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Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
Alabama Initiatives
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Alabama Initiatives

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Overview of initiatives from the Alabama State Department of Education used in Cullman City Schools

Overview of initiatives from the Alabama State Department of Education used in Cullman City Schools

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  • 1. Alabama Initiatives NSBA Technology Site Visit, March 2, 2012
  • 2. Alabama Reading Initiative The Challenge: 100% Literacy
  • 3. ARI – The Beginning <ul><li>1996 – 25 individuals, including people from classrooms, colleges and universities; business and industry; and grassroots support groups, were called to the Alabama Reading Panel </li></ul><ul><li>1998 – the “ Sweet Sixteen ” helped to launch the Initiative across the state of Alabama, Cullman City Primary School was one of those sixteen schools selected </li></ul><ul><li>1996-present – The Research indicates a need for a balanced approach to teaching reading </li></ul><ul><ul><li>“ [A balanced approach] unites the proven practices associated with a whole language orientation and the most effective practices of a phonics orientation. Specifically, it combines the explicit teaching of skills needed to decode words and language-rich, literature-rich instruction. - http://www.ed.uab.edu/ARI/reading_initiative.html </li></ul></ul>
  • 4. The Approach… The Coach …
  • 5. Why is Coaching Important? <ul><li>“ Improving teachers ’ learning – and, in turn, their own practice and their students ’ learning – requires professional development that is closely and explicitly tied to teachers ’ ongoing work. Coaching addresses that requirement. ” (Neufeld and Roper) </li></ul>
  • 6. Role of the Reading Coach
  • 7. Influencing School-wide Commitment to 100% Literacy <ul><li>From the Coach to the Teacher to the Classroom with the Coaching Cycle: </li></ul><ul><ul><li>Begins with Data </li></ul></ul><ul><ul><li>Involves the process: “I Do, We Do, You Do” with collaborative planning throughout each phase </li></ul></ul><ul><ul><li>Provides teachers with the knowledge and practice needed to decompose data, plan for lessons and instruct students in reading </li></ul></ul>
  • 8. Coaching Cycle – Always Begin with the Data <ul><li>Pre-Planning </li></ul><ul><li>Planning with Teacher </li></ul><ul><li>Modeling for Teacher </li></ul><ul><li>Reflection </li></ul><ul><li>Debrief </li></ul><ul><li>Pre-Planning </li></ul><ul><li>Planning with Teacher </li></ul><ul><li>Modeling for Teacher </li></ul><ul><li>Reflection </li></ul><ul><li>Debrief </li></ul><ul><li>Pre-Planning </li></ul><ul><li>Planning with Teacher </li></ul><ul><li>Modeling for Teacher </li></ul><ul><li>Reflection </li></ul><ul><li>Debrief </li></ul>
  • 9. Essential Elements for Learning <ul><li>Learning Begins with the … </li></ul><ul><ul><li>Instructional Leader </li></ul></ul><ul><ul><li>Leadership Team </li></ul></ul><ul><ul><li>Continuous Improvement Plan </li></ul></ul><ul><li>Learning transfers to Students through the … </li></ul><ul><ul><li>Coaching Cycle </li></ul></ul><ul><ul><li>Teacher Planning </li></ul></ul><ul><ul><li>Student Engagement </li></ul></ul>
  • 10. Strategic Teaching Accelerated Intervention Professional Development Assessment Collaborative Leadership Improve Student Achievement Collaborative Learning Communities Walk Throughs Coaching Teachers Shared Teaching Small Group Instruction Flexible Scheduling Targeted Skills Instruction Data Driven Instruction Progress Monitoring Data Meetings Explicit Instruction Multiple and Connected Strategies Purposeful Planning
  • 11. Facilitating Professional Development <ul><li>Taking ARI from Primary Grades to the Secondary Realm with Strategic Teaching </li></ul><ul><ul><li>Strategic Teaching provides teachers with a lesson format </li></ul></ul><ul><ul><li>The lesson format can be used across the curriculum </li></ul></ul><ul><ul><li>The lesson format provides </li></ul></ul><ul><ul><ul><li>instructional time through the following model: “I Do”, “We Do”, “Y’all Do,” and “You Do” </li></ul></ul></ul><ul><ul><ul><li>before, beginning and after literacy focus </li></ul></ul></ul><ul><ul><ul><li>five components of active literacy: talk, write, investigate, read and listen </li></ul></ul></ul>
  • 12. Give me… <ul><li>Five components of a strategic lesson </li></ul>
  • 13. Planning a Lesson <ul><li>* Always consider purpose and content </li></ul><ul><li>Before Activate Prior Knowledge Build Background Knowledge Generate Questions Make Predictions Discuss Vocabulary Establish a Purpose for Reading </li></ul><ul><li>During : Engage with Text Verify and Formulate Predictions Summarize Text Self- Monitor Comprehension Construct Graphic Organizers Use Mental Imagery Integrate New Information with Prior Knowledge </li></ul><ul><li>After: Reflect on the Content Evaluate Predictions Examine Questions Through Guided Reading Respond to the Text Through Discussion Retell or Summarize Respond to Text Through Writing </li></ul>
  • 14. Strategic Teaching – Steps 1 and 2 <ul><li>One or more daily outcome(s) based on state standards. </li></ul><ul><li>Two instructional practices: </li></ul><ul><li>chunking </li></ul><ul><li>turn-and-talk </li></ul>
  • 15. Strategic Teaching – Steps 3 and 4 <ul><li>Three parts to the lesson: BEFORE , DURING , and AFTER strategies. </li></ul><ul><li>Four steps to explicit instruction: Model, Guided Practice, Collaborative Practice and Independent Practice </li></ul><ul><li>(I do, we do, y ’ all do, and you do) </li></ul>
  • 16. Strategic Teaching – Step 5 <ul><li>Five components of active literacy: TWIRL </li></ul><ul><ul><li>Talk </li></ul></ul><ul><ul><li>Write </li></ul></ul><ul><ul><li>Investigate </li></ul></ul><ul><ul><li>Read </li></ul></ul><ul><ul><li>Listen </li></ul></ul>
  • 17. Strategic Planning Form Topic of Lesson: Course of Study Standard(s): Daily Outcome(s): Before: During: After: Purpose: Purpose: Purpose: Strategy: Strategy: Strategy: Procedure: Procedure: Procedure:
  • 18. Examples of Reading Strategies <ul><li>Before: Activate Prior Knowledge and Schema </li></ul><ul><ul><li>Anticipation Guides, ABC Brainstorm, etc. </li></ul></ul><ul><li>During: Provide a framework for thinking all the way through the text </li></ul><ul><ul><li>Quadrant Card, GIST, etc. </li></ul></ul><ul><li>After: Encourage students to reflect on their reading and thinking; pose questions; and research further </li></ul><ul><ul><li>Exit slips, 3-2-1, etc. </li></ul></ul>
  • 19. Anticipation Guide for Cells: Chapter 1/Lesson 1 Before Reading Anticipation Guide After Reading Agree Disagree Statements Agree Disagree All cells share some characteristics All living organisms are made up of cells Plants and animals have the same type of cells The cytoplasm directs all the cell ’s activities Cell walls are only found in plant cells
  • 20. ABC Brainstorm <ul><li>Topic: </li></ul><ul><li>Summary Paragraph: </li></ul>A N B O C P D Q E R F S G T H U I V J W K X L Y M Z
  • 21. Quadrant Card Term Definition Examples Real Life Situation
  • 22. Gist: Generating Interactive Summaries of Text <ul><li>Read the first________ and summarize the first ______ in 15 words or less. Read the second ______and summarize the first and second __________ in fifteen words or less. Continue until all _________ are read and then summarize the entire ___________in fifteen words or less. </li></ul><ul><li>Summary: </li></ul>
  • 23. Exit Slips
  • 24. 3 – 2 – 1 3 Things I Learned: 2 Questions I Have: 1 Connection I Made:
  • 25. Teaching Struggling Readers <ul><li>In order to teach struggling readers there must be: </li></ul><ul><ul><li>A commitment to 100% literacy </li></ul></ul><ul><ul><li>A belief that ALL students can learn </li></ul></ul><ul><ul><li>A knowledge of how students learn to read </li></ul></ul><ul><ul><li>A set of data through assessments </li></ul></ul>
  • 26. Details in the Data <ul><li>Primary/Elementary </li></ul><ul><li>DIBELS </li></ul><ul><li>WRAP </li></ul><ul><li>STAR </li></ul><ul><li>Running Records </li></ul><ul><li>ThinkLink </li></ul><ul><li>Secondary </li></ul><ul><li>SAT </li></ul><ul><li>STAR </li></ul><ul><li>Running Records </li></ul><ul><li>Graduation Exam </li></ul><ul><li>ACT </li></ul><ul><li>ThinkLink </li></ul>
  • 27. Data Driven Instruction <ul><li>In order to identify and meet the needs of the struggling reader one must look at the details of the data </li></ul><ul><ul><li>Who is my struggling reader? </li></ul></ul><ul><ul><li>Why is this person a struggling reader? </li></ul></ul><ul><ul><li>Where are his/her reading gaps? </li></ul></ul><ul><ul><li>Where are his/her reading strengths? </li></ul></ul><ul><ul><li>How can I help this reader to “ fill in the gaps ” and gain fluency? </li></ul></ul>
  • 28. From the Data… …To the Classroom <ul><li>In Primary/Elementary Grades is reading breaking down within: </li></ul><ul><li>Phonemic Awareness </li></ul><ul><li>Phonics </li></ul><ul><li>Vocabulary </li></ul><ul><li>Comprehension </li></ul><ul><li>Fluency </li></ul><ul><li>In Secondary Grade Levels is reading breaking down within: </li></ul><ul><li>Phonics </li></ul><ul><li>Vocabulary </li></ul><ul><li>Comprehension </li></ul><ul><li>Fluency </li></ul>
  • 29. Teaching to the Need <ul><li>Pinpoint students independent and instructional level </li></ul><ul><ul><li>Provide practice text within the independent level </li></ul></ul><ul><ul><li>Design instructional lessons within the instructional level that reflect the following model: </li></ul></ul>
  • 30. Small Group Reading Model <ul><li>Explicit Instruction with Phonemic Awareness </li></ul><ul><li>Explicit Focus lesson with Phonics Skill </li></ul><ul><li>Vocabulary (sight word based or content specific) </li></ul><ul><li>Connected Text </li></ul><ul><li>Comprehension </li></ul>
  • 31. Providing Cohesion Among Tier I, II, and III Instruction <ul><li>Coaches help to “connect the dots” between the three instructional settings to maximize student learning </li></ul><ul><ul><li>Tier I - instruction that ALL students receive from the General Education Teacher at the Small Group Table </li></ul></ul><ul><ul><li>Tier II – instruction at the Small Group Table from the General Education Teacher that is in addition to Tier I Instruction </li></ul></ul><ul><ul><li>Tier III – instruction at the Small Group Table from a Resource Teacher that is in addition to Tier I and Tier II instruction </li></ul></ul>
  • 32. The Reading Coach and 100% Literacy Through… <ul><li>The Coaching Cycle </li></ul><ul><li>Professional Development </li></ul><ul><li>Reading Specialist/Interventionist </li></ul>
  • 33. AMSTI <ul><li>Alabama Math, Science Technology Initiative </li></ul><ul><li>The Alabama Department of Education ’ s initiative to improve math and science teaching (K-12) </li></ul><ul><li>All math and science teachers and administrators in AMSTI Schools attend two-week Summer Institutes for two consecutive summers. Instruction is grade and subject specific. </li></ul><ul><li>Professional development is also provided throughout the school year through school Professional Learning Teams and In-service days. </li></ul>
  • 34. Hands-On, Project-based Instruction
  • 35. ACCESS: Alabama Connecting Classrooms, Educators, &amp; Students Statewide <ul><li>The goal of the distance learning plan is to create equity through additional educational offerings for all Alabama public high school students. </li></ul><ul><li>The mission of the distance education program in Alabama is to provide an infrastructure that delivers equitable, quality learning opportunities for all citizens . </li></ul><ul><li>ACCESS is available to all Alabama public high school students . </li></ul><ul><li>The State of Alabama will provide equal access to high quality instruction to improve student achievement through distance learning. </li></ul>
  • 36. ACCESS <ul><li>ACCESS Distance Learning provides equal access to high quality instruction, an infrastructure that delivers quality learning opportunities and greater equity for all Alabama public high school students through 21st century technology  </li></ul><ul><li>ACCESS Distance Learning (and our state-of-the art ACCESS Lab located in the heart of the CHS Media Center) has provided a multitude of opportunities for the students at CHS: </li></ul><ul><ul><li>Provides CHS students with access to additional advanced diploma courses (students pursuing advanced diploma options with scheduling conflicts are able to complete their rigorous curriculum or enrich their current curriculum based on a particular career path of study) </li></ul></ul><ul><ul><li>Provides CHS students with access to additional course offerings for any student looking to enhance their curriculum and challenge themselves with both core and elective courses not available on campus (for example, German III, Latin I and II, Accounting, Personal Finance, etc.) </li></ul></ul><ul><ul><li>Provides CHS students with access to Advanced Placement courses not currently offered on campus (for example - AP Macroeconomics, AP Psychology, AP Statistics, AP Computer Science A) </li></ul></ul><ul><ul><li>Provides CHS students with free AP Test Reviews – The ACCESS AP Exam reviews arm students with test taking strategies specific to the AP exams, real student work samples with explanations for graded entries, grading rubrics, along with opportunities to apply them to student work as well as practice tests, essay prompts multiple-choice assessments, and study resources </li></ul></ul><ul><ul><li>Provides an opportunity to share our talented teachers </li></ul></ul><ul><ul><li>Provides online experience for students </li></ul></ul>
  • 37. ACCESS in Cullman City Schools <ul><li>Provides CHS students with access to additional remediation and supplemental resources </li></ul><ul><ul><li>AHSGE Remediation modules are set up to allow students to self-enroll and have access to the modules at any time and from any location. The modules are self-paced and designed to help students individually prepare for the graduation exam by providing practice materials and by removing all time constraints and grading concerns. </li></ul></ul><ul><ul><li>Provides access to credit recovery (in addition to our A Plus program) for our students during the school year and during summer school </li></ul></ul><ul><li>Provides CHS students with access to non-traditional delivery of their educational services through approved homebound instruction </li></ul><ul><li>Provides CHS students with access to distance learning opportunities while at Turning Point (Starting in the Spring 2012, many of our students who are assigned to Turning Point for the remainder of the school year receive the delivery of their core courses through ACCESS) </li></ul><ul><li>Provides CHS student athletes with access to courses requested by their colleges or athletic teams for eligibility opportunities </li></ul>
  • 38. Information and Questions <ul><li>Paige Raney – [email_address] </li></ul><ul><li>Tonya Cupp – [email_address] </li></ul><ul><li>Kelly Pinkard – [email_address] </li></ul><ul><li>Bama Turner – [email_address] </li></ul><ul><li>Jill Bishop-Hollis – [email_address] </li></ul><ul><li>www.alsde.edu </li></ul>
  • 39. <ul><li>“ To read is to fly: it is to soar to a point of vantage which gives a view over wide terrains of history, human variety, ideas, shared experience and the fruits of many inquiries.”  - A C Grayling, Financial Times (in a review of A History of Reading by Alberto Manguel) </li></ul>

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