Naplewood Elementary School

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Changes in Action




Keeping Notivated in Times of Stress


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This edition focuses on
the changes taking
place with literacy in
our school.
As we move into this
transition phase, it is
important to
remember that
through this all, our
students come first.
Read through this
before our next
meeting so that you
can come prepared
with questions,
comments, and other
insight.
C-B"&B"+
Learning to Change 2
Supporting Each Other
Through !t All 2
Our School Action Plan 3
What !t All Neans 3
!nside Story +
Resources +
As ! traverse the hallways
before school, between
classes, at lunch time,
and after school, ! catch
tidbits of discussion
about the changes we
are making with literacy.
Some of these bits and
pieces ! hear are filled
with excitement; others
with dread; and others
with acceptance.
! want you to all rest
easy. These are not
changes we are
expecting you to make on
your own. Keep in mind
that these changes are
works in progress - for
everyone involved. ! will
be learning and trying
alongside each and every
one of you. ! will
experience frustrations,
successes, and moments
of defeat. Through this
all, ! want to you to
remember, that no
matter what, we are
making these changes to
help every single one of
our students be the most
successful he or she can
be.
First, ! want to you to
give it the good old
college try." Then, !
want you to freely talk
about how you feel about
everything when we
gather together to
discuss. ! want and need
you to be honest about
every step we take. !
need to know what is not
working just as much as
what is working.
These changes can't take
place without you. We
are in this together -
through it all!
- Jessica vallance
As we start to walk down this road of reform, many
changes will be taking place over the next three years.
You will be seeing many new faces
We will rearrange schedules to provide for more common planning time
Each grade level will be given access to one of three literacy coaches
We will meet together to discuss our changes as a school community
We will meet monthly to analyze and discuss student assessment data and
make changes as needed
You will have visitors in your classroom critiquing your use of techniques
and newly acquired knowledge
You will be stretched
You will be stressed
You will change
Your teaching will change
You will survive!

: DEFG DADHG IGJG



Learning to Change

Our School Action Plan


One benefit of change
is having a shared
ownership and vision
of the end result, and
what it will take to get
there. There will be a
schoolwide team with
collaboration from
every staff member.
!n order to help every
member learn to
change, professional
development will take
place both on and off-
site. Some of these
will be mandatory,
while others will be
voluntary. Some will
be voluntary at certain
grade levels, and
mandatory at others.
The point in the PD is
to further develop your
skills and knowledge to
better help your
students, and our
school as a whole, be
more successful with
literacy.
Some of you will be
stretched way out of
your comfort zones
when you have to use
new strategies such as
student-led discussion,
vocabulary instruction
(not just spelling),
independent, student-
led learning activities,
etc.
Try to remember, that
this is not a judgment
on your teaching.
Change is good for the
soul. This is a school-
wide reform that we
are establishing to help
our students achieve
their highest potential.
Change is good
for the soul."
!n order to ensure our students on the right track to becoming proficient readers,
teachers need to provide students with whole-group and small-group lessons along
with independent learning activities, and having high expectations for students'
reading, writing, and thinking about texts (Taylor, 2011, p. 77).

As we look at what is going well and what needs attention at our school, we focus
on some essential components of a schoolwide reading program (Taylor, 2011, p.
77):

Collaboration between classroom teachers and support staff on deciding
delivery models to best meet the needs of all students
Allowing much time throughout the day in each grade level for reading
instruction
A reading program aligned with standards, curriculum, instruction, and
assessments
Data is collected from a schoolwide assessment and is used to inform
instruction
!nterventions are in place for struggling readers
Teachers collaborate in reform efforts
Work effectively with parentsffamilies

*

Supporting Each Other Through !t All


What This All Neans.

By utilizing a
balanced
approach to
reading
instruction, our
staff will engage
students with
higher level
discussion and
writing about
texts. (Taylor,
2011)

A combination of
direct instruction,
small-group
instruction,
cooperative
learning, and
independent
student activities
will be used.
(Taylor, 2011)



Common
language and
similar teaching
strategies will be
used throughout
the school.
(Taylor, 2011)
As we look at what is
going well and what
needs attention at our
school, we focus on
some essential
components.
Nany of you will start to feel overwhelmed during the next few weeks (if you are
not already there yet). Rest assured, plans and people are already in place to help
you. As we take these changes one day at a time, plan on having access to:

Parents that are active and participate!
Significant time spent on reading instruction
Literacy coaches and teachers that have used these same methods
Whole group meetings with study groups
Neetings for sharing and analyzing data
Push-!n services from Title, Special Education, etc.
Collaboration of teachers and resource teachers with the delivery of an
effective program.
Data is collected and used schoolwide to inform instruction
Constant monitoring and intervention plans for struggling readers


= DEFG DADHG IGJG




The + !'s: !nterventions, !mproving
!nstruction, and !mplementation
!nterventions

Use current reading and
writing materials that are
aligned to the Common
Core State Standards
Use assessment data
from D!BELS
!dentify students in
lowest quartile
!dentify needs
! multicultural
! multilingual (ELL)
! special services
!dentify program from
intensive interventions
Assign students to staff
for interventions
Being interventions
through push-in services
Nonitor progress and
adjust

!mproving !nstruction

Nodel for staff
Use a balanced
approach
Develop and ELL
program
Create and utilize
rubrics for staff and
student observations
Work collaboratively
with staff and team
Use literacy block with
separate times within
the block for reading,
writing, spelling,
grammar, etc
Neet with literacy team
regular to discuss and
adjust as needed

!mplementation

Nodel for students
Use RT!
Balanced approach (Daily
5, literacy centers) within
reading block
! whole group
! small group
! independent
activities
Lucy Caulkins' writing
workshop
Writing in response to
reading
Provide students with
DEAR (drop everything
and read) or SSR
(sustained silent reading)
time at least once per
week; outside of reading
block
Phonics instruction
embedded within reading
and writing

Resources


When teachers are trying
to decided what grade
levels should have reading
at what times and which
resource teacher should
work with which classroom
teacher at what tie and in
what manner, it is easy to
think about what works
best for us as teachers
rather than what works
best to meet our students'
needs. However, research
on effective schools has
found that teachers in
effective school do
continually `put the children
first.'" (Taylor, 2011, p.79)
Louis, K., S., Narks, H., N., Kruse, S. (1996). Teachers' Professional
Community in Restructuring Schools. American Educational
Research Journal. Winter 1996, vol. 33, No. +, pp. 757-798.

Taylor, B., N. (2011). Catching Schools. Portsmouth, NH Heinemann.