Purpose: To engage selected principals in District 27 in a professional collaboration designed to support them to establish or refine instructional practices in literacy.
Method: School leaders will extend their learning from 2015-16 cohort to implement and refine research based literacy practices in service of student mastery of Common Core Learning Standards.
Capacity Building Conditions: Based on the National Center for Literacy Education (NCLE), research, the following capacity building conditions will anchor this 5 session series:
- Clear Vision for Instruction
- Teacher Ownership
- Leaders supporting teacher learning
- Time for collaboration
- Hands-on curriculum work
Session 4: Using Assessments to Guide Practice (* participants will bring notes/data from Bridge-to-Practice and sample writing and reading assessments and student work)
A. Understanding Your Students – What Does the Data Say?
1) How did you monitor students’ reading and writing development across grades k-8?
- What’s working? What still needs refinement?
- What tools do you use?
- How do you monitor the data? Who analyzes the data?
- How do you use data across the three levels (Administrative level, Teach Team level, and Classroom level)?
2) 3-8: What school-wide ongoing formative assessment practices were used to inform daily instruction?
3) What whole & small group instructional practices occur daily to support instruction and assessment?
B. Teacher Teams
1) How does each teacher team contribute to the improvement efforts in writing instruction?
2) How do leaders engage actively with each team to surface what impact teachers’ decisions have on student writing progress?
Content Understanding: Participants will develop meaningful data structures and systems that are accessible to the school community.
Bridge to Practice: Participants will identify:
- Literacy data team for school monitoring
- School wide classroom monitoring of reading and writing progress (standardized across grade bands)
- Common practices and expectations for reading and writing assessments, including expectations for student reflections and teacher feedback