Massachusetts District Literacy Action Plan
Westfield Public Schools
Westfield, MA
Developed by: Westfield Public Schools District Literacy Team
Date: September 2012
Acknowledgements
Westfield’s District Literacy Team would like to acknowledge the assistance of Elissa Arndt and
Brad Neuenhaus of Keys to Literacy who helped us begin this literacy initiative.
The Superintendent and the District Literacy Leadership Team would like to thank the forty
District Literacy Team members who span across content, grade-levels, buildings, positions, and
community, who created the initial goals and action steps that this document is based upon.
2
Table of Contents
Acknowledgements
2
Section 1: Connection Between the District Literacy Action Plan and Other District
Improvement Plans
4
Section 2: Why a District Literacy Plan is Needed in Our District
5
Section 3: Literacy Vision Statement
7
Section 4: District Literacy Improvement Goals
8
Section 5: Action Plan Maps
9
Section 6: Plan for Assessing and Reporting District Progress
16
Section 7: District Expectations and Supports for Schools
17
Section 8: District Literacy Team Membership, Development Process, and Plan for
Monitoring Implementation
18
Appendix A – Westfield Public School Assessment Data
20
Appendix B – WPS Assessment Calendar
24
Appendix C –RtI and Special Education Intervention Inventories
26
3
Section 1: Connection Between the District Literacy Action Plan and
the District Improvement Plan
The Westfield Public Schools District Literacy Action Plan provides goals specifically created to improve the
necessary support and tools needed for the improvement of academic achievement for all of our students. Each
goal is outlined with a series of action steps required to guarantee its efficacy and success. The plan speaks to the
needs of the entire school district, with specific attention paid to implementation in each school, among all grades,
with the hope of improving reading and writing of all students across all content areas. The plan will promote the
implementation and value of a literacy program that is coordinated between all schools in the district. At the heart
of this plan is the intention to actively pursue data analysis to guide and inform the plan in its continuing growth
and development. The goals of the District Literacy Action Plan are aligned with the goals of the Westfield District
Theory of Action. The alignment is as follows:
District Literacy Improvement Goals
District Strategic Plan
Goal 1: Leadership
By fall 2012, the District will have a
comprehensive literacy plan in place to
monitor progress on the district literacy goal
and establish responsibilities for
implementation.
Goal 2: Assessment
• By Spring 2013, the District will have
articulated a comprehensive PreK-12
literacy assessment plan.
• By spring 2015, this assessment system
will be fully implemented, including a data
management component.
Goal 3: Instruction
By 2014, all teachers will implement grade
appropriate literacy strategies based on data
and driven by the WPS curriculum, which will
be aligned with the 2011 Massachusetts
Curriculum Frameworks for ELA and Literacy
D. Maximize our capacity to collaborate as a
coordinated school system and instructional
leaders.
A4. Design district benchmarks and pilot a student
data management system for full implementation
by 2013-14.
A1. During the summer of 2012, K-12 teachers will
initiate development of curriculum maps and
pacing guides working with district instructional
teammates in Literacy & Math with completion by
June 13.
A3. All K-2 teachers will participate in Bay State
Reading Institute. They will be coached by district
coaches who will be trained by BSRI.
B. Develop powerful coordinated professional
development program to cultivate the professional
skills of all staff.
Goal 4: Professional Development
By 2015, the District will have a refined
professional development plan based on data
which addresses the literacy needs of all
educators using a formal protocol to monitor
and assess its effect on student achievement.
Goal 5: Intervention
By 2016, the District will have implemented a
tiered instructional model that provides
interventions and multiple levels of support
for both students and staff.
A 2. Expand our RtI model including successful
interventions to all elementary schools by 201314.
4
Section 2: Why a District Literacy Plan is needed in Our District
It is critical that the Westfield Public Schools have a comprehensive district plan for improving literacy
for all students. Language development in the early grades is essential to future success in school.
Vocabulary development, oral reading fluency, and silent reading rates are critical to successful
comprehension at all grade levels. Between 33-50% of students entering college nationwide need to
take remedial courses to catch up to their peers. The performance of Westfield Public School students is
not an exception to this trend. Teachers and students need the district to develop a comprehensive
blueprint for improving literacy including listening, speaking, reading and writing throughout the Pre K12 continuum. This blueprint must create a strong link between curriculum, instruction, and
assessment. The purpose of the Westfield Public Schools District Literacy Initiative is to develop a
comprehensive blueprint to ensure student success in literacy.
Westfield is a small residential and industrial city that is also home to Westfield State University. The
Westfield school district consists of 11 schools and an early childhood center. There are six K-5
elementary schools and one K-4 elementary school, two 6-8th grade middle schools, and two 9-12th
grade high schools. Five elementary schools, one middle school, and the vocational-technical high
school are classified as Title I schools. PreK-12 Enrollment in October 2011 was 5,922 students. The
October 2010 district free and reduced lunch rate was 34.4%.
The Westfield Public School District has been designated as a Level 3 District in Corrective Action for
subgroups particularly the F/LEP, Hispanic/Latino, low income, special education, and white subgroups.
(see Appendix 1 Tables 1&2)
Student performance in literacy on the Massachusetts Comprehensive Assessment System (MCAS) for
the past three years has remained fairly consistent with half to three quarters of students across all
grade levels performing at the proficient or advanced levels. Each year the fourth grade MCAS scores
have the lowest percentage of proficient/advanced students. In order to reach the goals set forth in the
No Child Left Behind legislation it is critical that each year Westfield increase the percentage of students
attaining proficiency at every grade level. (see Appendix 1 Tables3 & 4)
Westfield uses the Group Reading Assessment and Diagnostic Evaluation (GRADE) to assess students in
pre-reading, reading readiness, vocabulary, comprehension and oral language. The GRADE assessment is
an untimed kindergarten through adult level assessment which is norm referenced, research based and
contains multiple subtests to measure specific skills that are developmentally appropriate for that level.
In Westfield, the GRADE is administered at all elementary schools and at both middle schools. The
purpose of assessment and diagnosis is to make instructional decisions and to track growth from year to
year. This assessment can serve as a means to inform staff and parents of individual student progress,
identify at risk students for additional instruction, provide school and grade level data, and to serve as
an indicator of MCAS success.
In Fall 2011 3,268 students were tested using the GRADE Assessment. 1647 students or 50.3% tested
performed at a stanine level of 6 or above, while 543 students or 16.6 % tested within stanine levels 7-9
(see Appendix 1 Table 5). Students who perform in stanine levels 7-9 should reach proficiency on the
MCAS.
5
Westfield uses the Dynamic Indicators of Basic Early Literacy Skills NEXT (DIBELS Next) to assess student
in grade kindergarten through grade five. DIBELS Next is comprised of six measures that are
standardized and research-based assessments that measure basic early literacy skills, which are known
as core components or foundational skills that can help distinguish children who are on track to become
successful readers. This assessment can serve as an indicator to inform staff and parents of individual
student progress on specific early reading skills, identify at-risk students for additional instruction, and
provide school and grade level data. Use of this assessment can help to determine at risk students in
order to provide supplementary instruction well before the results of the third grade MCAS are available
(See Spring 2012 DIBELS Next Data - Appendix 1 Table 6).
All of our teachers need a clear and consistent message that literacy is the responsibility of all members
of the Westfield Public School community. The components of literacy must be mastered and taught
with fidelity by all teachers. The district literacy program must be organized to identify students’ needs,
provide teachers with strategies to support students based on these identified needs, and include
extended time necessary for all students to achieve at high levels. The district will adopt the mantra
that “all teachers are teachers of literacy.” The district will follow a blueprint for supporting all teachers
as they help students acquire the literacy skills necessary to be productive citizens in the 21st century.
The district is responsible for the education of each child and must determine what supports should be
in place at each level to create a coordinated model for student assessment, growth and achievement.
A long range comprehensive district literacy plan is the best way to create such a model and will take
several years to implement. In closing, the Westfield Public School district is committed to maximizing
student literacy in order to ensure student success as a 21st century learner.
6
Section 3: Literacy Vision Statement
It is the vision of the Westfield Public Schools
that all students develop as independent and
literate learners taking into account their
individual learning profiles and actively
engaging them in meaningful experiences.
Literate learners are able to .…
listen, speak, read, write, comprehend, reason
effectively, think critically, evaluate
information, transfer learning to new
situations, access and evaluate information
across all media, and use skills to
communicate what he or she has learned in
order to be college and career ready in the
21st Century.
Number of Students in Westfield
Who Need our Help!
71
158 Grade 195
Grade 8
9
Grade 1
202
135
1458
Grade 7
155
Grade 2
196
Grade 6
Grade 3
160
185
Grade 5
Grade 4
Data taken from the fall 2011 GRADE results.
The number of children we need to help achieve a stanine six or above in order to meet our goal of 95%.
7
Section 4: District Literacy Improvement Goals
Overarching District Literacy Goal:
By 2016, 95% of all Westfield Public School students in grades 3-9 will read at or
above grade level as measured by approved district and state assessments.
Goal 1: Leadership
•
By fall 2012, the District will have a comprehensive literacy plan in place to monitor
progress on the district literacy goal and establish responsibilities for implementation.
Goal 2: Assessment
•
•
By spring 2013, the District will have articulated a comprehensive PreK-12 literacy
assessment plan.
By spring 2015, this assessment system will be fully implemented, including a data
management component.
Goal 3: Instruction
•
By 2014, all teachers will implement grade appropriate literacy strategies based on data and
driven by the WPS curriculum, which will be aligned with the 2011 Massachusetts
Curriculum Frameworks for ELA and Literacy
Goal 4: Professional Development
•
By 2015, the District will have a refined professional development plan based on data which
addresses the literacy needs of all educators using a formal protocol to monitor and assess
its effect on student achievement.
Goal 5: Intervention
•
By 2016, the District will have implemented a tiered instructional model that provides
interventions and multiple levels of support for both students and staff.
8
Section 5: Action Plan Maps
Goal 1: Leadership
• By spring 2012, the District will have a comprehensive literacy plan in place to monitor
progress on the district literacy goal and establish responsibilities for implementation.
Action Step 1
Action Step 2
Action Step
Write a comprehensive
literacy plan, Prek-12
Monitoring of District
Literacy Plan
1. Timeline
Completed and
submitted for approval
by August 2012
Literacy Leadership
Team, with input from
District Literacy Team
Collaboration time
Implementation of
District Literacy Plan by
schools and grade levels
Present - 2016
Building Principals and
Literacy Teams
District Leadership
Team
Time
Time/Literacy
Reflection Sheet
The District Literacy
Leadership Team will
support grade level and
building based Literacy
Teams, attend literacy
meetings, and collect
measures of success
documentation. The
team will also plan
District Literacy
Meetings as needed to
review progress and
attain stated goals.
Collected data from
grade-level/building
Literacy Teams; district
and state assessments
2. Lead Person(s)
3. Resources Needed
4. Specifics of
Implementation
Literacy Leadership
Team will meet, collect
information and
materials from past 18
months of literacy work
and create a literacy
plan based on
committee’s work and
district’s goals.
5. Measures of
Success
Document: District
Literacy Plan
6. Check in/review
date
Monthly until plan is
complete
Using grade level goals
created in 2011, school
and grade level literacy
teams will implement
strategies to meet
common goals. Literacy
Teams will meet a
minimum of four times
per year and send
measures of success to
District Literacy
Leadership Team
quarterly.
Agendas, meeting
dates, and reported
outcomes through the
Literacy Reflection
sheet; district and state
assessments.
Quarterly
9
Action Step 3
Present -2016
Quarterly
Goal 2: Assessment
• By spring 2012, the District will have articulated a comprehensive PreK-12 literacy
assessment plan.
Action Step 1
Action Step 2
Action Step
Create a comprehensive
literacy assessment
calendar
Monitoring of District
Literacy Assessment
Plan
1. Timeline
Completed by June
2012
District Literacy
Subcommittee
Collaboration Time
Write and implement
District Literacy
Assessment Plan by
schools and grade levels
Present - 2015
Building Principals and
Literacy Teams
Time
District Leadership
Team
Time/Literacy
Assessment Data
The District Literacy
Leadership Team will
support grade level and
building based Literacy
Data Teams, attend
literacy data meetings,
and collect measures of
success documentation.
The team will also plan
District Literacy Data
Meetings as needed to
review progress and
attain stated goals.
Collected data from
grade-level/building
Literacy Data Teams;
GRADE and state
assessments
2. Lead Person(s)
3. Resources Needed
4. Specifics of
Implementation
Subcommittee will
meet, collect
information regarding
current assessments
utilizing 18 months of
literacy work, and
create an assessment
calendar.
Literacy Data Teams will
meet a minimum of
four times per year to
articulate plan and send
measures of success to
District Literacy
Leadership Team
quarterly.
5. Measures of
Success
Document: District
Assessment Calendar
6. Check in/review
date
June 2012
Agendas, data meeting
dates, and reported
outcomes through the
Literacy assessments;
district and state
assessments data
analysis.
Quarterly
10
Action Step 3
Present -2016
Quarterly
Goal 2: Assessment
• By spring 2015, this assessment system will be fully implemented, including a data
management component.
Action Step 1
Action Step 2
Explore data
management options
2012 /2013 School Year
Secure a data
management system
By January 2014
Administrative Team
Subcommittee with
representatives from
the Tech Center
Time for Collaboration
Administrative Team
Subcommittee
Subcommittee will
oversee purchase and
installation of system.
5. Measures of
Success
Subcommittee will
determine district
needs, research data
management options,
and determine
technical specifications.
Recommendation to
the Superintendent
6. Check in/review
date
February 2013 to meet
budgetary deadlines
September 2014
Action Step
1. Timeline
2. Lead Person(s)
3. Resources Needed
4. Specifics of
Implementation
Funding
Data Management
System installed at
every site
11
Action Step 3
Implement District
Assessment System
September 2014 Spring 2015
Administrative Team
Subcommittee &
Instructional Team
Time for Collaboration
and PD
Align Literacy
Assessment Plan with
Data Management
System capabilities,
train staff in Data
Management System
Submission of student
data to the Instructional
and Leadership Teams
as required by
assessment plan
Quarterly from 9/2014
to 6/2016
Goal 3: Instruction – Elementary School Level
• By 2014, all teachers will implement grade appropriate literacy strategies based on
data and driven by the WPS curriculum, which will be aligned with the 2011
Massachusetts Curriculum Frameworks for ELA and Literacy.
Action Step 1
Action Step
Ensure school curriculum
is aligned to the MA
Curriculum Frameworks
for ELA & Literacy
1. Timeline
Sept. 2012-2013
2. Lead Person(s)
ELA Supervisor
ELA and RDG. Curriculum
Mapping Team
Literacy Team Members
(Elementary Level)
• 2011 MA Curriculum
Frameworks for ELA
and Literacy
• Training
• Time to meet
3. Resources Needed
4. Specifics of
Implementation
5. Measures of
Success
•
Curriculum
committee meetings
scheduled
• Completion of
curriculum maps
• Maps disseminated to
all stakeholders for
implementation
Standards are clearly
visible, verbalized, and
referenced to enhance
student understanding of
expectations
Action Step 2
Action Step 3
Standardize literacy
instruction Pre-K to
Grade 5 with explicit &
systematic instruction of:
Phonemic awareness,
Phonics, Fluency, Vocab,
Comprehension & Writing
Begin in Aug. 2012 &
ongoing through 2014
Principals
Coaches
Teachers
Literacy Specialists
Tailor core instruction
provided by the classroom
teacher to meet the needs
of all students with more
opportunities for practice
•
•
•
•
•
•
•
•
6. Check in/review
date
Quarterly Check-ins from
Sept. 2012-2013
Time for and
facilitation of PD
Consistent Pre K -5
Reading/Writing
materials
Provide at least a 90
minute block for core
literacy instruction.
Provide PD to
teachers in the five
components of
reading and data
driven instruction.
Feedback from PD
Student data from
formative and
summative assessments
Observable evidence in
classrooms
An increase in student
writing across all
content areas that
reflects student
knowledge and
understanding of the
content
Following Professional
Development Days;
Quarterly 2012-2015
12
Begin in Sept. 2012 &
ongoing through 2014
Classroom Teachers
Coaches
Sped Teachers
Title 1 Teachers
ELL Teachers
• Scope and Sequence
• Professional
Development
• Differentiated
materials
• Planning Time
• Implement a
systematic tiered
model of instruction
• Provide PD
opportunities on
differentiated
instruction and
interventions
• Student data
• Formative and
summative
assessments
• Student engagement
• Observable evidence
in classrooms
Quarterly Check-ins from
Sept. 2012-2015
Goal 3: Instruction – Secondary School Level
• By 2014, all teachers will implement grade appropriate literacy strategies based on
data and driven by the WPS curriculum, which will be aligned with the 2011
Massachusetts Curriculum Frameworks for ELA and Literacy.
Action Step 1
Action Step
1. Timeline
2. Lead Person(s)
3. Resources Needed
4. Specifics of
Implementation
Ensure school curriculum
is rigorous and aligned to
the MA Curriculum
Frameworks for ELA &
Literacy
Sept. 2012-2013
ELA Supervisor
ELA Dept Head-WHS
ELA and RDG. Curriculum
Mapping Team
Literacy Team Members
(Secondary Level)
• 2011 MA Curriculum
Frameworks for ELA
and Literacy
• Training
• Time to meet
•
•
•
5. Measures of
Success
6. Check in/review
date
Curriculum Committee
meetings scheduled
Completion of
curriculum maps
Maps disseminated to
all stakeholders for
implementation
Standards are clearly
visible, verbalized, and
referenced to enhance
student understanding of
expectations.
Quarterly Check-ins from
Sept. 2012-2013
Action Step 2
Action Step 3
Implement the direct and
explicit reading, writing,
and communication
strategies school-wide,
across all disciplines
Begin in Sept. 2012 &
ongoing through 2015
Principals
Key Content Teachers
Literacy Specialists
Tailor core instruction
provided by the classroom
teacher to meet the needs
of all students with more
opportunities for practice
Begin in Sept. 2012 &
ongoing through 2015
Classroom Teachers
Coaches
Dept. Heads
Sped Teachers
Title 1 Teachers
ELL Teachers
• Scope and Sequence
• Professional
Development
• Planning Time
•
•
A staff and schedule to
meet students’ needs
Time for and facilitation
of PD
Professional Development
provided to teachers in
mandated Literacy
Strategies: Top Down Web,
2/3 Column Notes, and
Vocabulary Word Walls, as
well as site-specific mandates
such as RCURRA, Stems,
RAFT, Graphic Organizers
summarizing, and vocabulary
strategies.
•
Feedback from PD
•
Student data from
formative and
summative assessments
•
Observable evidence in
classrooms
• An increase in student
writing across all
content areas that
reflects student
knowledge and
understanding of the
content
Following Professional
Development Days;
Quarterly 2012-2015
13
•
•
•
•
•
•
Implement a systematic
tiered model of
instruction
Provide PD
opportunities on
differentiated
instruction and
interventions
Student data
Formative and
summative
assessments
Student engagement
Observable evidence
in Classrooms
Quarterly Check-ins from
Sept. 2012-2015
Goal 4: Professional Development
• By 2015, the District will have a refined professional development plan based on data which
addresses the literacy needs of all educators using a formal protocol to monitor and assess
its effect on student achievement.
Action Step 1
Action Step 2
Action Step
Solicit PD needs and
requests from Principals
& Supervisors
1. Timeline
2. Lead Person(s)
June 2012
Superintendent
Principals
Leadership Team
Literacy Team
Instructional Team
3. Resources Needed
List of PD Needs
Time
Calendar
Catalog
Time
Resources
4. Specifics of
Implementation
Principals will fill out form
outlining building/District
needs
Instructional Team will
analyze data for trends
•
5. Measures of
Success
List of PD needs Catalog
Action Step 3
Develop a catalog and
Implement and monitor
calendar of PD Offerings a consistent Cycle of PD
based on the needs of
the district, including
literacy needs
August 2012
2012-2015
Superintendent
Superintendent
Leadership Team
Leadership Team
Literacy Team
Instructional Team
Instructional Team
Principals
Principals
Coaches
Supervisors
Coaches
Staff
Leadership Team
Share calendar with
stakeholders:
Principals and Union
Representatives
• Get calendar approval
from School
Committee
• Write course offerings
• Solicit providers –
internal and external
providers with
stakeholders input
• Assign PD courses
Catalog and Calendar
Presenters
Money – PD Budget
Time
Electronic Evaluation Form
to assess PD
Collect data, reflect on
and assess information to
develop new cycle of PD
based on the needs of
teachers and district goals.
•
•
•
6. Check in/review
date
June 2012
August 2012
14
Changes in
classroom
instruction
Improved student
achievement
Improved climate &
culture in buildings
Annually 2012-2015
Goal 5: Intervention
• By 2016, the District will implement a tiered instructional model that provides interventions
and multiple levels of support for both students and staff.
Action Step 1
Action Step 2
Action Step
Identify current
interventions used district
wide and site level
Develop goals to provide
district wide intervention
services
1. Timeline
April 2012
May 2012
2. Lead Person(s)
Leadership Team
Instructional Team
Title I Supervisor
Director of Special Ed
Principals
Coaches
N/A
Leadership Team
Instructional Team
Title I Supervisor
Director of Special Ed
Principals
Coaches
N/A
4. Specifics of
Implementation
Create spread sheet
identifying current
interventions used district
wide and at each site
5. Measures of
Success
Develop a spreadsheet
identifying interventions
Collaborate with district
literacy coaches and DSAC
to identify interventions
to implement district wide
and at specific sites based
on student need
Create a timeline and
proposal for
implementation
6. Check in/review
date
June 2012
3. Resources Needed
November 2012
15
Action Step 3
Maintain a professional
development plan to train
teachers and reading
specialists on identified
interventions
September 2012 – June
2016
Leadership Team
Instructional Team
Title I Supervisor
Director of Special Ed
Principals
Coaches
Intervention and training
materials for schools
Work with each site to
identify intervention
needs, offer training, and
support through district
coaches
Monitor use of
interventions by attending
data meetings and analyze
student data to identify
specific interventions
Annually in the spring for
budgetary purposes
Section 6: Plan for Assessing and Reporting District Progress
Assessment:
The district will collect data on all PreK-12 students following the assessment calendar.
(Appendix B)
Reporting Methods:
The District Literacy Leadership Team will provide an annual report to the Westfield School
Committee.
The District Literacy Team has shared its progress through staff meetings and professional
development opportunities. It is the intention of the District Literacy Team to share its progress
using digital newsletters and the District’s website.
16
Section 7: District Expectations and Supports for Schools
District Supports:
•
•
Westfield Public Schools and its building principals will provide the necessary training, resources,
and funding for all new interventions and assessments as called for by the Westfield Literacy
Action Plan.
Westfield Public Schools and its building principals will utilize the professional development
calendar to allow for District Literacy Team meetings and other needs as called for by Westfield
Public Schools’ District Literacy Action Plan.
District Expectations:
•
Each school will be responsible for alignment with the Westfield Public Schools’ District Literacy
Action Plan by:
o Communicating consistently that literacy is a district and building priority, Pre-K-12, at
each grade level and in all content areas every day.
o Administering assessments as outlined in our WPS Assessment Calendar.
o Evaluating schedules and effective use of staff to achieve literacy goals.
o Defining tiered instruction and what it looks like at each school
o Implementation, sustainment, and monitoring of mandated reading program and literacy
strategies.
o Sustaining building literacy teams and continuing literacy discussions across levels as
outlined in this plan.
o Completion of quarterly Literacy Reflection Sheets by building.
17
Section 8: District Literacy Team Membership, Development Process,
and Plan for Monitoring Implementation
Westfield Public Schools District Literacy Team
First
Dr. Suzanne
Maggie
*Jennifer
Justin
Stacy
Sandra
Raymond
Fawn
Patricia
*Erin
Deb
*Leslie
Sheila
Linda
Susan
Sarah
Kathy
Carol
Joanne
*Eileen
James
Trish
Carla
Mary
Donna
Greg
Sue
Cindy
Hava
Ron
*Christopher
Martha
Joanne
Last
Scallion
Adams
Alexander
Baker
Bergeron
Bisceglia
Broderick
Busby
Byrnes
Carrier
Chouinard
Clark-Yvon
Conroy
Crockett
Dargie
Foley
Hogan-Friguglietti
Glynn
Hentnick
Jachym
Kane
LeClair
Lussier
Madru
McKay
Miller
Moore
Newcomb
Preye
Rix
Rogers
Roman
Roselli
School
District
Abner Gibbs
District
WHS
Abner Gibbs
District
WHS
Fort Meadow
District
Fort Meadow
Juniper Park
Franklin Avenue
South MS
Paper Mill
Munger Hill
WHS
AGS/FA/PMS/SRS
SRS
District
Highland
WHS
Munger Hill
North MS
WHS
WHS
South MS
Paper Mill
North MS
South MS
North MS
Paper Mill
Franklin Avenue
*Denise
Ruszala
District
Arlene
Speigel
Juniper Park
Noel
Stella
Southampton Rd
Gail
Szatrowski
District
Peter
Taloumis
WVTHS
*Chris
Tolpa
District
Tania
Vancini
Highland
Mary
Vassallo
Fort Meadow
Pamela
Weingart
Athenaeum
Jennifer
Willard
Southampton Rd
Lisa
Wojcik
WVTHS
*Members of District Literacy Leadership Team
Level
PreK-12
K-5
K-12
9-12
3-5
9-12
9-12
PreK
PreK-12
PreK
3-5
K-5
6-8
K-5
K-5
9-12
K-5
K-5
5-8
K-5
9-12
K-5
6-8
9-12
9-12
6-8
K-5
6-8
6-8
6-8
K-2
3-5
PreK-12
K-4
K-2
6-8
9-12
6-12
K-2
PreK
K-5
9-12
Title/Role
Superintendent
Principal
Title I Supervisor
Social Studies Dept Head
Elementary Teacher
SPED Supervisor, 9-12
Principal
Pre-School Teacher
SPED Director
Principal
Elementary Teacher
Principal
Community Representative
Literacy Coach
Principal
SPED Teacher
Assistant Principal
Reading Coach
Assistant Principal
Director of 21st Century
Principal
English Dept Head
Principal
ELA Teacher
Science Dept Head
Mathematics Dept Head
ELL Teacher
Reading Specialist
Librarian
Principal
Principal
Elementary Teacher
Elementary Teacher
Director of Assessment &
Accountability
Principal
Elementary Teacher
Unified Life Supervisor
Collision Tech Instructor
ELA Supervisor
Elementary Teacher
Pre-School Teacher
Community Librarian
Director of Human Resources
SPED Teacher
Contact Information: first initial, period, last [email protected] ([email protected])
18
Developing the Plan:
In the fall of 2010, the District Literacy Leadership team formed and carefully selected forty educators and
community representatives that represented all facets of our district to create Westfield Public Schools
District Literacy Team. This group includes many central office leaders and all school principals. Before
meeting, all selected members read Annual Growth, Catch Up Growth, by Fielding, Kerr, and Rosier. The
district hired consultants from Keys to Literacy to assist us in reflecting on Eight Essential Components of
District Literacy Planning: Leadership, Resources, Assessment, Instruction, Intervention, Flexible
Grouping & Scheduling, Professional Development, and Family & Community.
From January to June of 2011, the District Literacy Team met four times to analyze and reflect upon the
district data regarding these eight components. Goals were created based on these components, and a
district action plan was created. Groups, based upon grade levels, created grade-level action plans
based upon the district’s goals.
From 2011-12, the District Literacy Team, led by the District Literacy Leadership Team, met twice to
address specific district goals. During our January meeting, the Team reviewed our goals and the current
district GRADE data to emphasize the urgency of consistent literacy instruction across all schools. The
Team was then divided into four groups to complete the following tasks:
• Create a District Assessment Calendar
• Share instructional strategies used across the four secondary level schools and the eight PreK-5
schools
• Educate members about RtI and the Tier I, II, and III interventions currently used by the district
and the availability of other resources for consideration
• Review vocabulary pertinent to developing curriculum based on the Massachusetts 2011
Curriculum Frameworks for ELA and Literacy
During our March meeting, the Elementary representatives focused on adopting a district-wide core
reading program for K-1, evaluating four core reading programs and selecting two for end-of-year piloting.
Secondary representatives reviewed the literacy standards from the Massachusetts 2011 Curriculum
Frameworks for ELA and Literacy and selected specific, mandated reading and writing strategies to be
implemented in grades 6-12 for the 2012-13 school year.
Other District Initiatives that Address Literacy Goals:
•
•
•
•
•
•
•
Most schools in the district have provided their staff with an initial overview on the Massachusetts
2011 Curriculum Frameworks for ELA and Literacy standards.
All elementary teachers, PreK-3 are implementing sound spelling cards using a consistent
protocol to address phonemic awareness; grades 4-5 teachers will begin implementing a grade
appropriate protocol for the 2012-13 school year.
The Superintendent and central office administrators have been working on a professional
development plan that will harness more release time for teachers address specific topics in
literacy to ensure consistent instructional practices across the district.
Title I has been coordinating the implementation of Read 180 and Systems 44 into Title I schools
for the 2012-13 school year.
ELA departments have begun to unpack the standards with the intent of creating a tentative
scope and sequence for middle school ELA teachers by June 2012.
School based and out-of-district professional development has been given to teachers to address
literacy goals.
The district will be developing a family outreach plan to promote more community/school
collaboration.
Monitoring Progress:
The District Literacy Leadership Team will continue to meet a minimum of four times per year to monitor
and assist with the progress of our district literacy goals. The District Literacy Team will meet at least
twice a year to continue our unified literacy efforts across all grade-levels, content areas, and buildings.
19
Appendix A – Westfield Public School Assessment Data
Table 1.
ENGLISH LANGUAGE ARTS
NCLB Accountability Status
Improvement Rating
Corrective Action - Subgroups
No Change
ENGLISH LANGUAGE ARTS
Grade Spans
Grades 3-5
Grades 6-8
Grades 9-12
2009
2010
2011
2011 Subgroups Not Making AYP
Aggregate
No
No
No
All Subgroups
No
No
No
White -Special Education -Low Income Hispanic/Latino -F/LEP -
Aggregate
No
Yes
No
All Subgroups
No
No
No
Aggregate
Yes
Yes
Yes
All Subgroups
No
No
No
White -Special Education -Low Income Hispanic/Latino -F/LEP White -Special Education -Low Income -
Adequate Yearly Progress History
2004 2005 2006 2007 2008 2009 2010 2011
ELA
Aggregate
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
All Subgroups
No
No
No
Yes
No
No
No
No
NCLB Accountability Status
Corrective Action - Subgroups
Table 2.
2011 NCLB School Accountability Status
School
2011 AYP Status
Abner Gibbs
ELA
Franklin Avenue
ELA
Highland Avenue
ELA
Juniper Park
ELA
Munger Hill
ELA
Paper Mill
ELA
Southampton
Road
ELA
North Middle
ELA
South Middle
ELA
Westfield High
ELA
Westfield
Vocational
ELA
Aggregate
All Subgroups
Aggregate
All Subgroups
Aggregate
All Subgroups
Aggregate
All Subgroups
Aggregate
All Subgroups
Aggregate
All Subgroups
Aggregate
All Subgroups
Aggregate
All Subgroups
Aggregate
All Subgroups
Aggregate
All Subgroups
Aggregate
All Subgroups
NCLB Accountability Status
Yes
Yes
No
No
No
No
No
No
Yes
Yes
No
No
No
No
Yes
Yes
No
No
Yes
No
No
No
Improvement
Rating
On Target
Accountability &
Assistance Level
Level 1
Declined
Level 3
Restructuring Year 2
No Change
Level 2
Improvement Year 1
No Change
Level 1
No Status
On Target
Level 1
Improvement Year 1
Subgroups
No Status
Declined
Level 2
No Change
Level 1
Corrective Action
Subgroups
Restructuring Year 2
Subgroups
Restructuring Year 1
On Target
Level 2
Declined
Level 3
On Target
Level 2
Improvement Year 2
Subgroups
Declined
Level 3
Improvement Year 2
Subgroups
Improvement Year 2
20
Table 3.
District Summary of ELA MCAS Data
Percentage of Students at Proficient & Advanced
80
70
60
50
40
30
20
10
0
2009
2010
2011
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 10
Table 4.
Percentage of Students at Needs Improvement & Warning
60
50
40
2009
30
2010
20
2011
10
0
Grade 3
Grade 4
Grade 5
Grade 6
21
Grade 7
Grade 8
Grade 10
Table 5.
Fall 2011 Grade Results
S
t
u
d
e
n
t
s
450
400
350
300
250
200
150
100
50
0
286 77
396 174 392 176 416 210 379 200 444 267 402 247 414 235 139 61
1
2
3
4
5
6
7
8
9
Grade Level
# tested
Stanine 6 or above
450
400
S
t
u
d
e
n
t
s
350
300
250
200
150
100
50
368 207
415 247
405 269
420 248
383 280
445 283
401 258
414 235
55 29
1
2
3
4
5
6
7
8
9
0
Grade Level
# tested
Stanine 6 or above
22
Table 6.
District Summary of DIBELS Next Data May 2012
Grade
Kindergarten
Letter Naming Fluency (LNF)
Intensive
Strategic
Core
N/A
N/A
N/A
Phoneme Segmentation Fluency
(PSF)
Intensive Strategic
Core
17%
14%
69%
Oral Reading Fluency (ORF)
Grade 2
Grade 3
Grade 4
Grade 5
Intensive
Strategic
Core
27%
17%
55%
16%
17%
67%
16%
18%
67%
14%
19%
67%
14%
22%
64%
N/A
N/A
23
Intensive
Strategic
Core
14%
36%
50%
Nonsense Word Fluency (NWF)
(WWR - Whole Words Read)
Intensive Strategic
Core
No Assessment
Grade 1
Nonsense Word Fluency (NWF)
N/A
17%
18%
65%
Appendix B: WPS 2012-2013 ASSESSMENT CALENDAR
Assessment Dates
State/District/Site
Grade(s)
Due to Office of
Assessment By:
Assessment Name
August/September 2012
8/29/12 through 9/14/12
District
K-8, 9/10
GRADE - 9/10 Students Determined By Sites
9/17/2012
8/29/12 through 9/14/12
District
K-8, 9/10
GMADE - 9/10 Students Determined By Sites
9/17/2012
8/29/12 through 9/28/12
District -Elementary
K-5
DIBELS Next
DIBELS NEXT Database
9/4/12 through 9/7/12
FA, PM
3-5
SRI Testing - Students Enrolled in READ 180 and Systems 44
SRI Database
9/10/12 through 9/14/12
SMS
6-8
SRI Testing - Students Enrolled in READ 180 and Systems 44
SRI Database
9/10/12 through 9/20/12
WVTHS
9/10
SRI Testing - Students Enrolled in READ 180 and Systems 44
SRI Database
FA, PM, WVTHS
3-5, 9/10
SRI Testing - Students Enrolled in READ 180 and Systems 44
SRI Database
11/1/12 through 11/2/12
State MCAS
High School
MCAS Mathematics Retest
N/A
11/7/12 through 11/9/12
State MCAS
High School
MCAS ELA Retest
N/A
11/13/12 through 11/16/12
SMS
6-8
SRI Testing - Students Enrolled in READ 180 and Systems 44
SRI Database
1/7/13 through 1/11/13
FA, PM, WVTHS
3-5, 9/10
SRI Testing - Students Enrolled in READ 180 and Systems 44
SRI Database
1/7/13 through 1/23/13
District - Elementary
K-5
DIBELS Next
DIBELS NEXT Database
1/10/13 through 2/13/13
State MCAS
1-12
ACCESS for ELL's Test (Replaces fall and spring MEPA)
N/A
2/25/13 through 3/1/13
SMS
6-8
SRI Testing - Students Enrolled in READ 180 and Systems 44
SRI Database
2/27/2013
State MCAS
High School
MCAS ELA Composition Retest, Sessions A and B Retest
N/A
2/28/2013
State MCAS
High School
MCAS Reading Comprehension Retest, Session 1 and 2
N/A
3/1/2013
State MCAS
High School
MCAS Reading Comprehension Retest, Session 3
N/A
3/4/13 through 3/5/13
State MCAS
High School
MCAS Mathematics Retest
N/A
3/11/13 through 3/15/13
FA, PM, WVTHS
3-5, 9/10
SRI Testing - Students Enrolled in READ 180 and Systems 44
SRI Database
3/18/13 through 4/5/13
State MCAS
3, 5, 6, 8
MCAS Reading Comprehension
N/A
October 2012
10/15/12 through 10/19/12
November 2012
January 2013
February 2013
March 2013
24
3/19/2013
State MCAS
4,7,10
MCAS ELA Composition, Session A and B
N/A
3/20/13 through 4/5/13
State MCAS
4,7
MCAS Reading Comprehension
N/A
3/21/2013
State MCAS
10
MCAS Reading Comprehension, Session 1 and 2
N/A
3/22/2013
State MCAS
10
MCAS Reading Comprehension, Session 3
N/A
3/28/2013
State MCAS
4,7,10
MCAS Composition Make-Up
N/A
4/1/2013
State MCAS
K-12
MCAS Alt - Deadline for submitting portfolio
N/A
4/4/13 through 4/5/13
State MCAS
High School
MCAS Biology Test
N/A
4/22/13 through 5/17/13
District
K-8, 9/10
Spring GRADE - 9/10 Students Determined By Sites
5/18/2013
4/22/13 through 5/17/13
District
K-8, 9/10
Spring GMADE - 9/10 Students Determined By Sites
5/18/2013
4/22/13 through 4/26/13
SMS
8
SRI Testing - All Students High School Placement
SRI Database
4/29/13 through 5/3/13
North Middle School
8
SRI Testing - All Students High School Placement
SRI Database
4/29/13 through 5/17/13
District - Elementary
K-5
DIBELS Next
DIBELS NEXT Database
5/6/13 through 5/21/13
State MCAS
3-8
MCAS Mathematics
N/A
5/7/13 through 5/21/13
State MCAS
5, 8
MCAS Science and Technology/Engineering (STE)
N/A
5/13/2013
State MCAS
10
MCAS Mathematics, Session 1
N/A
5/14/2013
State MCAS
10
MCAS Mathematics, Session 2
N/A
5/27/13 through 5/31/13
FA, PM, WVTHS
3-5, 9/10
SRI Testing - Students Enrolled in READ 180 and Systems 44
SRI Database
6/1/13 through 6/14/13
Dates TBD by School Sites
District - Elementary
5
SRI Testing - All Students Middle School Placement
SRI Database
6/3/13 through 6/7/13
SMS
6-8
SRI Testing - Students Enrolled in READ 180 and Systems 44
SRI Database
6/4/2013
State MCAS
High School
MCAS - High School STE Tests, Session 1
N/A
6/5/2013
State MCAS
High School
MCAS - High School STE Tests Session 2
N/A
April 2013
May 2013
June 2013
Assessments:
DIBELS Next – Dynamic Indicators of Basic Literacy Skills
GMADE – Group Mathematics Assessment and Diagnostic Evaluation
GRADE – Group Reading Assessment and Diagnostic Evaluation
MCAS – Massachusetts Comprehensive Assessment System
SRI – Scholastic Reading Inventory
25
Appendix C – RtI and Special Education Intervention Inventories
Table 7. Supplemental Reading Instruction (Tier 2) presently implemented in some WPS
Elementary Schools
•
•
•
•
Support the critical elements of a core program (inconsistent delivery of various core programs)
Are systematic and utilize explicit instructional techniques
Provide additional instruction to address the five components of reading: (phonemic awareness, phonics,
fluency, vocabulary, comprehension)
Allow teachers to match instruction to specific student needs
The number of schools a program is being implemented in is indicated in parentheses ( ).
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th and 5th
Grades
• Imagine Learning
English (2)
• Imagine Learning
English (2)
• Reading Recovery(4)
• My Sidewalks(1)
• Fundations (1)
• Sounds and Letters(2)
• My Sidewalks (3)
• Leveled Literacy
Intervention (1)
• My Sidewalks (3)
• System 44(2)
• Read 180 (2)
• System 44(2)
• Read 180 (2)
Phonics
• Imagine Learning
English (2)
• Imagine Learning
English(2)
• Reading Recovery(4)
• My Sidewalks(1)
• Project Read(1)
• Fundations(1)
• My Sidewalks (3)
• Leveled Literacy
Intervention (1)
• My sidewalks (3)
• System 44 (2)
• Read 180 (2)
• System 44 (2)
• Read 180 (2)
Fluency
• Imagine Learning
English (2)
• Imagine Learning
English (2)
• Reading Recovery(4)
• My Sidewalks(1)
• Fundations (1)
• Wings(2)
• My Sidewalks(3)
• Leveled Literacy
Intervention(1)
• My Sidewalks(3)
• System 44 (2)
• Read 180 (2)
• System 44 (2)
• Read 180 (2)
• Soar to Success
(2)
Vocabulary
• Language for
Learning (2)
• Imagine Learning
English (2)
• Language for Learning
(1)
• Reading Recovery(4)
• My Sidewalks (1)
• Wings (2)
• Imagine Learning
English (2)
• My Sidewalks(3)
• Leveled Literacy
Intervention (1)
• My Sidewalks (3)
• System 44 (2)
• Read 180 (2)
• System 44 (2)
• Read 180 (2)
• Soar to
Success(2)
Comprehension
• Imagine Learning
English (2)
•
•
•
•
•
• My Sidewalks (3)
• Leveled Literacy
Intervention(1)
• My Sidewalks (3)
• System 44 (2)
• Read 180 (2)
• System 44 (2)
• Read 180 (2)
• Soar to
Success(2)
Grade Level
Targeted
reading area
Phonemic
Awareness
Reading Recovery(4)
Project Read (1)
My Sidewalks(1)
Wings (2)
Imagine Learning
English (2)
26
Special Education Interventions Inventory by Grade Level:
Elementary:
• Lips, Visualizing and Verbalizing, Seeing Stars (Lindamood-Bell), Edmark
Reading programs and Phonographixs, Sidewalks, Project Read, Read
Naturally, Reading Recovery and Great Leaps
Middle School:
•
Lexia Reading Program, Lindamood-Bell, Seeing Stars, LIPS and
Visualizing and Verbalizing, Soar to Success, Reading Fluency (including
comprehension) measured by weekly Reading Probes, Cloud Nine, OrtonGillingham and Wilson Reading program for decoding.
High School:
•
Lexia Reading Program, Read Naturally, and a small number of students
for Visualizing and Verbalizing.
Table 8. Supplemental Reading Instruction (Tier 2) presently available to be used in all WPS
Elementary Schools
•
•
•
•
Support the critical elements of a core program (inconsistent delivery of various core programs , i.e. Tier I)
Are systematic and utilize explicit instructional techniques
Provide additional instruction to address the five components of reading: (phonemic awareness, phonics,
fluency, vocabulary, comprehension)
Allow teachers to match instruction to specific student needs
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th and 5th
Grades
• Early Reading
Intervention
• Road to the Code
• Lexia
• Early Reading
Intervention
• Road to the Code
• Lexia
• Lexia
• Lexia
• Lexia
Phonics
• Road to the Code
• Lexia
• Road to the Code
• Lexia
• Lexia
• Lexia
• Lexia
Fluency
• Lexia
• Read Naturally
(placement to
determine phonics
level)
• Read Naturally
• Lexia
• Read Naturally
• Lexia
• Read Naturally
Vocabulary
• Lexia
• Lexia
• Lexia
• Lexia
• Lexia
Comprehension
• Lexia
• Lexia
• Lexia
• Lexia
• Lexia
Grade Level
Targeted
reading area
Phonemic
Awareness
27