pennsylvania district comprehensive local literacy plan ......narrative: it is clear that a...

Keystones to Opportunity

1

Pennsylvania District Comprehensive

Local Literacy Plan (CLLP)

Southern Huntingdon County

School District

10339 Pogue Road

Three Springs Pa, 17264

Lead Writers

Leann Weist

Dee Morder

Jenna Parks

Scott Lake

Jess Keim

Nicki Huntsman

Tiffany Bartello

Frani Thomas

Candi Sonneneberg

Date: April 16, 2013


2

Acknowledgements

April 2013

This KTO plan was the product of over 100 hours of face-to-face, blog and leadership

discussion. The candor, effort and commitment of everyone involved was exemplary. Each

individual played a dynamic and critical role and is commended.

This result, this plan, would not have been possible without commitment and

judicious use of the most critical resources – time and ideas. Time was made possible

through the assignment of resources provided by the Keystones to Opportunity Grant and its

planning format. Logistical support provided by the District was exceptional. The critical

element was without doubt the dreams and ideas shared by the participants.

Planning is about thought, focused discussion and open dialog. All three occurred in

this effort. This document is an outgrowth of time – to talk, to disagree and to agree on a

best course for literacy and learning for the children – all the children.

This effort is a rare opportunity to provide a focused and concentrated effort toward

the goal of targeting learning through literacy. There is no doubt that this goal is assured.

The talent and enthusiasm of the teaching faculty and leadership for this effort is and will be

infectious. Each participant is committed, in his or her way, to the children. In the same way

they are dedicated to each child and committed to his or her literacy success. It is without

doubt that the Southern Huntingdon School District is going to be successful and is deserved

of further funding under KTO and other opportunities.

P Duff Rearick

The RLI GROUP


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Table of Contents

Section I: Literacy Plan Team Members …………….…… page 1

Section II Mission and Vision Statements ………..…..……. page 5

Section III: Guiding Principles ..…………..……. page 6

Section IV: Needs Assessment Review .………………… page 9

Section V: Setting and Prioritizing Goals ……………..…... page 17

Section VI: Dissemination of Plan .……………….... page 24

Section VII: Assessing and Reporting Progress .………………… page 25

Appendix A: Literacy Needs Assessment …………….…... page 27


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Section I: Literacy Plan Team

Membership

Stacey J. Miller Administrator

M. Catherine Brouse Administrator

Wendy Cave Community

Frances Thomas Teacher

Leann Weist Teacher

Diane Morder Teacher

Tiffany Bartello Teacher

Autumn Woodward Teacher

Jenna Parks Teacher

Scott Lake Teacher

Aaron Hicks Teacher

Regina Hicks Teacher

Jessica Keim Teacher

Michael Adamek Administrator

Cherie Helsel Teacher

Candy Sonnenberg Parent / community

Nicki Huntsman Agency

Timeline

Planning began in September of 2012. The full KTO Planning group met one to two times

per month through December. Between meetings, participants were asked to blog discussion

questions relative to the plan and to respond to writing authored for the plan. The blog

significantly reduced the time needed for face-to-face meetings and expanded opportunity for

individuals to be heard. Further it afforded time for thought and interaction that would not

have occurred in the traditional format. It was estimated that total planning time exceeded

100 hours when blog responses were considered. In January 2013, a sub-committee began an

in-depth analysis of the Needs Assessment. They provided the Findings and Narrative found

in this report. These Findings formed the base for recommended Goals for KTO into the

future. Those goals were made available to the full committee for response in early February

2013. Following a period of input, Action Plans were developed by the leadership and

submitted to the committee of the whole. In March 2013, the superintendent and his team

created dissemination schedules and progress reporting requirements. The final plan was

written and approved on or about April 16, 2013.


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Section II: Mission and Vision Statements

Southern Huntington School District

Mission

Rocketing our students through quality education into their future.

VISION STATEMENT

We are committed to our students becoming leaders in the 21st century, using critical thinking and interpersonal skills to succeed in a global society.

Southern Huntington Literacy

Vision:

Empowering every student to exceed expectations.

Mission:

We are committed to a mission of creating an environment that affords every child the

opportunity to achieve a love and passion for learning, life long. To reach this end we must

immerse every child from birth to graduation in literacy by engaging and uniting the entirety

of our school family, parents and our larger community. Vital to this effort is our ability and

willingness to communicate and cooperate in ensuring the success of each child.

Narrative:

Literacy is without question tied directly to student success in school and after

graduation. Yet, it is one area that we leave much to the individual teacher. Our efforts are

many but disjointed. We intend a long-term intentional and targeted focus. Further, it is

evident in our district that we must become unified in a K-12 philosophy of learning.

Literacy is a focus point for this effort. We believe our mission is aligned with those of the

PaCLP and our intent is to exceed those base line standards and recommendations. Literacy

is our primary initiative and, given adequate resource capacity will continue as our focus well

into the future. The commitment exists, the energy exists, the plan exists and now we must

execute our dream. We see nothing in our future that should inhibit this effort. Our goal is

elegant in its simplicity. We intend to raise the literacy performance of our below average


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students to average or above and accelerate our above average students to heights determined

only by their initiative.

Section III: Guiding Principles

1. Literacy is a critical foundation for all learning and serves as a “keystone” for

opportunity and success. The Standards for literacy must promote high level

learning for all students to ensure that they are prepared to meet the challenges

of the 21st century. Because literacy is an important skill in itself and serves as a

tool for learning, it is an essential at all levels (Birth-Grades 12). Moreover, to

enhance literacy learning of students, there must be shared responsibility of

educators, parents and caretakers, and the broader community.

Southern Huntingdon Guiding Principle 1:

Literacy is the foundation upon which success is built. The base of this foundation needs

to include parents and teachers, as well as the community as a whole. An outcome of our

literacy-rich educational environment would be successful individuals who would face

the endeavors of the 21st century. To reach this outcome, we will establish and execute

best practices in regards to our curricula across all subject areas, as well as enhance

communications with parents and utilize community resources.

2. Student learning, motivation, and access to educational opportunities are

increased when linguistic, cultural, and personal experiences are valued,

understood, represented in the curriculum and classroom practice, and used to

help students make connections between what they know and what they are

learning. Multiple perspectives and experiences provide opportunities for

students to learn about their own as well as the culture of others.

Southern Huntingdon Guiding Principle 2

At Southern Huntingdon County School District, our students are provided the opportunity to

grow and develop through diverse experiences and multicultural exposure. Our educators

promote student learning and motivation through multicultural literature, a culture fair,

foreign exchange students, Spanish club/class activities, e-pals and guest speakers. Our

students are valued and appreciated through our classroom methods and curriculum. Each

student is given the educational opportunities to make connections between their personal

backgrounds and what they are learning. This values based approach provides our students


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the chance to acquire knowledge about their own culture, as well as the customs and heritage

of other cultures.

3. There must be high expectations for all learners and a belief that all are capable

of gaining literacy skills that enable them to be successful as adults. Instruction

must address the full range of learners, must be differentiated to meet each

child’s needs, and requires a well-integrated system connecting general,

compensatory, gifted, and special education.


First and foremost, we need to ensure that all teachers realize the importance of literacy

immersion and the positive impact it can have on students. They also need to understand that

literacy is no longer just for the English and Language Arts classrooms. There must be high

expectations for every student and we must communicate these expectations with the

students. As teachers, we need to know the individual student and meet his/her specific

needs. Each student needs to be exposed to the same opportunities, but teachers must make

adaptations to meet the needs of all learners to ensure that every student is individually

challenged.

4. Evidence-based decision-making must be at the heart of all instructional

decisions related to literacy development.

Southern Huntingdon Guiding Principle 4:

Educators at Southern Huntingdon County School District must use a variety of forms of data

to develop their instructional decisions. Data that is acquired needs to be made available for

teacher use. There is a necessity for a method of transferring this data from teacher to

teacher; this would allow each teacher to individualize and differentiate for every student. It

is essential that parents of students who attend Southern Huntingdon County School District

are made aware of their child’s educational strengths and weaknesses.


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5. Educators must be prepared to teach effectively in the schools of the 21st

century and be provided with continuing professional development support that

enables them to be lifelong learners.


The Southern Huntingdon School District will come together as a whole to incorporate

technology into its classrooms. Implementation will begin once a teacher has been properly

trained on how to use the technologies to meet his or her student’s specific needs or interests.

Technology will serve as a way to improve or overcome these needs or enrich these interests.

The specific needs should be based on data driven assessments. Teachers will share

information gained from professional development opportunities with one another. This

should extend beyond the classroom into the homes of the students and general public.

Southern Huntingdon County School District will strive to become competitive with other

districts successfully using technology in the 21st century.


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Section IV: Needs Assessment Review

Standards and Curriculum

Findings:

Systems have been established that tie data to instruction

Birth-12 curriculum has been developed and is aligned to standards

Birth to grade 5 curriculum is clearly articulated as compared to grades 6-12

Standards serve as a base for planning and instruction

Work has started on re-aligning curriculum to the common core

Curriculum is not consistently used to meet individual student need

Curriculum does not articulate either specific skill sets or outcomes for grade levels

Narrative:

It is clear that a curriculum exists Birth-12 however its direct application to instruction is at

best sketchy. The birth – 5 program is well developed, curriculum exists, goals exist, and

parent engagement exists across the program relative to literacy. This program touches

roughly 30% of the pre-school families. Little effort is focused engaging the other 70%.

There exists little direct communication between birth-5 and K teachers regarding curriculum

and instruction. The K-12 curriculum needs to be reviewed on a continuous cycle that

emphasizes not only Common Core Standards but also, literacy across the spectrum. The

scope and sequence should be reviewed vertically and horizontally with systems being

designed and implemented that require teacher accountability.

Standards &

Curriculum

In Place Not in Place KtO Content Area

Modules that would

assist

Other Professional

Development

/Resources that

would assist

Birth – 5yrs. ** See below See below

K-5th grade **

6th – 8th grade **


Recommended Professional Learning:

KTO: UDL, Supporting Special Needs, Building Blocks

Other: Smart Training K-12


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Assessment

Findings:

A literacy assessment plan exists birth-12 and is being implemented

GRADE testing is being used and is perceived as beneficial to all

Although a broad plan exists a consistent rubric for local grade / course system wide

assessment for literacy does not

The majority of the staff is aware of what literacy testing is measuring

Regular data meetings are being utilized

Accountability across the K-12 system is lacking

Timeliness in data reporting is improving but requires continued focus

There is a distinct lack of parent understanding of testing, its results and their role in

the effort

Narrative:

The KTO Literacy grant is generating a needed focus on literacy assessment and data

analysis. However, there is a need to intensify this effort, deal with time requirements,

educate staff in implementation and educate parents in the results of assessment and their role

in insuring learning. There is no consistent application of data K-12. A consistent and

monitored program does exist birth-5. At every level a continued effort is needed in

analyzing assessment results and designing instruction targeted on improving the

performance of each child. The staff, across the spectrum is in need of time to discuss /

analyze and direction as to expectations in literacy. From birth-12 standardized assessments

are being given, the data is better understood but there is no link to local rubrics embedded

within the curriculum. Accountability measures for teachers are absent. The district is

beginning to effectively measure child performance, is better at interpreting the data but lacks

consistency in customizing from those results and holding staff accountable to that end.

Links between pre-school efforts, birth-5 efforts and parent engagement must improve if

literacy traction is going to be achieved across the birth-12 spectrum.

Assessment In Place Not in Place KtO Content Area

Modules that would

assist

Professional

Development that

would assist


K-5th grade **



Recommended Professional learning (assessment):

KTO – data analysis

Other – Data analysis, prescription to instruction, continued time / data days for

learning


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Instruction

Findings:

● A language of literacy does not exist ● Small group instruction is literacy is a norm Birth-grade 5 ● Specific literacy objectives for each grade / class are absent ● Specific and consistent instructional intervention systems do not exit K-12 ● Expectations, consistency and accountability in literacy instruction across K-12

spectrum do not exist ● Birth-5 program expectations, student goal, parent engagement in instruction do

exist although there is no direct link to the K-12 instructional program ● Increasingly data is bing utilized in instructional planning but, no professional

commitment exists across the district to deliver literacy objectives ● Vertical and horizontal articulation of literacy needs in instruction along with

consistency of professional learning is absent ● There is no articulated standard of parent engagement at any level in the K-12

program. ● Parent engagement is expected in the Birth-5 formal program but efforts, to

engage other pre-school parents do not exist. Narrative: Instruction in general and specific literacy instruction standard is lacking K-12. Birth -5 standards are clearly articulated but, for less than half of the incoming population. Simply put, teachers do not know what to produce nor does a system exist to hold them accountable to the production. The same can be said for parents, they simply do not know what is expected of them thus they continue to do what they have always done. Parent learning, understanding and engagement must improve if student gain is expected. Although, the Birth-5 program is well designed there is little link in curriculum between that program and K-5 effort. GRADE test data is accepted and being used albeit inconsistently. In order for teachers to have a clear picture of individual student strengths and weaknesses it is recommended that the district reevaluate the time structure throughout district. Given the population teachers are not with children long enough to gain an understanding, implement and adjust evidenced based or local efforts. The traditional time system is inadequate to deliver 21st century literacy expectation across the district. Within this effort care needs to be given as to the volume being required of teachers. Simply, the district needs to decide on the specific skill set required of each teacher and it needs to insist upon implementation. Along with this teachers need a better flow of critical data, an assurance that all are equitably applying the findings and over-all and improved reflective professional assessment system that holds outliers accountable.


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Instruction In Place Not in Place KtO Content Area

Modules that would

assist

Professional

Development that

would assist


K-5th grade **



Recommended Professional Learning: KTO – Building blocks, Reading Apprenticeships, UDL, Supporting Learners with Special Needs Other – Defined time to inter-act, patience with everyone in learning

Professional Learning and Practice

Findings:

● A unified plan for professional learning exists in the Birth-5 program ● No learning plan exists for parents at any level outside of the Birth-5 program ● No cohesive plan, K-12, exists for learning in literacy for parents leadership,

teaching faculty, parents or children ● No cohesive plan, K-12, exists in any other area that serves children, parents,

professional staff or leadership. ● Parent and board learning plans are non-existent ● Leaders are attending literacy learning efforts ● No equitable assurance exits to insure that professional learning is being

implemented in classrooms, K-12 ● Current research, as defined by KTO, is being widely distributed and is being

used to focus current professional learning Birth-12 ● Time is an issue across the system ● Communities of practice, as defined, exits but are informal and inconsistent

Narrative: In the fall of 2012 the district / Birth – 5 leadership directed that focus group interviews occur K-12 and that teachers be surveyed in regard to professional learning and the efficacy of the KTO effort. It is apparent that a coherent, product-based, adult learning program should be developed for everyone involved in student learning within the K-12 spectrum. This program needs to address current need and maintain the flexibility of customization and change. The project must include an assurance of compliance. This system should be customized based upon the research tenets of adult learning. It should be flexible and include components for:

● Internal motivation, self-direction and self-reflection ● Blending past learning, expertise and new learning


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● Setting goals specific to need of the learner and the district ● Relevancy – that the learning engages current problem solving ● Practicality and, as noted, immediately applicable ● Opportunity - for the learner to be respected through his / her design of a

personal plan ● Accountability - is insured through the production of a defined written product

for each goal(s) and interview.

Professional

Learning and

Practice


Modules that would

assist

Professional

Development that

would assist


K-5th grade **



Recommended Professional learning: KTO – Coaching needs to be strengthened Birth-12 Other - Professional learning is needed across the district relative to literacy. This requires a plan and format that focuses on district and individual need along with accountability

Literacy Leadership, Goals, and Sustainability

Findings:

Birth-12 leaders are seeking opportunities to support literacy improvement

Birth-12 leaders are discussing and planning for sustainability

Birth-12 goals or indicators of programmatic success are absent

Coordination K-12 is lacking in goal knowledge and achievement

Coordination and engagement of parents exists for the Birth-5 program but is absent

everywhere else

District is not staffed to expect administrative leadership in instruction beyond

messaging and affording opportunity. Leadership in instruction must come from the

faculty.


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Narrative:

It is self evident that the leadership (administration) of the district and the Birth-5 program is

committed to literacy. They see literacy as a base for long-term transformational change. It

is unclear as to the commitment of the board and professional staff, as a whole, to the same.

There is no doubt that pockets of intense enthusiasm exists for growth, for sustaining and for

generally increasing the expectation of the learning experience for everyone connected with

the district. Energy for growth is evident in the administration and select faculty. This is at

times hampered by the lack of a clear, consistent and articulated message of literacy

expectation. There is however a beginning that can be enhanced readily by articulating a

clear literacy learning product expectation. What should a Southern Huntingdon graduate be

able to demonstrate when he / she graduates? Answer this question and all else can be driven

from that determination. This insures a consistency of leadership support and sustainability.

All that occurs within the district such as resource allocation is driven by the answer to the

graduation question. To insure sustainability of this energy parents must be invited into

active participation in their child’s learning. This should become a non-negotiable published

expectation. Engaged and committed faculties and parents create an expectation for the

district of leadership and further ensuring sustainability. Finally, the district must develop

simple goal driven plans that target the literacy product at every level: district, parent,

building, subject, grade, classroom and home. Without this level of practical and emotional

commitment sustainability of any effort is problematic.

Literacy,

Leadership, Goals,

and Sustainability


Modules that would

assist

Professional

Development that

would assist


K-5th grade * *

6th – 8th grade * *

9th – 12th grade * *

Recommended Professional Learning:

KTO – Increased and improved coaching

Other – continued exposure to new ideas and methods


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Transition

Findings:

Informal transition networks exits (teacher to teacher)

Data is not readily available vertically

Formal vertical linkages do not exits between grade levels or the critical transitions of

age 5 – K, grade 5-6, grade 8-9

Local achievement standards at graduation do not exit

RTI (IST) exits and is being utilized horizontally and vertically for special needs

children

Data links to parents are inconsistent

Data systems are cumbersome

Narrative:

The Needs Assessment Team found that the district faces a multitude of challenges in

transition. Some of these challenges are more easily resolved than others given the fiscal and

staffing standard of the district. It is imperative that the leadership think through, simplify

and target data / transition requirements for the district staff, parents and students. This is

also an opportunity to create a streamlined functional system of transition and

communication. Decisions need to made in the venues of: flow of information, importance

of information, summary of information (usability) and standards for data / information

application in instruction. Decisions need to be made and systems developed that afford:

teachers the opportunity to interact formally vertically and horizontally. Decisions need to be

made in regard to flow and interpretation of data for parents thus engaging them in the

conversation. An RTI (IST) system exists vertically and horizontally. A streamlined version

of the RTI (IST) system may be used as a template for the greater population. The potential

exists for a format like the RTI (IST) to be used in developing a standard of care philosophy

for every child Birth-12.

Transition In Place Not in Place KtO Content Area

Modules that would

assist

Professional

Development that

would assist

Birth – 5yrs. ** See below See bellow

K-5th grade **



Recommended Professional learning recommendations:

KTO – Successful Transition

Other – determining the what, how, when and use of data / information for


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Partnerships

Findings:

The district is not engage intentionally with the greater community

There is a growing deterioration of the public perception of the district

The deteriorating perception is impacting everything including student attitude

Parent engagement exists in the birth-5 program

Intentional parent engagement does not exist in the 70% of pre-school families not

impacted by the birth-5 program and throughout the remainder of the district

Narrative:

The issue of partnerships is vexing. Southern Huntingdon is a rural district with no sizeable

population center. Thus partnerships in the traditional sense are not readily available.

However, the asset of intentional parent engagement in the learning process is lacking across

the district. Parents are engaged in traditional endeavors K-12 but are absent in learning

decisions beyond the special needs population. The exception to this statement is the 30%

impacted by the Head Start program. This disengagement from the community is leading to

a perceived deterioration in community attitude toward the district. This reality is self-

evident in everything from politics to attendance. The arena of partnerships, given the

staffing standard and capacity of the district needs to be thought out and targeted. Care must

be given in avoiding the creation of expectation that cannot be met. It seems prudent to do a

little well verse a lot for affect. Attention must be paid to this issue birth-12.

Partnerships In Place Not in Place KtO Content Area

Modules that would

assist

Professional

Development that

would assist

Birth – 5yrs. **

K-5th grade **



Professional Learning:

KTO – Family Engagement

Other – Ideas and discussion on how to engage everyone; specialized leaning in how

to interpret data for parents in defining their parents


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Section V: Setting and Prioritizing Goals

Goal Setting

Standards and Curriculum / Assessment:

It is recommended that we conduct a systematic review of our curriculum K-12, that

these reviews emphasize not only Common Core Standards but also a language of literacy.

Literacy should serve as a basic standard in every aspect of the curriculum. Further

consideration should be given to determining graduation indicators of success and rubrics

tied to that end for every grade and course. The curriculum should be published and

professional expectations set as to its implementation. Special attention should be paid to

literacy linkages between age 5 –K, grades 5-6 and 8-9.

Professional learning / Instruction:

It is recommended that we create a format for customized learning plans for each

professional. These plans should include district literacy objectives as well as individual

learning designed by the professional in the area of instruction. These plans should be

product driven and should become a part of the professional accountability program of the

district.

Instruction:

It is recommended that we look at time in respect to our internal communication,

communication with parents and the amount of time we spend with each individual child,

each day. The goal being to re-design our time structure in a way that better affords us the

opportunity to know each child as an individual learner.

Partnerships:

Parent engagement planning must occur in concert with parents. The objective of this

planning and further implementation is to set standards for parents and the district. The goal

of this effort is to engage parents in the learning of their child from birth to grade 12 thus

establishing a joint standard of care.

Transition:

It is recommend that we establish a plan that determines data / information flow

throughout Birth-12 experience. This effort should include data analysis along with types of

data, amount of data and access to the district.


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Prioritizing Goals

Title Goal Rationale

1. Instruction: It is primary that Literacy become an embedded aspect of every

classroom, of the DNA of the district instructional program. This is the key to

success

2. Standards and curriculum: This is the tool used to hold professionals

accountable to their own design. In writing curriculum specific literacy

outcomes are defined for each class / subject. This provides the base for

holding everyone across the district accountable to literacy.

3. Partnerships: This goal is specific to parents and their engagement in the

learning process. This differs from parent involvement and portends an

outcome of parent knowledge. Parents are the missing link to the children’s

and subsequently the community success in graduating a credible 21st century

education product.

4. Professional learning: This goal links the first three. Every child, parent and

professional has, in the end, an expectation of learning and clear indicators of

what needs to be learned. It is without doubt that through learning you

transform whether adult or child.

5. Assessment / transition: Without data and an understanding of its use,

the accountability to implementation all of the above is simple rhetoric. This

goal involves focused discussion on sustainability. The rationale is not only

implementation accountability but,sustainability and stability.

All of the listed goals as designed are actionable and attainable in the next year.


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Goal Action Map

Goal Statement: Instruction

Action Step 1 Action Step 2 Action Step 3

››Action Step Set standards for every

class Birth - 12

Guided reading

expectations all classes

K-5

Reading Apprentice

learning and

expectation all staff 6-12

Time Line Summer fall 2013 Fall 2013 2013 - 2014

Lead Person/s Secondary Principal /

Elementary Principal /

IU support


IU Support

Secondary Principal /

IU Support

Resources Needed Time to develop

Time to supervise

Targeted KTO Training

Book rooms for each

school

Prof learning: time

Targeted KTO training

Apprenticeship training

Time

Materials

Specifics of information Assess other similar

programs in

demographic group

Training expertise 1 to 1

to continue and insure

implementation

1 to 1 coaching

Training expertise

Small group work

1 to 1 coaching

Measure of Success Implementation

GRADE data

Implementation of

training

Grade data

PSSA score analysis

GRADE data

Walk through

assessment

Review Date Sept, Dec 2013

March, May 2014

Sept, Dec 2013

March, May 2014

Sept, Dec 2013

March, May 2014


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Review date

Goal Action Map

Goal Statement: Standards and Curriculum


››Action Step Curriculum revision /

review cycle that insures

align to CC and

Literacy outcomes

Develop common

strategies within the

curriculum outcomes

Time Line 2013 on-going 2013 on-going

Lead Person/s Project Director Project Director

Resources Needed Time

Expertise in developing

literacy objectives

Time

Expertise and training

in strategies

Specifics of information Process to review

common core and

literacy objectives

Development of a

resource bank of

strategies to meet need

virtual and available to

all teachers and parents

Measure of Success Established cycle

Board approved

curriculum

Completion of resource

bank

Learning plan for

teachers and parents


March, May 2014

Sept, Dec 2013

March, May 2014


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Goal Action Map

Goal Statement: Partnerships


››Action Step Provide every parent

with quarterly data on

their child’s literacy

growth Birth – grade 5

Develop a learning plan

for parents to

accomplish their

understanding of Action

Step 1

Create a series of age

appropriate learning

plans for parents to help

them help their child

Time Line Spring 2014 Spring 2014 Spring 2014

Lead Person/s Elementary Principal /

Head Start staff/ IU

staff


Head Start Staff/ IU

Staff

Project Director

Resources Needed Capacity to develop an

effective communication

Capacity to engage in

research and

development

Financial support

sufficient to provide

time to accomplish

Specifics of information Aligning Head Start and

the district curriculum

Development of

effective communication

with Head Start

Understanding of adult

learning and motivation

for learning related to

parents

Understanding of adult

learning and motivation

for learning –

understanding of age

appropriate information

Measure of Success Every parent receives

clear concise updates

Developed and vetted

learning plan

Developed and vetted

learning plan


March, May 2014

Sept, Dec 2013

March, May 2014

Sept, Dec 2013

March, May 2014


22

Goal Action Map

Goal Statement: Professional Learning


››Action Step 6-12 focus on Reading

Apprenticeship – every

teacher

Individualized

professional growth

plan for each teacher

Time Line Spring 2014 Fall 2013

Lead Person/s Secondary Principal Superintendent

Resources Needed Reading apprenticeship

learning

Time for 1 to 1 admin /

teacher dialog

Specifics of information Appropriate resources Understanding of

literacy goal for the

district

Measure of Success Quarterly report to

superintendents

Plan developed for

every faculty reported

to superintendent


March, May 2014

Sept, Dec 2013

March, May 2014


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Goal Action Map

Goal Statement: Assessment / Transition


››Action Step Embedded GRADE

across the district

Improved timeliness of

data reporting to

teachers

Coaching for all

teachers for data

analysis and

accountability measures

Time Line Fall 2013 Fall 2013 2013 - 2014

Lead Person/s Project Director Project Director Secondary Principal /

Elementary Principal

Resources Needed Continued access to

GRADE

Technology clerical

support

Coaches trained and

skilled in data use

Specifics of information Sustainability

methodology for

GRADE post grant

None Coaches must be

trained and skilled in

assisting in

implementation of data

instructionally

Measure of Success Accountable plan Timeline to

superintendent

On-going coaching

teacher / parent survey


March, May 2014

Sept, Dec 2013

March, May 2014

Sept, Dec 2013

March, May 2014


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Section VI: Dissemination of Plan

March 2013:

Development of the Action Plans by sub group and dissemination to the full committee – responsible party

D. Rearick

Goals distributed to the faculty for comment – responsible party Building Administrators

Final meeting review and discussion of the completed plan by the Full Planning Committee – responsible

party D Rearick

April 2013:

Distribution of the completed plan virtually to the faculty for written comment – responsible party T Kline

Distribution and discussion of the plan with the Board of School Directors – responsible party T Kline

Posting of plan on District web-site

Submission of final plan to PDE – responsible party S Miller

May 3013:


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Meeting with all parties involved in any way with development of the plan to include planning committee,

focus groups, faculty of the whole and the general public to an after school review of the plan – responsible

party T Kline, D Rearick

Letter describing literacy goals sent to every parent – T Kline and Building Administrators

Discussion of plan with various advisory groups to include parents – T Kline

Section VII: Assessing and Reporting Progress

Superintendent:

August 1: Plans for execution of each Action Step submitted to the superintendent by responsible parties

October 1, December 1, 2013 / March 1, May 1 2014: Quarterly report of Action Step Progress reported to

the superintendent by responsible parties to include progress, data, problems, recommended solutions in

narrative format


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April 1, 2014: Summary report of data progress submitted to superintendent by outside agency relative to:

o Progress on GRADE

o Progress on PSSA

o Results of Parent surveys and focus groups

o Results of Teacher surveys and focus groups

o To include: recommendations for 3rd year adjustments

Board and Community

January 1, 2013 and June 1, 2014: report to the board and community relative progress on each action

step, reflection on data progress, listing of strengths and targeted weaknesses and recommendation for

future direction


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pennsylvania district comprehensive local literacy plan ......narrative: it is clear that a...

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