answer. The Book Whisperer by Donalyn  Provide students with choices. Miller  Use processing activities  Use discussion protocols and The Optimal Learning Model (R. strategies Routman)

KCK District Literacy Advisory Council 2012-2013 13

PROFESSIONAL DEVELOPMENT (DEVELOP HIGHLY EFFECTIVE TEACHERS/SUPPORT TEACHERS TO IMPROVE INSTRUCTION) Goal 4: The district provides continual and differentiated professional learning for ALL TEACHERS to actively engage in the implementation of the district/building literacy plan and use data to determine impact of professional learning on student achievement. ACTION STEP TIMELINE LEAD RESOURCES SPECIFICS OF DATA COLLECTION & (with target) PERSON(S) NEEDED IMPLEMENTATION EVIDENCE OF SUCCESS 1. District and schools provide August 2013 *Assistant “Learning to Whole Faculty Study Groups Student growth measures in quality professional learning  Forward Superintendent Listen, Learning to literacy outcomes (DCIP data). to improve classroom *District Coach Teach,” Jane Vella, Collaborative planning and instruction in literacy practices of Impl. 2002 PLC wrok Evaluation of District to include authentic and *Principals Professional Learning Plan. engaging instruction in *District Coach “Taking Charge of Study of student work in reading, writing, speaking of Professional Professional relationship to teacher Results of in‐service (), and reasoning. This Learning Development,” professional learning evaluations, teacher survey, includes extended periods for *Lead Teacher Seadeni, ASCD, session. and Post‐Assessment students to access and engage Leaders 2009 debriefings. in text, following up with *Curriculum Clinics targeting specific discussion and writing. Team Teacher Evaluation literacy components. Evaluation of yearly school‐ Model, Marzano, and district‐ literacy plans. 2011 Wednesday Early Release 2. District provides September *Assistant DCIP Develop a cycle of PD, Peer Results of needs assessment professional learning of 2013 through Superintendent observation. specific literacy components May 2014 *District Coach District Literacy Evidence of Professional using the Theory of Action ‐ 5‐ of Impl. Plan Principal/ Assistant Principal Learning Implementation using Step Process including *Principals conduct regular school based walkthrough authentic and job‐embedded *District Coach School Literacy walkthroughs to support data. PLCs, and study of student of Professional Plan and monitor work. Learning implementation Powerwalk walkthrough data. *Lead Teacher KCK Curriculum Leaders Guides (GVC) Professional Development Results of Post‐assessment *Curriculum Calendar for Wednesday debriefings. Team Powerwalk data Early Release has emphasis *School on literacy development Professional learning plan, Literacy Quarterly review calendar and session

KCK District Literacy Advisory Council 2012-2013 14 Leadership of Student Objectives posted aligned evaluations. Team Work/writing to Pacing Guides with *Teacher response (Post researched, effective Leaders Summative instructional practices Assessment) chosen. 3. District to provide August 2013‐ Assistant Continuum of Publish District Professional Professional Learning plan, professional learning to August 2014 Superintendent Literacy Learning Development Calendar calendar, and session support implementation in and continuing Grades K – 8 ‐ A including District/Content evaluations compared with Elementary Classrooms of forward District Coach Guide to Teaching, P.D. and Clinics professional learning goals and  Running Records of Impl. Pinnell and classroom walkthroughs.  Interactive Read Fountas, 2011 Jump Start Job Embedded Alouds Lead Teacher Professional Learning Progress Monitoring data to  Monitored Leaders Schools that Work: including all elementary include Independent Reading Where All Children Teacher Leaders and at  Running Records  Small Group/Guided Curriculum Read and Write, least 2 teachers from each  MAP Fall, Winter, Reading Team Allington and site Spring  Writing About Cunningham 2007  Summative Reading Principals School Literacy Plan Assessment Writing Classrooms that articulates current status of Response Teacher Leader Work: They Can implementation of  Student Writing Teachers All Read and components and Journals Write, establishes a cycle of  Student Work Samples School Literacy Cunningham and professional learning, peer Powerwalk” data reflects Leadership Allington, 2007 observation, and effective and improving literacy Team administrative support and instruction which correlates monitoring with student achievement data. Powerwalks conducted monthly with specific feedback to faculty on status of implementation. 4. Implement Literacy Lab August 2013‐ Superintendent “Reading/Writing 4 hours coursework/month Classroom observations, Classroom Cohort (K‐6) August 2014 Curriculum Connections,” teacher reflection logs, teacher teacher development course Department Routman 4 hours co‐teaching/month and student surveys, student of study and collaborative District Coach achievement data and work teaching as a strategy to of Professional Developmental Regular observation and samples. develop literacy leaders and Learning Studies Center informal coaching. labs of literacy best practices District literacy resources

KCK District Literacy Advisory Council 2012-2013 15 for district professional Consultant learning. HEINEMANN Resources 5. District to provide Assistant DCIP Publish District Professional Professional Learning professional learning to Superintendent Development Calendar Evaluations compared to support implementation in Literacy Audit including District/Content Professional Learning goals and Secondary Classrooms of District Coach P.D. and Clinics classroom  Summarization of “Writing Next,” obsesrvations/walklthroughs.  Collaborative Writing Implementation Alliance for School Literacy Plan  Inquiry Activities Excellent articulates current status of Progress Monitoring data to  Study of Models Lead Teacher Education, 2007 implementation of include  Writing for Content Leaders components, establishes a  MAP Fall, Winter, Learning “Writing to Read,” cycle of professional Spring (6‐7) Curriculum Carneigie learning, peer observation,  Summative Team Corporation of and administrative support. Assessment Writing New Yourk, Plan is monitored by Response Principal Graham and Literacy Leadership team.  Student Work Samples Hebert, 2010 Assistant Powerwalks conducted Powerwalk” data reflects Principal “Words Worth monthly with specific effective and improving literacy Teaching: Closing feedback to faculty on instruction which correlates Teacher Leader the Vocabulary status of implementation with student achievement Gap,” Biemiller, data. Teachers 2010

School Literacy Leadership Team

KCK District Literacy Advisory Council 2012-2013 16 LITERACY INSTRUCTION ACROSS COMPREHENSIVE LITERACY DAY (ELEMENTARY) and ACROSS CONTENT AREAS (SECONDARY) Goal 5: Teachers consistently integrate high quality reading, writing, language and vocabulary instruction to improve all students’ literacy development and content learning. ACTION STEP TIMELINE LEAD RESOURCES SPECIFICS OF DATA COLLECTION & (with PERSON(S) SUGGESTED IMPLEMENTATION EVIDENCE OF SUCCESS target date) 1. The School Literacy July 2013 Principal DCIP Each Schools conducts Needs Each school collects data Leadership team will create  Forward Assessment of literacy practices in on own literacy plan. a culture of literacy by School Literacy Audit all classrooms and content areas. implementing a common Literacy District collects set of literacy components, Leadership KCK Internal Literacy Regular review of Powerwalk data Post‐assessment aligned to the DCIP, to Team Audit for Elementary with goals set for implementation debriefings, improve classroom of specific literacy strategies. walkthrough data, instruction across all Teachers KCK Internal Literacy and student content areas. The audit for secondary. ELEMENTARY DISTRIICT FOCUS: achievement data. components emphasize Assistant  Interactive Read Alouds authentic, engaging Superintende  Monitored Independent The two above data reading, oracy, and writing nt Reading sources are correlated. instruction that  Small Group/ Guided incorporates the Optimal Curriculum Reading Learning Model (gradual Team  Writing about Reading release of responsibility), Secondary DISTRICT FOCUS: student interest, and a  Summarization variety of reading/writing  Collaborative Writing genres.  Inquiry Activities  Study of Models  Writing for Content Learning

KCK District Literacy Advisory Council 2012-2013 17 2. Collect evidence that August  Assistant Classroom Libraries Establish expectation and monitor Progress Monitoring is a priority in Forward Superintende for implementation to include instruction. nt School Libraries ELEMENTARY DISTRICT FOCUS:  Running Records  Anchor charts  MAP Fall, District Coach Literary and  Rubrics Winter, Spring of Impl. Technical Text  Exemplars of student  Summative work Assessments Principal Various genres of  Response Reading  Classroom high interest reading Journals observations and School materials  Interactive Word Wall walkthrough tool Literacy  Accountable Talk data. Leadership System for  Literacy Centers Team supporting students  Students independently to independently reading with conferring Teachers select “just right SECONDARY DISTTRICT FOCUS. reading materials”  Students engaged in meaningful /authentic Students writing reading across the content  Students engaged in areas. meaningful / authentic

writing Writing is explicity  Students engaged in taught, modeled, meaningful/authentic practiced, and reasoning released to  Students engaged in independence across meaningful /authentic the comprehensive speaking (oration) language and literacy  Students engaged in day (pre‐K through th meaningful discussions 12 grade)

KCK District Literacy Advisory Council 2012-2013 18 3. Collect evidence in August Assistant Continuum of School Literacy Plan articulates Progress Monitoring Data Elementary Classrooms of 2013‐ Superintende Literacy current status of implementation to include  Running Records August nt Learning”Grades K – of components and establishes  Running Records  Interactive Read 2014 and 8 ‐ A Guide to growth targets aligned to the DCIP  MAP Fall, Alouds continuing District Coach Teaching, Pinnell and Winter, Spring  Monitored forward of Fountas, 2011 Powerwalks conducted monthly  Summative Independent Implementati with specific feedback to faculty Assessments Reading on Schools that Work: on status of implementation  Classroom  Small Where All Children observations and Group/Guided Lead Teacher Read and Write, Literacy Leadership Team review Power Reading Leaders Allington and of data with targets established at walkthrough tool  Writing About Cunningham 2007 least bi weekly data. Reading Principal Classrooms that Quarterly Post Assessment Assistant Work: They Can All Debriefings for progress Principal Read and Write, monitoring Cunningham and Teacher Allington, 2007 Leader

Teachers

School Literacy Leadership Team 4. Collect evidence in August Assistant DCIP School Literacy Plan articulates Progress Monitoring Data Secondary Classrooms of 2013‐ Superintende current status of implementation to include  Summarization August nt Literacy Audit of components and establishes  MAP Fall,  Collaborative 2014 and growth targets aligned to the DCIP Winter, Spring Writing continuing District Coach “Writing Next,” (6‐7)  Inquiry Activities forward of Alliance for Excellent Powerwalks conducted monthly  Summative  Study of Models Implementati Education, 2007 with specific feedback to faculty Assessments  Writing for on on status of implementation  Practice Test – Content Learning “Writing to Read,” EXPLORE, PLAN, Lead Teacher Carneigie Literacy Leadership Team review ACT Leaders Corporation of New of data with targets established at  Classroom York, Graham and least bi weekly observations and

KCK District Literacy Advisory Council 2012-2013 19 Principal Hebert, 2010 Power Quarterly Post Assessment walkthrough tool Assistant “Words Worth Debriefings for progress data. Principal Teaching: Closing monitoring the Vocabulary Gap,” Teacher Biemiller, 2010 Leader

Teachers

School Literacy Leadership Team 5. PLCs utilize book study, August  Assistant Learning by Doing by Schools monitor results of PLC Leader, teacher and peer observations, and Forward Superintende Dufour, et al time in correlation to student student culture of literacy professional learning nts learning. survey pre‐ and post‐ dialogue to reflect upon Critical Friends data. own literacy practices ‐and District Coach Protocols Document focus and content of learn from others. of PLC work. “Powerwalk” data reflects This PLC work in each Implementati A variety of literacy effective and improving school and at central office on theory and practice Document results of peer literacy instruction which promotes taking our work books depending on coaching, book studies, and correlates with student and learning public and Principals the goal, such as… teacher dialogue as it impacts achievement data. sharing our process and When Kids Can’t student achievement. results. School Read by Kylene Beers Data from Post‐ Literacy Improving Adolescent assessment/ Quarterly Leadership Literacy by Fisher Debriefings Team and Fry They Use by Annual School Literacy Teacher Patricia Cunningham Leadership Team Sharing Leader(s) Fair/Conference.

Teachers

KCK District Literacy Advisory Council 2012-2013 20 LITERACY INTERVENTIONS Goal 6: Appropriate and adequate literacy interventions exist to support struggling readers and writers to attain and maintain grade level achievement within the context of a school‐wide literacy improvement effort. ACTION STEP TIMELINE LEAD RESOURCES SUGGESTED SPECIFICS OF DATA COLLECTION & (with target PERSON(S) IMPLEMENTATION EVIDENCE OF date) SUCCESS 1. Identify struggling readers, August  Principal Continuum of Literacy ELEMENTARY students are engaged 1. Schools identify writers, speakers. Forward Learning PreK‐8 by in extensive reading and writing struggling . Teacher Leaders Fountas and Pinnell  Engage students in readers/writers/s 2. Identify an intensive reading authentic reading activities peakers. /writing period in schedule. Teachers – real books, magazines, 2. Schools monitor When Readers Struggle articles interventions 3. Assign qualified teachers for School Literacy by Fountas and Pinnell  Provide at least 40 minutes applied for the intensive reading and Leadership Team per day independent struggling literacy literacy support. Teaching Struggling reading across all contents learners. Readers by Carol Lyons  Eliminate worksheets and 3. Schools monitor 4. Diagnose specific needs of oral unrehearsed round‐ progress for each struggling Apprenticeship in robin reading struggling readers readers/writers/speakers Literacy by Dorn and  Focus on small group using diagnostic . Jones targeted instruction assessments, 5. Place students into an  Explicit language and MAP, and literacy intensive reading support and sWhen Kid Can’t Read by writing instruction using grades monitor progress. Kylene Beers shared reading and 4. Schools report on shared/interactive writing struggling 6. Use data to monitor I Read it but I Don’t Get reader/writer/spe effectiveness of reading it by Cris Tovani SECONDARY students with a MAP aker plans and interventions. Lexile between 860 and 980, not data at each Post‐ Reading Reasons by classified as special education or assessment Kelly Gallagher English Language Learners, shall be debriefing. enrolled in Strategic Reading 1A 5. Results of Post – Lessons that Change and/or 1B and receive intensive Assessment Writers by Nancie Atwell intervention with a reading debriefing data intervention teacher compiled for a  Engage students in large snapshot of

KCK District Literacy Advisory Council 2012-2013 21 authentic reading activities district – real books, magazines, strengths/needs articles to inform actions  Provide at least 40 minutes and revision of per day independent this plan. reading across all contents  Eliminate worksheets and oral unrehearsed round‐ robin reading  Progress monitored at least every 4.5 weeks with the intent of moving out of intervention program(s).

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BIBLIOGRAPHY OF ESSENTIAL ELEMENTARY SECONDARY  Every Child, Every Day by Allington and Gabriel (Ed. Leadership,  The Right to Literacy in Secondary Schools ‐ compiled by Suzanne March 2012) Plaut (ch. 4)  External District Literacy Audit: Kansas City (Kansas) Public Schools:  Writing Next: Effective Strategies to improve writing of adolescents Final Report (American Institutes for Research, June 2012) in middle and high school by Graham and Perin – Carnegie  Mapping a Pathway to Schoolwide Highly Effective Teaching by Foundation Report (2007) Regie Routman (Kappan, Feb. 2012)  Reading next—A vision for action and research in middle and high  Taking Action on Adolescent Literacy by Irvin, et al (ch. 5) school literacy: A Carnegie Report by Biancarosa, C., & Snow, C. E.  Taking the Lead on Adolescent Literacy by Irvin, Metzler, Dean and (2006). Mickler (2010) – this text includes the Literacy Action Rubrics  External District Literacy Audit: Kansas City (Kansas) Public Schools:  What At‐risk Readers Need by Allington (Ed. Leadership, March Final Report (American Institutes for Research, June 2012) 2011)  Taking Action on Adolescent Literacy by Irvin, et al (ch. 5)  What Really Matters When Working with Struggling Readers by  Taking the Lead on Adolescent Literacy by Irvin, Metzler, Dean and Dick Allington (The Reading Teacher, April 2013) Mickler (2010) – this text includes the Literacy Action Rubrics  Schools That Work: Where All Children Read and Write by  Improving Adolescent Literacy: Content Area Strategies at Work by Allington and Cunningham (2012 Edition) Fisher and Frey (2012 edition)  FOCUS: Elevating the Essentials to Radically Improve Student  Creating a Culture of Literacy: A guide for middle and high school Learning by Mike Schmoker (2011) principals by National Association of Secondary Schools (2005)  FOCUS: Elevating the Essentials to Radically Improve Student Learning by Mike Schmoker (2011)

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