Spencer Loomis School Improvement Plan Overview

1. Spencer Loomis School Improvement Plan Overview By Sandy Kennedy Adapted from Crossfield Elementary School’s Parent Resource Brochure

2. Expected Outcomes • Overview of 2012-2013 School Improvement Plan • Overview of Balanced Literacy

3. 2012-2013 Spencer Loomis School Improvement Goal • During the 2012-2013 school year, we will improve Spencer Loomis students’ abilities to comprehend text by creating a Balanced Literacy environment in all classrooms.

4. Balanced Literacy Defined • Balanced Literacy is a framework designed to help all students learn to read and write effectively. • The program stands firmly on the premise that all students can learn to read and write. • This balance between reading and writing allows students to receive the individualized teaching appropriate to their strengths and needs in literacy.

5. The Balanced Literacy Model • Teaching children in a student-centered classroom: • Based on the research of Marie Clay, Irene Fountas, and Gay Su Pinnell. • Children read and write independently and in a variety of group settings on a daily basis.

6. Reading, Writing, Listening, Speaking, Word Study • Focus on different types of reading experiences: read-aloud, shared reading, guided reading, reading conferences, and independent reading. • Students also participate in shared and individual writing activities each day. The types of writing experiences include shared writing, interactive writing, guided writing, writing conferences and independent writing. • Listening and speaking are also emphasized in this integrated language approach. • Additionally, during many daily reading and writing experiences, students are engaged in word study.

7. What does Balanced Literacy instruction look like? • Literacy lessons consist of a number of elements that provide substantial amounts of reading and writing on a daily basis. • Each day instruction ends with an opportunity for students to share and reflect upon their learning. • Arranged on a continuum based on the gradual release of responsibility. • Some reading and writing tasks are modeled by the teachers and others are accomplished with the support of the teacher, leading to those that are done independently by the child.

9. Where Do We Begin? • With the end in mind • With the belief this is a long-range plan • With setting the foundation for a Balanced Literacy environment

10. Comprehensive Intervention Model • Based on the Comprehensive Intervention Model developed by Dr. Linda Dorn, University of Arkansas at Little Rock • Supported by a large body of research • A 15 year track record of success • Not a “box program” • Responsive and differentiated instruction delivered by knowledgeable teachers

11. The ESAIL Document • Environmental Scale for Assessing Implementation Levels (ESAIL) • 10 Criterion • Criterion 1: Creates a Literate Environment

12. Focus on Criterion 1

13. Balanced Literacy Sources • Farstrup A. & S. Samuels. (2002). What Research Has to Say About Reading Instruction., Newark, Delaware: International Reading Association. • Fletcher R. & J. Portalupi. (2001). Writing Workshop – The Essential Guide. Portsmouth, NH: Heinemann Publishers. • Fountas, I. & G. Pinnell. (1996). Guided Reading. Portsmouth, NH: Heinemann Publishers. • Morrow, L., Gambrell, L. & M. Pressley. (2003). Best Practices in Literacy Instruction. New York, NY: The Guildford Press. • Routman, R. (1991). Invitations. Portsmouth, NH: Heinemann Publishers.