Literacy For All: A School-Wide Approach to Improving Literacy
Crystal Lake Central High School
Literacy For All: A School-Wide Approach to Improving Literacy Mr. Steve Olson - Principal Mr. Steve Knope - International Studies Division Leader Mrs. Michelle Streit - Humanities Division Leader
Students read a novel and discuss plot.
Students solve math problems.
What would your feedback look like/sound like after a walkthrough in one of these classrooms? Students Students take notes diagram a plant on the American cell. Revolution.
Students defend their position with textual evidence.
Students apply math concept to solve a real world problem and then explain their thinking.
How would your feedback differ after a walkthrough in one of these classrooms? Students explain how the use of pesticides and other chemicals impact the life-cycle of organisms using research and evidence.
Students debate the celebration of Columbus day with evidence based support.
Scenario 1 - School ready
Scenario 2 - Future ready / College and career ready
Co Ca lleg re e er an Re d ad y
Sc
ho
ol
Re
ad
y
Transition
1 - Curriculum 2 - Instructional Teams 3 - Breaking Down Silos 4 - Staff Development 5 - Expect Implementation / Monitor 6 - Challenging Conversations
A rigorous curriculum that is relevant to learners delivered by professional educators that foster caring relationships with kids.
Closing the achievement gap and preparing students that are college and career ready comes down to Rigor / Relevance / Relationships!
We are going to share our experiences with Rigor and Relevance as they relate to a school wide literacy framework.
Outcomes: 1. Recognize why literacy must be a schoolwide focus. 2. Explore what data and research says. 3. Identify effective strategies and resources to infuse literacy instruction school-wide. (How)
Who are we? •add CLC school image - Knope Graduation PP
2015 - CLC Sectional Champion Cheer Squad
CLC AVID - Classes of 2016-2019 Achievement Via Individual Determination
Crystal Lake Central High School Home of the Tigers •Community High School District 155 •Superintendent Dr. Thomas
•Enrollment: 1557 •Free & Reduced: 23% •College bound: 85% •ACT Composite: 22.1% •AP Enrollment: 4.9% growth - 937 seats
So why literacy for all at Crystal Lake Central HS?
District 155 Targets
Crystal Lake Central School Improvement Plan
Class of 2015 - EXPLORE to ACT Growth
What is the current reality in your school relating to literacy? 1. Where and when are reading and writing skills developed? 2. How are you determining whether or not your students are college and career ready?
Rationale For Literacy Focus
Rationale For Literacy Focus ACT – skill based
ACT Skills
SAT - Skills ● Draw inferences based on implications throughout a text ● Recognize subtleties and differences in tone, such as the use of humor or irony to achieve a specific effect ● Negotiate complex syntax (the arrangement of words and phrases in a sentence), and integrate ideas within and across sentences ● Compare and contrast explicit and implicit supporting ideas across texts ● Interpret dialogue from a character’s or the narrator’s perspective ● Demonstrate increased comprehension of specialized vocabulary
Common Core / PARCC – skill based
Rationale For Literacy Focus
Rationale For Literacy Focus AP – Skills based – New AP U.S. / AP Seminar
College and Career Readiness ACT/SAT
Literacy AP
PARCC
. . . s e i g
S
e t a tr
6 Targets
1 - Curriculum 2 - Instructional Teams 3 - Breaking Down Silos 4 - Staff Development 5 - Expect Implementation / Monitor 6 - Challenging Conversations
Reflect To what extent is your curriculum content-driven vs. skills-driven?
t n e r r t r u c o p r p u u o s y s m l e u o l D ricu skil r / ? u t y c n c e a r m e lit elop dev
Is there a scope and sequence of skills?
Target 1 - Curriculum
Glo Stu bal die Ex s am
49. The following is Nestlé’s response to accusations of supporting child slavery in West Africa: “Nestlé is not the owner of any plantation,” says Peter Brabeck-Letmathe, chief executive, exasperated after seven years of protests connecting the Swiss multinational with forced child labor in Ivory Coast. In what he calls “basically a civil war situation,” he says, “there might be a lot of other human rights abuses than just the ones that have been picked up.” He says it would be even worse for Ivory Coast if Nestlé bought nothing. Should Nestle be considered a reliable source? Explain your answer.
World Studies / English Curriculum at CLCHS
Skill-based curriculum Content is now a vehicle not an end point.
Target 2…Instructional Teams Teachers can NOT work in isolation! ➔ Common PLANNING PERIODS/ Teaching Teams ➔ PLC Time – Common writing rubric (Fr. English / World Studies) – Consistent writing instruction Claim statement template, summary template, claim essay template, citation worksheet, etc.
Target 3 – Break down the silos • Traditional content-driven curriculum • Teachers working in isolation • Departments working in isolation
Breaking Down Silos and Barriers! • The English Department can not be the only people in the building teach reading and writing skills. • Building-wide Initiative!
Target 4 – Staff Development • Bring in “experts” with “street cred” – Institute Day trainings – whole school – Send people to conferences – Reading programs – Book study
Levels of Professional Growth It’s all about professional growth over
TIME. Enculturation Implementation Demonstration Awareness
Teacher Goals
Reflect
Based on your current reality in your school or district, which of these targets will allow your staff to embrace a focus on schoolwide literacy?
Barrier - $$$$$ • Professional Development
• Develop common rubrics, templates for
teaching literacy skills – FREE • Common Planning periods – FREE • Curriculum Revisions – FREE • Celebrate and recognize growth and
innovation - FREE
Target 5 – Expect Implementation and plan for it! ● Goal-Setting ● Walk-throughs ● Teacher Evaluation - Professionalism Danielson Domain 4 - State of IL Evaluation Model
Non-negotiables - CLCHS 2015-16 ACT Passages Goal Setting Academic Vocabulary Turnitin.com Cornell Notes
Target 6 – Challenging Conversations
Be ready to listen and support!
Silver bullets •Non-negotiable list •Collaboration •Time •Celebrate
Next Steps at CLC Targeted Literacy Interventions ➔ College Reading Literacy Team ➔ Liaison from each division - grass roots PD Collaborative Study hall ➔ Student accountability, collaboration, responsibility Inter-disciplinary teams ➔ Freshman teams ➔ Junior English and US History Team
Resources
Mr. Steve Olson - Principal - Crystal Lake Central High School [email protected] Mrs. Michelle Streit - Division Leaders of Humanities [email protected] Mr. Steve Knope - Division Leader of International Studies [email protected]
Literacy For All: A School-Wide Approach to Improving Literacy Mr. Steve Olson - Principal Mr. Steve Knope - International Studies Division Leader Mrs. Michelle Streit - Humanities Division Leader
Students read a novel and discuss plot.
Students solve math problems.
What would your feedback look like/sound like after a walkthrough in one of these classrooms? Students Students take notes diagram a plant on the American cell. Revolution.
Students defend their position with textual evidence.
Students apply math concept to solve a real world problem and then explain their thinking.
How would your feedback differ after a walkthrough in one of these classrooms? Students explain how the use of pesticides and other chemicals impact the life-cycle of organisms using research and evidence.
Students debate the celebration of Columbus day with evidence based support.
Scenario 1 - School ready
Scenario 2 - Future ready / College and career ready
Co Ca lleg re e er an Re d ad y
Sc
ho
ol
Re
ad
y
Transition
1 - Curriculum 2 - Instructional Teams 3 - Breaking Down Silos 4 - Staff Development 5 - Expect Implementation / Monitor 6 - Challenging Conversations
A rigorous curriculum that is relevant to learners delivered by professional educators that foster caring relationships with kids.
Closing the achievement gap and preparing students that are college and career ready comes down to Rigor / Relevance / Relationships!
We are going to share our experiences with Rigor and Relevance as they relate to a school wide literacy framework.
Outcomes: 1. Recognize why literacy must be a schoolwide focus. 2. Explore what data and research says. 3. Identify effective strategies and resources to infuse literacy instruction school-wide. (How)
Who are we? •add CLC school image - Knope Graduation PP
2015 - CLC Sectional Champion Cheer Squad
CLC AVID - Classes of 2016-2019 Achievement Via Individual Determination
Crystal Lake Central High School Home of the Tigers •Community High School District 155 •Superintendent Dr. Thomas
•Enrollment: 1557 •Free & Reduced: 23% •College bound: 85% •ACT Composite: 22.1% •AP Enrollment: 4.9% growth - 937 seats
So why literacy for all at Crystal Lake Central HS?
District 155 Targets
Crystal Lake Central School Improvement Plan
Class of 2015 - EXPLORE to ACT Growth
What is the current reality in your school relating to literacy? 1. Where and when are reading and writing skills developed? 2. How are you determining whether or not your students are college and career ready?
Rationale For Literacy Focus
Rationale For Literacy Focus ACT – skill based
ACT Skills
SAT - Skills ● Draw inferences based on implications throughout a text ● Recognize subtleties and differences in tone, such as the use of humor or irony to achieve a specific effect ● Negotiate complex syntax (the arrangement of words and phrases in a sentence), and integrate ideas within and across sentences ● Compare and contrast explicit and implicit supporting ideas across texts ● Interpret dialogue from a character’s or the narrator’s perspective ● Demonstrate increased comprehension of specialized vocabulary
Common Core / PARCC – skill based
Rationale For Literacy Focus
Rationale For Literacy Focus AP – Skills based – New AP U.S. / AP Seminar
College and Career Readiness ACT/SAT
Literacy AP
PARCC
. . . s e i g
S
e t a tr
6 Targets
1 - Curriculum 2 - Instructional Teams 3 - Breaking Down Silos 4 - Staff Development 5 - Expect Implementation / Monitor 6 - Challenging Conversations
Reflect To what extent is your curriculum content-driven vs. skills-driven?
t n e r r t r u c o p r p u u o s y s m l e u o l D ricu skil r / ? u t y c n c e a r m e lit elop dev
Is there a scope and sequence of skills?
Target 1 - Curriculum
Glo Stu bal die Ex s am
49. The following is Nestlé’s response to accusations of supporting child slavery in West Africa: “Nestlé is not the owner of any plantation,” says Peter Brabeck-Letmathe, chief executive, exasperated after seven years of protests connecting the Swiss multinational with forced child labor in Ivory Coast. In what he calls “basically a civil war situation,” he says, “there might be a lot of other human rights abuses than just the ones that have been picked up.” He says it would be even worse for Ivory Coast if Nestlé bought nothing. Should Nestle be considered a reliable source? Explain your answer.
World Studies / English Curriculum at CLCHS
Skill-based curriculum Content is now a vehicle not an end point.
Target 2…Instructional Teams Teachers can NOT work in isolation! ➔ Common PLANNING PERIODS/ Teaching Teams ➔ PLC Time – Common writing rubric (Fr. English / World Studies) – Consistent writing instruction Claim statement template, summary template, claim essay template, citation worksheet, etc.
Target 3 – Break down the silos • Traditional content-driven curriculum • Teachers working in isolation • Departments working in isolation
Breaking Down Silos and Barriers! • The English Department can not be the only people in the building teach reading and writing skills. • Building-wide Initiative!
Target 4 – Staff Development • Bring in “experts” with “street cred” – Institute Day trainings – whole school – Send people to conferences – Reading programs – Book study
Levels of Professional Growth It’s all about professional growth over
TIME. Enculturation Implementation Demonstration Awareness
Teacher Goals
Reflect
Based on your current reality in your school or district, which of these targets will allow your staff to embrace a focus on schoolwide literacy?
Barrier - $$$$$ • Professional Development
• Develop common rubrics, templates for
teaching literacy skills – FREE • Common Planning periods – FREE • Curriculum Revisions – FREE • Celebrate and recognize growth and
innovation - FREE
Target 5 – Expect Implementation and plan for it! ● Goal-Setting ● Walk-throughs ● Teacher Evaluation - Professionalism Danielson Domain 4 - State of IL Evaluation Model
Non-negotiables - CLCHS 2015-16 ACT Passages Goal Setting Academic Vocabulary Turnitin.com Cornell Notes
Target 6 – Challenging Conversations
Be ready to listen and support!
Silver bullets •Non-negotiable list •Collaboration •Time •Celebrate
Next Steps at CLC Targeted Literacy Interventions ➔ College Reading Literacy Team ➔ Liaison from each division - grass roots PD Collaborative Study hall ➔ Student accountability, collaboration, responsibility Inter-disciplinary teams ➔ Freshman teams ➔ Junior English and US History Team
Resources
Mr. Steve Olson - Principal - Crystal Lake Central High School [email protected] Mrs. Michelle Streit - Division Leaders of Humanities [email protected] Mr. Steve Knope - Division Leader of International Studies [email protected]
