Transcript PEERS Action Research Team Project

PEERS
Action Research Team Project
Van Wert City Schools
Literacy Textbook Adoption
Grades K-5
Van Wert City Schools
Elementary Literacy Committee
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Bev Fortney – kindergarten
Brenda Rhoades – kindergarten
Sara Royer – 1st grade
Michelle Hoffman – 1st grade
Jill Fast – 2nd grade
Marcia German – 2nd grade
Louise Haas – 3rd grade
Beth Lininger – 3rd grade
Carol Taylor – 4th grade
Patti Keipper – 4th grade
Kathy Fleming – 5th grade
Mary Martz – 5th grade
Amy Covey – intervention specialist
Jen Arend – Title 1 reading intervention/Reading Recovery
Beth Runnion – principal, Franklin Elementary
Peg Schilb – assistant superintendent/principal, Horace Mann
Goal of action research project:
Our goal is to determine the core instructional component
of a district wide literacy plan for grades K-5 district wide.
This decision will be based on:
-current district wide reading assessment data
(DIBELS, achievement testing, etc)
-relationship of curriculum to Ohio State Standards
-components of 5 “big ideas” of reading included in the
curriculum
-spiraling between grade levels
-ability to incorporate Four Blocks method into curriculum
Why?
• The plan to adopt a core literacy curriculum was ultimately driven by
Franklin’s involvement in the OISM grant. Participation in this grant
forced us to look at various aspects of literacy, including our core
curriculum. Through this process it became obvious that we lacked
a core literacy curriculum across the district and that this issue
needed to be addressed.
• Currently Van Wert City Schools elementary teachers do not have a
core reading curriculum. The majority of the elementary teachers
are using the Four Blocks approach to guide their reading instruction
but without a core curriculum.
• As a result, our four elementary buildings have become very
“splintered” and there is a lack of consistency across the district.
• DIBELS data and achievement test scores indicate weaknesses and
room to improve.
The Process
1. Review district DIBELS data to determine areas
of weakness. We looked closely at these
particular areas in each reading curriculum
presented to determine if the instructional
materials would meet the need indicated by
DIBELS data.
2.
Have literacy committee members complete the
“Planning and Evaluation Tool for Effective Schoolwide
Reading Programs” (PET-R) by Edward J Kame’enui
and Deborah C Simmons and discuss results.
Results indicate an estimation of the extent to which the
following are implemented in our school system (gr K-5):
Goal/objectives/priorities = 43%
Assessment=59%:
Instructional practices/materials = 56%
Instructional time=62%
Differentiated Instruction/Grouping=55%
Administration/Organization/Communication=27%
Professional Development=57%
TOTAL SCORE=55%
3.
Explore the 5 “Big Ideas” of reading using the book
“Put Reading First” by the National Reading Panel
with intentions of examining each of these areas in the
curriculums presented.
– Phonics
– Phonemic Awareness
– Comprehension
– Fluency
– Vocabulary
4. Review Ohio state reading standards by grade
level in order to examine each curriculum
presented in relationship to these standards.
How well does each curriculum address the
Ohio state reading standards?
5. Presentation of literacy curriculums from the
following publishers:
-Macmillan/McGraw-Hill
-Houghton Mifflin
-Scott Foresman
6. Independent research by team members
(by grade level) of curriculums presented.
Team members reviewed literacy
programs from the three companies on
their own as well as with a grade level
partner.
7. Meet again as a literacy team to discuss
pros and cons of each curriculum.
8. As a literacy team, recommend which
curriculum to adopt as the core literacy
curriculum for Van Wert City Schools
Elementary buildings (grades K-5).
Houghton Mifflin was chosen as the core
literacy curriculum to be used by Van Wert City
Schools Elementary teachers grades K-5, with
implementation to begin with the 2006-2007
school year.
9. Training with Houghton Mifflin
representatives on core components of
curriculum.
Grade level specific training was offered
for each grade level as well as reading
intervention and special education.
10. After working with the curriculum for
approximately 6 weeks, the literacy team met
to discuss positives of the curriculum, road
blocks encountered, suggestions for
improvement, etc. Time was also provided for
grade level collaboration for teachers across
the district.
Next steps:
• Continue to work as a literacy team to
further develop Van Wert City Schools
Elementary literacy plan
• Continue to provide training as well as
grade level collaboration time in order to
become more comfortable with the new
literacy curriculum