South Johnston Consortium

Removing the Band-Aid: The Need for K-12 Alignment

Kelley Johnson, JCS Director of High School Curriculum

Laura Makey, JCS MTSS Specialist

Tracy Vannurden, Assistant Principal, Benson Middle School

Expected Outcomes

~Recognize the need for K-12 vertical alignment~Identify key components/practices necessary for vertical alignment~Analyze and problem-solve “your situation”

Healing the Hurt

- Core Instruction - weak ; tried intervention first- POWER Block- Behavioral intervention- Common assessments and flex grouping- An aligned literacy strategy- Consensus with feeder schools: journey and data- Consensus building and educating

SJHS Consensus Building

- NCDPI RtI Pilot Initiative

- RtI Leadership team ( district and local)

Quality Core Instruction- Weekly PLC’s - Professional development- Literacy implementation in all departments - PBL training- Interest based lessons- Hands-on learning- Critical thinking- Instructional technology

Common Assessments

Teachers PLC weekly and are encouraged to

design common assessments, compare the

results and use the data to enhance

instruction

Science PLC - Common Assessments

Engagement

- Walk throughs

- PBL and 21st Century strategies

Walkthrough Data

Student Engagement Videos

Tolerton’s Collapse of Rome

Bell’s Donut Lab

Behavior Intervention Model

Student Role in Own Learning

- MMOB

- POWER tutorials

- JCC online courses

Word Mapping StrategiesSouth Johnston High School Word Mapping Strategy – Schedule of Instruction

Part I: PretestStudents will take a vocabulary pretest (GRADE) and a Word Mapping quiz. These will be completed by January 31st.

Part II: Introducing the Strategy -The strategy will be introduced during the weeks of February 3rd and 10th. -Part II consists of 4 lessons that require approximately 45 minutes each. -The content covered in Part I includes introducing the definition of morphemes and presenting the 3 types of morphemes (prefixes, suffixes, and roots). The steps of the strategy are also introduced (MAPS). Practice worksheets are provided in the teacher’s manual.

Part III: Practicing the Strategy-Practice of the Word Mapping Strategy will take place between February 10th and April 30th.-This section contains 6 practice lessons for prefixes, 6 practice lessons for roots and 6 practice lessons for suffixes. Each lesson requires approximately 30 minutes to complete.-A monthly quiz or probe will be administered in March and April.

Part IV: Posttest-The posttest will take place during the first two weeks of May.-Posttests will include a vocabulary posttest (GRADE) and a final Word Mapping Quiz.

Core Components of RtI for Literacy Instruction

- Xtreme

- Word Mapping strategies

- Universal screeners

Diagnoses: Data doesn’t lie. 2013 8th grade EOY Literacy Results : SJHS feeder schools

School Percentage below grade level norm-

Reading (MAP)

Percentage below grade level norm- Language

Arts (MAP)

Percentage NOT

proficient on 8th grade

EOG(ELA)

Percentagebelow

Reading norm and not proficient on

EOG

# of non EC students

qualifying for Language! (Based on TOSWFR) screener)

# of students needing Tier 2 or

Tier 3 support

(Reading)

Benson Middle School

47% 53% 59% 86% 11 Tier 2: 10Tier 3: 1*

Four Oaks Middle

52% 50% 58% 88% 13 Tier 2: 13Tier 3: 1

Meadow 59% 51% 67% 87% 7 Tier 2: 6Tier 3: 2*

*qualified for EC services

Prescriptions

- Strategic Scheduling- EVAC- Ag Academy- e2020- JCC courses- AGP

- POWER tutorials- Common assessment data - Xtreme- Word Mapping- Flex grouping-K-12 Alignment ***

LEADERSHIP

Vertical Alignment with Feeder Schools

Summer 2013Met with feeder schools for ½ day of planning. Objectives included:

● Meet as a PLC to develop consistency in the reading curriculum used in feeder schools

● Formulate a common reading rubric/matrix that all schools will use to make decisions about the placement of students

● Collaborate to make decisions about possible interventions that would be consistent in all schools

The wound was deeper than we thought :

There was no consistency among SJHS feeder schools. ★ grading policies★ testing practices★ scheduling★ prevention and intervention

services

Decision making was a challenge!

Vertical Alignment with Feeder Schools

Continued Partnership with NCDPI and SJHS region

Purpose:

● establish alignment K-12● complete District Initiative Inventory to

identify commonalities● develop a multi-tiered system of support

across all SJHS region schools● meet monthly with District Leaders and

key stakeholders

Vertical Alignment with Feeder Schools - The Plan for 2014-2015

Meadow and Four Oaks Middle Word Mapping Strategy - Schedule of Instruction/Training

February, 2014 Pam Leitzell, Tracy Vannurden, Eddie Price and Laura Makey (district rep)

will meet with Four Oaks Middle and Meadow administrators to discuss a plan on how to train teachers

March, 2014 South Johnston High School will send five English teachers will spend

two hours at each site on predetermined days, training 8th Grade Language

Arts teachers.

April-May, 2014 Meadow and Four Oaks Middle 8th Grade Language Arts teachers

will train students on word mapping strategies and give the GRADE pre

assessment at the end of April and and post GRADE assessment in May.

* Only 8th grade students will receive word mapping training this year. The goal will be to support both feeder schools as they refine the process and mainstream to other grade levels.

A Timeline of Events...

Tracking Data

Xtreme Data Spreadsheet

Word Mapping Spreadsheet

2014-15 school yearMAP vocab growth

K-8“Power words” 9-12

2013-2014 Xtreme Results

SJHS Academic Framework to Support Effective Core Instruction:

Response to Intervention (RtI): Multi-Tiered System of Supports (MTSS)

for Academics and Behavior RtI

Providing high quality core instruction, matched to students’ needs

using data over time (i.e. rate of learning, level of performance, fidelity of implementation)

to make important educational decisions for ALL children.

SJHSStudent

Achievement Principles

ALL students and educators are part of ONE proactive educational system.

Evidence-based instruction and interventions are aligned with rigorous content standards.

Data is used to guide instructional decisions, align curriculum horizontally and vertically, and allocate resources.

Educators use instructionally relevant assessments that are reliable and valid.

Educators problem solve collaboratively to meet student needs.

Quality professional development supports effective instruction for ALL students.

Leadership at all levels is vital.

Quality professional development supports effective instruction for ALL students.

Leadership at all levels is vital.

Quality professional development supports effective instruction for ALL students.

Leadership at all levels is vital.

Curriculum(Standards and Materials)

Evidence-BasedInstructional Priorities

Time Allocation Data Collection and Use Fidelity of Implementation Decision Making

Literacy in all content areas

Technology in all content areas

Prioritized Curriculum(aligned with CCSS standards)

Pacing guides

Schoolwide Positive Behavioral Interventions and Supports

AVID Curriculum(Strategies)

Student Engagement

Explicit instruction (I, We, Ya’ll, You)

Maximizing opportunities to respond

Acquisition, automaticity, then application

FRAME

Word Mapping

Grouping structures

Differentiation

Feedback/Reflection

Daily maximization of instructional time

POWER Lunch(tutorials, absence and grade recovery)

Protected time for department/ team learning & planning

Established rules, routines, and arrangements to increase efficiency for adults and students

Leadership teams

Consistent evaluation of Core instruction

Formative assessments

Benchmark assessments/Summative assessments

HomeBase reports

Early warning system for identification of risk (academic, social, and performance)

Timely and consistent review of relevant data

Progress monitoring

EVAAS data

Classscape

Instructional and Coaching supports

Monitoring and evaluating effectiveness of implementation through engagement walkthroughs and other protocols

Products to demonstrate evidence of implementation

Professional Learning Communities

Evaluate the effectiveness of Core/Initial instruction (>80% proficiency) for all subgroups and maintain or adjust

Analyze trends to inform decisions

Determine needs forsupplemental instruction

Developing a Common Pyramid of Interventions:

South Johnston Consortium

South Johnston Consortium

Four Oaks Elementary

Four Oaks Middle

Meadow

Benson Elementary

Benson Middle

South Johnston High

Growing a Tree of Leaders

The healing has started... ★ continued literacy

alignment★ writing alignment★ professional

development★ transitioning MTSS into

the high school★ grading policies★ scheduling★ monthly leadership

meetings