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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
Keystones to Opportunity
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
Keystones to Opportunity
3
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
Keystones to Opportunity
4
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.
Keystones to Opportunity
5
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
Keystones to Opportunity
6
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
Keystones to Opportunity
7
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.
Southern Huntingdon Guiding Principle 3
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.
Keystones to Opportunity
8
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.
Southern Huntingdon Guiding Principle 5
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.
Keystones to Opportunity
9
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 **
9th – 12th grade **
Recommended Professional Learning:
KTO: UDL, Supporting Special Needs, Building Blocks
Other: Smart Training K-12
Keystones to Opportunity
10
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
Birth – 5yrs. ** See below See below
K-5th grade **
6th – 8th grade **
9th – 12th grade **
Recommended Professional learning (assessment):
KTO – data analysis
Other – Data analysis, prescription to instruction, continued time / data days for
learning
Keystones to Opportunity
11
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.
Keystones to Opportunity
12
Instruction In Place Not in Place KtO Content Area
Modules that would
assist
Professional
Development that
would assist
Birth – 5yrs. ** See below See below
K-5th grade **
6th – 8th grade **
9th – 12th 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
Keystones to Opportunity
13
● 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
In Place Not in Place KtO Content Area
Modules that would
assist
Professional
Development that
would assist
Birth – 5yrs. ** See below See below
K-5th grade **
6th – 8th grade **
9th – 12th 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.
Keystones to Opportunity
14
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
In Place Not in Place KtO Content Area
Modules that would
assist
Professional
Development that
would assist
Birth – 5yrs. ** See below See below
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
Keystones to Opportunity
15
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 **
6th – 8th grade **
9th – 12th grade **
Recommended Professional learning recommendations:
KTO – Successful Transition
Other – determining the what, how, when and use of data / information for
Keystones to Opportunity
16
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 **
6th – 8th grade **
9th – 12th 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
Keystones to Opportunity
17
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.
Keystones to Opportunity
18
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.
Keystones to Opportunity
19
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
Elementary Principal /
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
Keystones to Opportunity
20
Review date
Goal Action Map
Goal Statement: Standards and Curriculum
Action Step 1 Action Step 2 Action Step 3
››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
Review Date Sept, Dec 2013
March, May 2014
Sept, Dec 2013
March, May 2014
Keystones to Opportunity
21
Goal Action Map
Goal Statement: Partnerships
Action Step 1 Action Step 2 Action Step 3
››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
Elementary Principal /
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
Review Date Sept, Dec 2013
March, May 2014
Sept, Dec 2013
March, May 2014
Sept, Dec 2013
March, May 2014
Keystones to Opportunity
22
Goal Action Map
Goal Statement: Professional Learning
Action Step 1 Action Step 2 Action Step 3
››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
Review Date Sept, Dec 2013
March, May 2014
Sept, Dec 2013
March, May 2014
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Goal Action Map
Goal Statement: Assessment / Transition
Action Step 1 Action Step 2 Action Step 3
››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
Review Date Sept, Dec 2013
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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