Literacy Information for Report to Dr.

Wilcox
School: Winter Street Elementary
Literacy Information
Literacy Initiatives:
DEVELOPMENT OF A LITERACY VISION 2013-2014
Schoolwide strategies for Before, During and After reading processes.
Focus on Text Structure
Quarterly Benchmarking (Progress Monitoring)
Flexible Grouping (multi-age)
Maries Clays Concepts of Print assessment and instruction (PreK-K)
Increase reading level expectations in PreK and K
Creation of PARCC like assessments
Intervention and guided reading groups aligned with specific reading acquisition needs.
Use of co-teaching in all literacy classrooms.
Direct instruction of the Capacities of Independent Learners
High staff attendance at the SoMirac Conference
High priority of intervention in primary grades.
Specific Literacy Instructional Strategies:
DEVELOPMENT OF A LITERACY VISION 2013-2014
Specific schoolwide Before, During and After reading strategies.
Direct instruction in PreK and K of concepts of print (Marie Clay)
Daily Read Aloud and focus on metacognitive processes and reading strategies.
Daily Independent Reading (with steady increase in time expected.)
DAILY guided reading groups.
Use of consistent graphic organizer from PreK-5th grade based on text structure.
Differentiated writing groups in all grades.
Students regrouped as needed to address individual learning needs.
Multiple forms of assessment (comprehension, fluency, accuracy)
Co-teaching between intervention, special education and classroom teacher.
Understanding By Design and Universal Design for Learning
Resources Allocated to Support Literacy:
Title I Targeted Grant to focus on the development and implementation of the literacy vision.
Use of Comprehension Toolkit.
Concepts of Print assessment given three times per year (purchased by Judy Center)
Use of substitutes for quarterly benchmarking meetings.
TIF funds to complete peer observations, create assessments and provide professional
development.
Title I Intervention teachers 2 out of 3 support literacy intervention.
ELO programs to supplement literacy daily instruction.
Personnel/Staffing Used Specifically to Support Literacy:
Lead Teacher assigned to literacy ONLY.
2 Title I Literacy Intervention Teachers

 1 Reading Intervention Teacher

Special Education teacher assigned as co-teacher in literacy classes
Technology Implementation to Support Literacy:
Stride Academy
RazKids
Newsamatic
Online reading resources
Various multi-media and tools to support learning outcomes (artifacts, video supports, etc.)
Online magazines
Professional Development:
Understanding Text Structure
Literacy Vision Development (2013-2015; implemented 2014-2015)
Weekly Literacy Team collaborative planning and feedback to colleagues
Understanding by Design training
Book studies: Strategies that Work, Observational Survey
Use of Comprehension Toolkit (Harvey and Goudvis)
Assessment Building
F&P Teaching for Comprehension and Fluency
Marie Clays Concepts of Print
Universal Design for Learning
Current and Historical Data: (specifically related to progress and growth)
READING
MAP at or above National Norm
Fall 2013

Spring 2014

Winter 2015

36.3%

42.2%

50.2%

3rd highest rate of growth in the county toward National Norm Winter 2015
Other Related Literacy Information:
Specific LITERACY Team made up of primary and elementary experts.
Development and Use of a literacy trajectory that utilizes multiple measures
to determine a childs specific level and informs the group of the childs next
steps and proper class placement.
Use of EasyCBM (Univ. of Oregon) to gather overall comprehension measure.
Use of Time Rasinkskis 1 minute fluency measures 4 x per year.
Use of F&P Benchmark assessments.
Use of MAP RIT score and Descartes information.
SLOs targeted at reducing the gap toward grade level any child below the
35th percentile would reduce the gap by half.
All students would make 2 years growth on MAP RIT scores, rather than one
year.