The Houston ISD Literacy Plan is organized into a framework of five essential components. See addi- tional information on reverse side. • Curriculum and Instruction • Leadership • Assessment • Support for Families and Community • Sustainability The Houston ISD Literacy Plan serves as a guide for teachers and leaders as they prepare students to become • Proficient readers • Independent thinkers • Effective communicators The goal of the Literacy Plan is to improve academic achievement of students in all demographic groups, at all grade levels, and at all current academic performance levels. The plan centers on oral language and pre-literacy skills for Pre-K children and on reading and writing instruction for students in grades K-12. Literacy is acquired by participating in a variety of real ex- periences and a considerable amount of direct or explicit instruction. Children begin by developing oral language (listening and speaking) and later learn to read and write. All of the elements of literacy – speaking, listening, read- ing, writing, and thinking – continually develop together. • Systematic, explicit, and rigorous instruction based on national and state standards • Analysis of data from assessments to guide in- struction and evaluate achievement • Differentiated instruction for all students based on need • Early care and education supported through services and resources provided to families in various settings such as homes, preschools, childcare centers, public libraries, and other com- munity settings • Improvement in teacher quality through effective professional development • Professional development for district and cam- pus leaders to build capacity to support teaching and learning • Access to digital tools and resources to deepen academic and real-world engagement • Sustainability through strategic planning The Houston ISD Literacy Plan is shared with the community at town hall meetings, school literacy nights, Parent Teacher Organization and Parent Teacher Association meetings, and other public venues. It is posted on the Houston ISD website. An advisory committee monitors the outcomes of the plan and makes adjustments as needed. • Students entering kindergarten in 2012-2013 are reading at or above grade level by the end of third grade • All students are reading at or above the 50th per- centile on norm-referenced assessments by the end of 8th grade • All high school students are meeting the English III end-of-course performance standards for reading and writing • All students are graduating on time and ready for college, career, or independent living REVISED: JUNE 14, 2012
Transcript
The Houston ISD Literacy Plan is organized into a framework of five essential components. See addi-tional information on reverse side.
•Curriculum and Instruction•Leadership•Assessment•Support for Families and Community•Sustainability
The Houston ISD Literacy Plan serves as a guide for teachers and leaders as they prepare students to become
The goal of the Literacy Plan is to improve academic achievement of students in all demographic groups, at all grade levels, and at all current academic performance levels.
The plan centers on oral language and pre-literacy skills for Pre-K children and on reading and writing instruction for students in grades K-12.
Literacy is acquired by participating in a variety of real ex-periences and a considerable amount of direct or explicit instruction. Children begin by developing oral language (listening and speaking) and later learn to read and write. All of the elements of literacy – speaking, listening, read-ing, writing, and thinking – continually develop together.
• Systematic, explicit, and rigorous instruction based on national and state standards
• Analysis of data from assessments to guide in-struction and evaluate achievement
• Differentiated instruction for all students based on need
• Early care and education supported through services and resources provided to families in various settings such as homes, preschools, childcare centers, public libraries, and other com-munity settings
• Improvement in teacher quality through effective professional development
• Professional development for district and cam-pus leaders to build capacity to support teaching and learning
• Access to digital tools and resources to deepen academic and real-world engagement
• Sustainability through strategic planning
The Houston ISD Literacy Plan is shared with the community at town hall meetings, school literacy nights, Parent Teacher Organization and Parent Teacher Association meetings, and other public venues. It is posted on the Houston ISD website.
An advisory committee monitors the outcomes of the plan and makes adjustments as needed.
• Students entering kindergarten in 2012-2013 are reading at or above grade level by the end of third grade
• All students are reading at or above the 50th per-centile on norm-referenced assessments by the end of 8th grade
• All high school students are meeting the English III end-of-course performance standards for reading and writing
• All students are graduating on time and ready for college, career, or independent living Revised: June 14, 2012
2011–2012CompletedActionItems• Curriculum that supports literacy development across
the content areas to ensure students are reading at or above grade level - Revised curriculum to ensure alignment to current state and national standards - Provided Kilgo Consulting training on deconstructing standards to leadership teams
• Professional Development to build teacher capacity to deliver effective literacy instruction and intervention - Neuhaus: Research-based literacy skills and dys-lexia training - Region 4: Reading and writing across the content areas - Seidlitz Consulting: Research-based literacy skills for English Language Learners - Training on district adoptions to support effective im-plementation, e.g., SpringBoard, Frog Street Press, READ 180, LANGUAGE!
• A calendar of comprehensive professional develop-ment training to support literacy, including Neuhaus for grades 4-6, Curriculum Institutes, English Language Learner Institutes, and Gifted and Talented offerings
Summer2012• Develop curriculum for grade 6 and 9 Tier II Intervention
Reading courses• Collaborate with Teacher Development Specialists
(TDS) to develop and present Curriculum Institutes for teachers
2012–2013• Curriculum: Create exemplar lessons for all K-12 core
content areas• Expand use of online courses in all secondary schools• Implement and monitor grade 6 and 9 intervention read-
ing courses• Professional Development
- Region 4: Integrating technology applications into the curriculum - Neuhaus and Debbie Diller: Small-group instruction - Continue training in writing and reading across the content areas
2011–2012CompletedActionItems• Training for leadership to ensure effective implemen-
tation of teacher training - Trained K-3 principals and Teacher Development Specialists on Neuhaus observation protocols - Provided Region 4 content-area literacy overview to principals - Trained Teacher Development Specialists and curriculum personnel on Sheltered Instruction training modules
Summer2012• Collaborate with Teacher Development Specialists to
develop and present Curriculum Institutes for cam-pus leadership teams
2012–2013• Establish a system to monitor classroom implemen-
tation of professional development content• Support the implementation of a district-wide Re-
sponse to Intervention (RtI) plan
2011–2012CompletedActionItems• Assessment plan to ensure data-driven instruction
- Provided district benchmark assessments and trend data reports to support intervention
- Launched a request for procurement for a com-prehensive assessment system and universal screener
Summer2012• Evaluate Dowling Middle School reading tutoring pilot
program to determine its efficacy• Create plan to assess use of differentiated instruction
2012–2013• Implement use of universal screener district-wide to
identify K-12 students who may be at risk for reading difficulties
• Develop a campus-wide progress monitoring plan to assess mastery of state standards and inform instruc-tional decisions
• Purchase a diagnostic assessment for use in grades 3-5
2011–2012CompletedActionItems• Support for parents and community
- Provided access to HIPPY Program focused on language development and pre-literacy skills - Offered adult basic education and ESL classes - Recruited community members to participate in REAL MEN READ program - Collaborated with community members to sub-mit application for All-American City Award
- Partnered with Collaborative for Children and Head Start agencies
Summer2012• Collaborate with Houston Public Library to support
Houston ISD summer reading Millionaire Club program
