Keystones to Opportunity Pennsylvania’s Vision for Sustainable Growth in Reading Achievement PAIU CC Update March 14,

1. Keystones to OpportunityPennsylvania’s Vision for Sustainable Growth in Reading Achievement PAIU CC UpdateMarch 14, 2013

2. Today’s Purpose and Goals • Provide an update on KtO Year 1 work and accomplishments • Preview Year 2 • Discuss IU opportunities for Year 2

3. Keystones to Opportunity IU Points of Contact • Any changes in the IU Point of Contact for your IU should be sent to Cindy Anderson. • Should we provide this update to IU POCs in a webinar format?

4. Developing Tools and Processes ALL Local Educational Agencies can Use Demystifying Literacy Aligning State Literacy Initiatives and Filling Literacy Gaps Creating a Birth to Grade 12 Literacy Continuum Recognizing and Rewarding Success Pennsylvania’s Literacy Grant Goals

5. Pennsylvania as a National Leader Sub-grant Competition Mapping Pennsylvania’s Literacy Landscape Baseline Literacy Training A Glimpse into the Literacy Classroom What our Sub-Grantees are Saying Year 1 Accomplishments

6. Pennsylvania as a National Literacy Leader • 35 States applied for Striving Readers discretionary funds. Only 6 states were awarded funds (Texas, Pennsylvania, Louisiana, Montana, Nevada, Georgia). • Pennsylvania received the 2nd highest grant award in Year 1 - $38,601,042. • Pennsylvania was one of two states asked by the US Department of Education to do a national webinar highlighting elements of our project.

7. Sub-grantee Competition • Identifying those sub-grantees with the greatest need AND the greatest capacity for literacy improvement. • Creating a rigorous and meaningful application process. • Modeling the use of data for decision-making.

8. Applicant Demographics

9. Eastern Region Central Region Western Region

11. Mapping Pennsylvania’s Literacy Landscape Literacy Capacity by Statutory Area

12. Mapping Pennsylvania’s Literacy Landscape Capacity Scores by Needs Assessment Component

13. Mapping Pennsylvania’s Literacy Landscape Priority Areas by Sub-grantee

14. Using Data for Literacy Decision-Making Universal Design for Learning Building Blocks of Literacy Transitions across the Literacy Continuum Reading Apprenticeship Literacy Design Collaborative Family Engagement, Family Literacy Navigating Content for English Language Learners Supporting Students with Special Needs Baseline Content Modules

15. Purposes: Increase literacy achievement Develop common language across grades/buildings Promote persistent and pervasive practices Baseline knowledge and skills to develop and accelerate implementation of the local comprehensive literacy plan Baseline Content Modules

16. Satisfaction with Baseline Training

17. Baseline Training Impact on Practice

18. A Glimpse into the Literacy Classroom • Space and Furnishings • Personal Care Routines • Language Reasoning • Activities • Interaction • Program Structure • Parents and Staff • Higher-order Thinking (HOT) Processes • Engaged Learning (EL) • Authentic Connections (AC) • Technology Use (TU) Early Childhood K through Grade 12

19. Early Childhood Snapshot

20. Elementary Level Sample The Classroom Environment

21. SAS

22. What our Sub-Grantees are Saying We have had great community support and collaboration between our school district and early childcare providers. We have had more teachers participating in helping to craft the local literacy plan! We view the development of the local comprehensive literacy plan as a framework that will guide the district for years to come. This work is allowing us to insert the transition work being done on the Common Core into the LCLP so that a seamless coordination will be done. The initial results are looking promising.

23. What our Sub-Grantees are Saying One of our greatest accomplishments is the rich discussion that’s taking place thanks to KtO. KtO is giving us the opportunity to sit side by side at trainings & committee meetings with teachers & administrators from different schools, grade levels, content areas, & SFA’s. Cross-training for KtO is bringing us closer together as a district. Keystones to Opportunity is not an outside initiative for the Central Greene School District. It is the basis of what we do. Through KtO, the Central Greene School District has been provided with opportunities, assistance, direction and support that would not otherwise be available.

24. Eligible Applicants Only the 56 LEAs who were awarded KtO funding in the spring of 2012 may apply for funding. The eGrant system is open and applications are due on April 30, 2013 PDE reserves the right to re-compete some or all of the KtO funds in year 3 of the grant. Year 2 Continuation Grant

25. Grant Amount Sub-grantees will receive 13.86% less in each statutory area. The eGrant page will automatically calculate funding based on last year’s allocation. Funding cannot be shifted from one statutory area to another. Less money may be requested; however, that will also reduce the funding amount in future years. Year 2 Continuation Grant

26. Continuation Grant Components Project Information Data Collection and Analysis (20 points) Participation in Baseline Training (20 points) Progress toward SMART Goals (10 points) Local Comprehensive Literacy Plan (20 points) Year 2 SMART Goals (10 points) Assurances Budget and Budget Narrative (20 points) Year 2 Continuation Grant

27. Application Scoring Process • Applications will be scored by PDE and the technical assistance team • Data collection information and training participation data will be verified as part of the application scoring • Your Local Comprehensive Literacy Plan will need to be uploaded • Rank application score will determine level 2 and/or level 3 monitoring priorities

28. Data Collection and Analysis The purpose of this section is to determine whether: Sub-grantees reported baseline data for the same target population identified in their Full Application Baseline data submission was complete and accurate Baseline data submission was completed on time and in accordance with project guidance An opportunity to discuss any data collection issues that may have impacted your performance in this area Year 2 Continuation Grant

29. Participation in Year 1 Training The purpose of this section is to determine: Whether a significant number of teachers in your target group attended the nine baseline training modules The number of target group teachers and others you anticipate will attend the baseline training in year 2 The number of target group individuals you expect to participate in year 2 environmental trainings Year 2 Continuation Grant

30. Year 2 Training H.E.A.T. training modules have been adapted to bring a greater emphasis on the relationship between: literacy and higher order thinking, literacy and engaged learners, literacy and authentic connections, and literacy and technology use. The 5th module is a literacy-focused adaptation of the H.E.A.T. administrator training. This training will be offered in a blended format with most of the instruction taking place online. Year 2 Continuation Grant

31. Baseline Content Modules - 75% of target group teachers will be trained by September 30, 2014. Year 2 Continuation Grant

32. PDE’s expectation - a significant number of teachers and administrators who have already participated in baseline training will extend their knowledge and skills by attending the appropriate H.E.A.T. literacy trainings Year 2 Continuation Grant

33. Direction from the IU Executive Directors Group Questions Year 2 Continuation Grant

34. Thank you for all your great work on behalf of the Keystones to Opportunity Grant! Opportunity is missed by most people because it is dressed in overalls and looks like work. Thomas Jefferson Thank You