AGENDA

1. AGENDA • 8 AM Dr. Kim Maguire, Vertical Teams • 9 AM Overview of Core LA Program • LUNCH: 90 minutes on your own • PM Library Inventories • Library Survey • Other grade level activities if time permits

2. Data • Our current second grade students have been exposed to research-based instruction in the area of word study since kindergarten.

3. Kindergarten • In the first year of the word study program 50% of the grade level reaching benchmark on the DIBELS assessments by year end. In year 2, 79% reached the DIBELS’ benchmark. Year three is the current year and as of mid-year testing, 75% have already demonstrated benchmark performance.

4. Grade 1 • The first year of the word study program 49% of the grade level reaching benchmark on the DIBELS assessments by mid-year. In year 2, 85% reached the DIBELS’ benchmark. Year three is the current year and as of mid-year testing, 83% have already demonstrated benchmark performance.

5. Grade 2 • The first year of the word study program 58% of the grade level reaching benchmark on the DIBELS assessments by mid-year. In year 2, 75% reached the DIBELS’ benchmark. Year three is the current year and as of mid-year testing, 95% have already demonstrated benchmark performance.

6. Notable… • In addition to the gains on the charts, the Below Basic group is completely eliminated in grade 2 and nearly eliminated in grades K and 1.

7. Materials selection process: • Pilots – since 2008 • New assistant superintendent • LA Materials Review – March 25, 2011 • 20+ Participants K-8 • Common Core

8. Written Feedback… • I use this in my room. I think this program works very well in first grade. I like the variety of texts this program offers. • The brief look at the vocabulary program looks promising • Really like all I have heard today. • Love the program!! • Making Meaning (with the vocabulary piece) seems to address our needs. I feel that a specific vocabulary piece would be great • Love this program. Fantastic strategy instruction. I am in favor of having Making Meaning in the elementary schools • I am in favor purchasing Making Meaning for everyone across the elementary level because it provides instruction in a variety of comprehension strategies and is differentiated, as well as the social component

9. What has been purchased? • K – 5: Making Meaning, Being a Writer, Making Meaning Vocabulary, all consumables, 28 days of PD • 3,4,5: IDR Support Kits, BAW Writing for Test Taking • 3: BAW Poetry • 4: BAW Persuasive • 5: BAW Functional Writing

10. Making it Public… • How will the LA program information be made public? • Curriculum Board Meeting June 7, 2011 4-5 PM • Parent resources on literacy website • Principals • Link to parent resources on building home pages • Hard copy information with class assignment • Announcements at Back to School Night

11. Developmental Studies Center • Non-profit organization, Oakland CA • Working with schools since 1980 • Mission-Based A Commitment to the Whole Child To help children develop to their full potential - academically, ethically, socially, and emotionally

12. Who in our area uses DSC programs? Council Rock Central Bucks Bensalem Pennsbury Bristol Township Centennial Wissahickon Owen J. Roberts Downingtown Tredyffrin-Easttown West Chester Interboro Penn-Delco Lower Merion

13. Funding for DSC generously provided by:

14. DSC Guiding Principles • Build on intrinsic motivation in learners. • Build an inclusive learning community. • Integrate academics with social and ethical learning. • Set up the learning situation so learners do the thinking. • Provide intellectual rigor and accessibility. • Advance teacher practice. .

15. Who are the programs for? • All reasonable attempts to include the maximum number of students in the core program will be made. The program is a match for students who would benefit from: • Whole group, auditory instruction in thinking and comprehension skills. • Small group, and partner application of thinking and comprehension skills. • Daily independent and guided reading at their instructional level. • Individual conferring related to instructional level readings. • Direct instruction in social and cooperative structures that support learning (such as “Turn and Talk”) • Direct instruction in tier 2 vocabulary. • Written language instruction that is based on whole group modeling and discussion surrounding anchor texts and authors’ craft. • Application of written language skills to explicit writing assignments across a variety of genres.

16. “Exceptions” and “Eliminations” • Although it is understood that there are high need students in each building, options such as pre-teaching and reinforcement as SDI will be considered as options before replacement programs are offered. • Each building will consider supplemental services and programs that may be eliminated with the institution of a research-based core program in order to secure that maximum human and organizational resources to support the core program.

17. PD Plan • Handout

18. Activity #1 • What part of the PD plan are you most looking forward to?

19. Time Commitment • Handout

20. Support for Implementation District: • Minimize PD demands for the next two years. • Make the time and resources available for teachers to learn the programs and apply them in a way that matches the needs of the Radnor learners. Principals: • Faculty meetings: one meeting per month focused on core literacy program. • Schedule: preserving time, lessons, PTS, minimizing interruptions to LA block, etc. Electronic Support Involvement of Special Area Teachers

21. Support from Literacy Team • Each has selected one grade level to shadow at trainings, facilitate collaborative work with, and support across the district: • K: Dana • 1: Nina • 2: Janet • 3: Elyse • 4: Annmarie • 5: Diana • Co-teach one week of lessons with one teacher. • PD in building using IDR kits for grades 3, 4, 5. • Support principal in delivering monthly LA PD at faculty meeting. • Support all faculty members individually and as a grade level throughout the implementation.

22. Activity #2 • Brainstorm other supports that could ensure the success of the program implementation or ideas for “finding” or “preserving” time for LA in the schedule.

23. Role of previously used materials… • Comprehension Toolkit • Junior Great Books • Teacher created units and materials • HM anthologies and related materials • Anything else that is not part of the core LA program. < December>

24. Concerns about DSC programs • Concerns about MM / BAW and how they will be addressed • Time / Pacing • Rigor • Published works

25. Activity #3 • Other concerns and your ideas for addressing them.

26. Assessment • ?

27. Expectation 2011 - 2012 • Word Study: YES! We are still doing word study K-5. • Making Meaning • Making Meaning Vocabulary • Being a Writer • Guided Reading • IDR

28. Afternoon Work • Inventory • Survey