Literacy Plan Critique

Form Name: Updated 2020 Middle and Secondary School Literacy Reflection Tool Submission Time: October 7, 2020 10:33 am Browser: Chrome 85.0.4183.121 / Windows IP Address: 204.116.213.128 Unique ID: 674849528 Location: 34.402099609375, -80.076698303223

2020 Middle and Secondary School Literacy Reflection Tool

District Name Barnwell 19

School Name Macedonia Elemetary/Middle School

Principal Name Eryl Smalls

Email [email protected]

Section A: Use of Data

Matrix A1. Teachers use a comprehensive formative assessment system. = Routinely A2. Teachers make instructional decisions for students based on data. = Routinely A3. Teachers work together in teams to collect and analyze data, establish goals and look-fors for students, and create action plans for students. = Sometimes A4. Teachers collect and analyze data to determine targeted, effective in-class intervention. = Sometimes

Section B: Supplemental Instruction

Matrix B1. Teachers notice, teach, and prompt for use of strategic reading behaviors. = Sometimes B2. Teachers and students collaborate to set measurable short term goals aimed at growing students' reading behaviors and make strategic plans outlining how these goals will be accomplished. = Sometimes B3. Teachers provide targeted, effective in-class intervention which -must provide individual and small-group instruction; and -must be 30 minutes in addition to 90 minutes of daily reading and writing instruction. = Routinely

Section C: Parent Opportunities

Matrix C1. Teachers provide opportunities for parent involvement with literacy development including parent workshops, parent conferences, and newsletters. = Sometimes

Section D: Literacy Instruction

Matrix D1. Teachers ensure that instruction is short and focused so that students practice new behaviors and processes by reading and writing authentic texts for the majority of the instructional time. = Routinely D2. Teachers monitor student engagement in reading and writing and use this data to confer with students. = Routinely D3. Teachers use shared reading experiences (literary texts and informational texts) to scaffold success and build fluency. = Rarely D4. Teachers use shared writing experiences to scaffold student success and build fluency. = Rarely D5. Teachers teach, guide, and support students in how to independently use strategies to construct meaning and monitor deep understandings using challenging texts. = Routinely D6. Teachers facilitate interactions so that students are productively and actively engaged in constructing meaning by reading, writing, listening, speaking, and inquiring. = Routinely D7. Teachers provide opportunities for students to develop deep conceptual knowledge in a discipline by using the habits of reading, writing, talking, and thinking, which that discipline values and uses. (McConachie et.al, 2006) = Sometimes D8. Teachers use the South Carolina College and Career Ready Standards when planning instruction. = Routinely

Section E: Text Engagement

Matrix E1. Teachers provide students choice in what they read, write, and research. = Sometimes E2. Teachers monitor reading and writing engagement and use that data to conference with students when needed to increase reading and writing volume. = Sometimes E3. Teachers reflect on and eliminate activities that interfere with text reading and writing. = Routinely E4. Teachers establish and directly teach routines and procedures, so that students know what to do in order to maximize time. = Routinely E5. Teachers ensure there are ample texts (both informational and literary) and other materials available in their classrooms. = Routinely

Section F: Professional Learning

Matrix F1. Teachers participate in professional learning opportunities based on data through study groups, collaboration with school coach, book clubs, teacher action research, collaborative planning, and/or peer coaching. = Routinely F2. Administrators participate in professional learning opportunities within and outside the school based on personal needs and/or school-wide data: study groups, collaboration with school coach, and/or book clubs. = Routinely

Section G: Partnerships

Matrix G1. Teachers and/or schools participate in strategically planned and developed partnerships in order to promote reading and writing. • County libraries are used to increase the volume of reading in the community over the summer • State and local arts organizations • Volunteers • Social service organizations • School media specialists = Sometimes G2. Specific actions are taken to foster partnerships. = Sometimes

Section H: Literacy-Rich Environment

Matrix H1. Teachers use predictable structures (Immersion, Investigation, Coalescing, and Going Public) so that students construct knowledge by reading and writing authentic texts for most of the instructional time. = Sometimes H2. Teachers integrate content-specific reading, writing, & researching in order to provide the authentic experiences necessary to become proficient researchers and readers and writers. = Sometimes H3. Teachers provide large blocks of time for instruction and practice in order for students to sustain work on reading, writing, and researching. = Routinely H4. Teachers ensure text and materials are organized and easily accessible by students. = Routinely H5. Teachers ensure texts and other materials are appropriate for the readers and writers in their classrooms. = Routinely H6. Teachers prominently display artifacts reflective of student learning. = Sometimes H7. Teachers immerse students in print-rich environments. = Routinely

Section I: Analysis of Data

Strengths 1. Establish literacy routines within the classrooms. 2. Increased student engagement with text across all subjects and grade levels. 3. Multiple data sources to inform teachers instructional practices/decision making.

Possibilities for Growth 1. Goalsetting alongside the students so that they understand where they are and where they need to be explicitly stating look fours for students as well as creating action plans with students pertaining to their academic growth. 2.Providing opportunities for parent involvement with literacy development throughout workshops, conferences, and or letters. 3. Fostering community partnerships that promote student growth and literacy. 4. Use shared reading experiences and shared writing to scaffold students success and build fluency Through gradual release process. 5. Provide opportunities for students to develop deep conceptual knowledge in a discipline by using The habit of reading, writing, talking, and thinking, which that discipline values and uses.

Section J: 2019-20 School SMART Goals and Progress Toward those Goals

Goal #1 Increasing parent involvement with literacy development, through a hands on approach with the learning process.

Goal #1 Progress The Family Engagement Facilitator help to promote monthly Parent Academy events. Planned interactive activities that enable parents to learn and grow alongside their children, such as literacy and math night.

Goal #2 Foster community partnership that promote literacy.

Goal #2 Progress Establish school mentoring program in partnership with community, local businesses, and churches.

Goal #3 Creating academic goals, alongside students, involve them in their learning process.

Goal #3 Progress 1. Review trends in students data alongside the students. 2.Create plans for improvement areas alongside the students. 3. Progress monitor students growth, periodically, alongside the students.

Section K: 2020-21 School SMART Goals and Action Steps Based on Analysis of Data

Goal #1 Reduce the percentage of third graders performing below grade level in the fall of 2020- 21 as determined by MAP Data from; Sixth Grade: 56% to 45% Seventh Grade:62% to 55% Eighth Grade: 55% to 45%

by the spring of 2021.

Goal #1 Action Steps 1. Discuss goal setting and identify strategies as an instructional leadership team, to determine Weaknesses in reading strategies using MAP data as a measurement tool. 2. Conference with students quarterly regarding setting reasonable growth goals for the year.

Goal #2 Develop opportunities for students to develop deep conceptual knowledge and a discipline by using the habits of reading, writing, talking and thinking which that discipline values and uses.

Goal #2 Action Steps 1. Provide opportunities for students to develop deep conceptual knowledge in a discipline by using the habit of reading, writing, talking and thinking. 2. Incorporate reading and writing workshops within instructional practices in the classroom.