leading the learning final project what does a literacy-rich classroom look like?

Leading the Learning Final Project

What does a literacy-rich classroom look like?

Members of the Special Education Leadership Team (SELT):

Barbara Brigham, Lisa-Marie Carter,

Beth Cooper, Beth Flynn,

Rosanna Grund, Dave Karam,

Karen Koch, Annmarie Rossomono, Jeffrey Wilson

What does aliteracy-rich classroom

look like?

Framing the WorkMarch 2010

K-6 Literacy Committee EstablishedSpecial education programsTeachers and administratorsEvery program and grade representedSystematic review of best practices

More framing…June 2010 –Core and Interventions

SED ProgramJourney’sLeveled Literacy Intervention FundationsRead 180System 44

SKATE, STAR, Stellata & TEAM ProgramsABC Music and Me Level Literacy InterventionFundationsBuilding Adapted Books for Early LiteracyHands on ReadingReading Rocks

Continuing the framing…

September 201090 – 120 minute literacy blocksELA portfolio for all students

AssessmentsReading interest inventoryStudent work

On-going professional development

And even more framing…

October 2010Blackboard Site OCM BOCES Blackboard

Promote collaboration due to geographical distancesLesson plansVideo clipsAuthentic student workAssessment information Best practices

LTL Strategies Used

Walk ThroughsInstructional RoundsStudent Work Reflective ConversationsDepartment Meetings

Literacy Walk-Through

Through continued

walk-thoughs and

conversations,

more strategies

were observed.

Instructional Rounds

3 teachers and 2 administrators from literacy committee

Defined a problem of practiceVisited each classroom in all programsAnalyzed findingsMade recommendations

Student Work

Portfolios created to collect authentic work Diagnostic information Used to document current levels and

areas for growthPortfolios will move with the child through

grades and/or programs

Reflective Conversations - TeacherVideo

Reflective Conversation – Student Video

Department Meetings

Used SBE Planning Process (Standards Based Education)

K-6 SED (Special Education) & English Department (Student Services)Focused literacy conversations with outcomes

in mind

What did we learn?

Themes and Patterns

As a result of the data, we have identified strengths and

areas of focus within our literacy programs.

Strengths

90 minutes of direct ELA instruction per day Predictability and structure of program increased student

engagement Conversations that directly relate to how to improve literacy

instruction Using Benchmarks to understand current levels of functioning and

where to remediate Literacy portfolios for every elementary student Development of on-going support through K-6 department meetings

by using strong teacher leaders to provide support Support the need for a common literacy block Development of framework for future curriculum considerations

Areas of focus

Continue to develop literacy portfolios which will allow us to analyze student growth and organize data

Use the portfolios to support peers and drive decision making Find a standardized assessment tool to be used across programs

which will drive instruction Identify strengths, weaknesses, and implications for instruction to be

able to target these areas with appropriate professional development Writing Process

Support the need for a common literacy block Continue to increase classroom libraries for students to access a

variety of literature

What does aliteracy-rich classroom

look like?

Next Steps

K-6Committee continuesProfessional development

continuesCreative ways to

collaborateBlackboard site evolvesData dialogues continue

7-12Committee starts Investigate best practicesUse LTL and Web 2.0

tools to gather data from teachers and students

Data dialogues continue

This is what aliteracy-rich classroom looks like.