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Enhancing School-Wide Literacy Programs: Strategies and Insights

This presentation discusses effective literacy program planning for schools, emphasizing the importance of writing programs in light of Kentucky’s Senate Bill 1. Participants will learn about the Literacy PERKS model, which supports meaningful implementation and assessment of writing policies. Key goals include understanding school-wide literacy planning, establishing writing standards, and engaging committees with diverse representation. The session also covers the significance of writing portfolios to track student progress, ensuring a holistic approach to literacy that encompasses reading, writing, speaking, and listening.

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Enhancing School-Wide Literacy Programs: Strategies and Insights

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  1. Evaluating School Literacy Programs October 22, 2009 Presented by Pamela Wininger, Reading Consultant pamela.wininger@education.ky.gov Carol Franks, Writing Consultant carol.franks@education.ky.gov Kentucky Department of Education 502-564-2106

  2. Goals of today’s Session • Provide context for school-wide literacy planning • Overview of Senate Bill 1 implications • Become familiar with Literacy PERKS model • Prepare to implement PERKS

  3. Norms/Agenda Parking Lot Restroom as needed Built in break Access to the PP Time for questions provided Silent cell phones please

  4. SBDM Requirements Related to Writing • SB 1 states, “Each school-based decision making council or if there is no school council, a committee appointed by the principal, shall adopt policies that determine the writing program for its school.” • Each school will submit the policy to KDE for review and comment.

  5. Best Practice recommendation: SBDM appoints a committee to develop the school’s writing program & policies Suggested Committee Representation Literacy lead Teacher council member Parent council member Assistant Principal of curriculum/instruction Additional teachers Additional parents Classified staff Community members Students (at secondary level)

  6. Writing, as defined by SB1 “Writing means a purposeful act of thinking and expression that uses language to explore ideas and communicate meaning to others. Writing is a complex, multifaceted act of communication.”

  7. Portfolios, Per SB1 “Writing portfolios, consisting of samples of individual student work that represent the interests and growth of the student over time, shall be a required part of any writing program in primary through grade twelve.”

  8. Portfolios, Per SB1 Portfolios are part of the required criteria for the program review and audit process. A writing portfolio shall be maintained for each student and follow each student from grade to grade and to any school.

  9. A school’s policies for the writing program shall address the use of the portfolio: for determining student’s performance in communication grading procedures and feedback to students regarding their writing & communication skills the responsibility for review of the portfolios and feedback to students other policies to improve the quality of an individual student’s writing & communication skills

  10. Individual Learning Plans (6-12) and Writing Students can collect documents in their ILP Students can now journal in their IL P

  11. Writing Programs Each SBDM council shall determine the writing program for its school. • Components of a program: • Instructional practices • Aligned & enacted curriculum • Formative & summative assessments • Professional development & support services • Administrative support & monitoring Writing plan

  12. Writing Policy Each SBDM council shall adopt policies that determine the writing program for its school. Writing plan

  13. School-wide Literacy:Beyond the Writing Program A school’s writing program fits within the larger realm of a school’s literacy program. A school’s literacy program includes reading, writing, speaking, listening, and observing. Writing plan

  14. Writing Program Review Process The writing program review is the process for analyzing components of a school’s writing program: the “instructional practices, aligned and enacted curriculum, student work samples, formative and summative assessments, professional development and support services, and administrative support and monitoring.” Writing plan

  15. A School’s Writing Plan A school’s writing plan and policy may not encompass all the components of a school’s writing program. Therefore the program review process may certainly reach further than what is included in a school’s writing plan. Writing plan

  16. Requirements of a Writing Plan • Multiple opportunities for students to develop complex communication skills for a variety of purposes • Access to and use of technology tools • Access to and use of language resources • Procedures for developing and monitoring portfolios • Feedback to students regarding writing and communication skills

  17. An on-line resource available to you:

  18. Timeline • Now Through Fall 2010: Writing Plans and Policies—schools may develop interim plan for transition period • 2010-2011 Writing Program Review Pilot—schools have access to pilot program review process • 2011-2012 Writing Program Review—results included in accountability for each school

  19. Taking a Look at your School-wide Literacy Program Literacy PERKS model Writing plan

  20. KDE Resources Developing a Schoolwide Writing Plan http://www.education.ky.gov/KDE/Instructional+Resources/Literacy/Kentucky+Writing+Program/Writing+Planning+Guidance+-+Developing+a+Schoolwide+Writing+Plan.htm Literacy PERKS http://www.education.ky.gov/KDE/Instructional+Resources/Literacy/Literacy+PERKS/

  21. Questions?Suggestions?What else do you need from us?

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