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Ensuring all Middle School students can read and comprehend grade level
Dakisha Perry
April 4, 2017
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Introduction
Since 1983, more than 10 million Americans reached the 12th grade without
having learned to read at a basic level. Also in the same period, more than 6 million
Americans dropped out of high school altogether (A Nation at Risk, U.S. Department of
Education, 1999). All students deserve effective instruction from a highly qualified staff
that is truly vested in the learning journey of the students in which they serve. I strongly
follow-through to help children become proficient readers and writers. Literacy is a vital
part of ones education. Learning to read and teaching reading are very complex tasks
(Cunningham & Cunningham, 2013). Reading and writing must be modeled and children
must be allowed ample time to practice those skills daily. Each student learns differently
and at different rates; therefore, differentiated instruction must be provided for each child
Enfield Middle School is located in rural Halifax County, North Carolina, a low-
social economic area. Enfield Middle is a low performing school that seeks to become the
hub of the Enfield community. Our school contributes 14% to our districts overall
proficiency score. With a school composite score of 19.8%, a report card grade of an F,
tremendous workload ahead. Literacy Proficiency is a huge concern for our school and
district.
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Data Elements and Collection
The following data was collected through walk throughs, observations, and informal
visits:
Minimal explicit teaching/modeling of needed skills,
Inconsistent facilitation of conversation about books/reading,
Lack of small group/guided reading instruction,
Balance of reading texts online and in print,
Struggle with differencing and overall reading comprehension
Lack passion about reading,
Minimal classroom libraries,
Inconsistent alignment with pacing guide,
No open check out in library,
More focus on fiction vs. nonfiction,
Use of Study Island, Edmentum and Plato
Ineffective/inefficient use of Panther Time,
Inconsistent classroom management,
Inconsistent rigor in lessons,
number of beginning teachers in comparison to veteran teachers,
wait time,
Not seeing annotating texts,
Inconsistent use of primary sources,
Battle of the Books Club
Perhaps the most effective support teachers are given is the support of reading and
instructional coaches in the building. These coaches help teachers plan and execute
lessons. Unfortunately most of this time is not built in but must be taken after school
leading to long hours and burnout. Instructional coaches (ICs) located at the building
strategies and working with small groups. However, this year we share ICs and our IC is
only in the building two days. Weekly PLCs allow time for data reviews, group
reflection, and sharing in addition to individual daily reflection (journals, making changes
to lesson plans). This is also when the administration team facilitates professional
weekly with beginning teachers to discuss observations, provide suggestions, and assist
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with lesson plans. Time is always a factor in education and depending on whom you ask,
opinions are very different when it comes to time management and implementation time.
Even though planning time in my building is 45 minutes, teachers feel that more time is
needed to plan effective lessons that will allow effective implementation of the lessons
and programs, provide instruction, progress monitor, and re-teach students. From an
administrative point of view, it was argued that 45 minutes for 4 days is 180 minutes of
planning time that when used wisely is a sufficient amount of time. It is encouraged to
focus more on what is being done with the time versus how much time is actually
allotted. My concern and question with needing more time is do we know how to
small, rural community, with few businesses; partnerships with businesses are few
As time and students change and new research is shared it will be interesting to
see what the next educational fad will be. Our district has mandated the use of
available for struggling readers, both in the regular education setting and outside.
Small group instruction and afterschool tutorial are used as intervention time
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along with built in remediation time school-wide for each grade level. But what
Counties schools, most of the time the programs implemented from district level lack
follow-up trainings, which make it difficult for some teachers to utilize them. Also, with
the focus on tested grades, early grades tend to be left out and students receive a weak
foundation, which impacts their ability to perform later. However, there are opportunities
for developing a strong literacy culture and stronger practices. We could build parental
library, and invite parents to read with students during the day. To build stronger literacy
necessary, modeling.
Next Steps
Given the information uncovered during this analysis, there are some
critical next steps as a school leader in my building/district that I would like to see
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1. Create a 90 minute block literacy framework
a. Outline goals and objectives
i. Meet with staff; discuss data; discuss district
expectations
ii. Create buy-in and sense of urgency
b. Provide specific instructional strategies and expectation of
implementation (Connecticut State Department of Education,
2007)
i. Read alouds
ii. Sustained reading
iii. Writing across the curriculum
iv. Anticipation Guides
v. Response and data notebooks
vi. Definition maps
vii. Context clues
viii. Vocabulary by analogy with word walls
expectations for my current co-workers and my future staff will be one way to create that
culture. Providing clear, concise requests and then modeling with follow-through will
active, reflective and collaborative for and with my co-workers and future staff.
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References
Booth, D. & Rowsell, J. (2007). The literacy principal: leading, supporting and assessing
Cunningham, P. & Cunningham J. (2013). What principal need to know about teaching
Beyond the blueprint: Literacy in grades 4-12 and across the content areas.
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Extension: What would I do differently?
For School Improvement Process, 360 Degree feedback is imperative and timing is
everything. Beginning with the administrative team, then going to the SIT team, then to
the whole staff and back to SIT is necessary to keep communication open.
Step 2: Extension
I would like to exam the Panther Time more closely with more input from as
many stakeholder as possible. The purpose of this is to see how it could be more effective
for learning and/or to see if the time is needed.
SWOT Assessment
Data Analysis
Staff and Student Survey
Instructional rounds no more than 3 times year (CO staff, other principals in the
district)
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School-wide instruction times
o How to Teach Bell to Bell
o How to Maximize Instruction
Co-teaching/Master teaching model
o Distinguish between remediation teacher vs master teacher/ coaching
Givens
Buy-in will remain a priority
o Build trust
o Ownership
o Involvement
Plan a year out if possible (bigger picture)
Observe and question before implementing any new changes
90% coach and 10% axe
Inspect what I expect
Be a leader not a boss
Collaborate with like minded and non like-minded individuals
District Recommendations
Increase curriculum specialists district wide at all levels: ELA& Social Studies,
Math, and Science
Make adjustments to Curriculum specialist model (co-teach, coach, train; no
longer pull out groups of students)