OFFICE OF LITERACY ACTION PLAN 20042005 Dr' Audrey CooperStanton, Chief Officer

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OFFICE OF LITERACYACTION PLAN 2004-2005Dr.
Audrey Cooper-Stanton, Chief Officer
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ElementaryGoal of the Office of Literacy (OL)

• Improve student literacy achievement in all
• Chicago public schools by designing,
• developing, supporting, and monitoring
• literacy initiatives that result in high quality
• instruction in all classrooms.

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Steps toward implementation in Elementary Schools

• To accomplish this goal, the OL will take the
  following steps
• during the 2004-2005 school year
• Develop district-wide knowledge of the elements
  of Chicago Public Schools High Quality Literacy
  Instruction Handbook.
• Develop and support literacy leaders at all
  instructional levels.
• Create Literacy Assessment Action Plans for
  schools to assure assessment of Grades K-3 by
  fall 2006 and Grades 4-8 by fall 2007.
• Design and support implementation of literacy
  programs that assist targeted populations within
  Chicago Public Schools.

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Step OneDevelop district-wide knowledge of the
elements of Chicago Public Schools High Quality
Literacy Instruction Handbook.

• Office of Literacy will
• Provide copies of the High Quality Literacy
  Instruction Handbook (Handbook) to
  administrators, coaches, and elementary teachers
  in Grades K-8.
• Provide professional development (PD) to all
  elementary Lead Literacy Teachers (LLTs),
  principals, assistant principals, and other
  administrators to introduce and support use of
  the Handbook.
• a. PD with Area Reading Coaches (ARCs)
• i. Five days during summer 2004
• ii. Monthly during school year
• b. PD for Grades K-3 and 4-8 LLTs
• i. Five days during summer 2004
• c. PD with principals, assistant principals, and
  other administrators
• i. Quarterly during school year

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Step OneDevelop district-wide knowledge of the
elements of Chicago Public Schools High Quality
Literacy Instruction Handbook.

• With Research, Evaluation, and Accountability
  (REA) and Chief Education Office (CEdO), identify
  and communicate the 2-3 district-wide priority
  elements of the Handbook based upon ISAT ITBS
  data.
• With AIOs and ARCs, deliver PD to all elementary
  LLTs, principals, assistant principals, and other
  administrators to support deeper knowledge of 2-3
  district-wide priority elements of the Handbook.
• With AIOs and ARCs, create Area-based PD that
  supports usage of the Handbook.
• a. Provide a calendar of PD topics to all Area
  Instruction Officers (AIOs) and Area Reading
  Coaches (ARCs) around district-wide priorities.
• i. Priorities established by assessment data
  provided by REA and CEdO.
• ii. Collaborate with AIOs and ARCs to identify
  and develop Area-specific PD needs (see draft
  protocol).

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Office of Literacy
Grades K-3 Professional Development
Read Aloud
Writing to Learn
Word Knowledge Phonics Phonemic Awareness
Data Analysis Flexible Grouping/Differentiated
Instruction
Classroom Environment
Planning for the summer and the next school year
Shared Reading/Fluency
Learning to Write Shared Writing
Making Connections/Scaffolding
Writing and Thinking, Reading and Writing in
Response to Text
Formative Assessment
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Office of Literacy
Grades 4-8 Professional Development
Share Citywide 4-8 Assessment Plans
Read Aloud
Guided Reading
Looking _at_Student work
Silent Guided Reading
Fluency
Survey Evaluation on LOG by classroom teachers,
LLTs, ARCs, principals
Classroom Environment
Questioning Discussion
Making Connections/Scaffolding
Writing to Learn/Learning to Write
Extended Response
Formative Assessment
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• Protocol
• Principal, ARC, and LLT Monthly Professional
  Development
• AIOs are responsible for monthly Principal
  Literacy PD.
• Elementary ARCs support elementary AIOs with
  monthly Principal Literacy PD.
• Elementary ARCs are responsible for monthly LLT
  PD.
• Office of Literacy coordinator is responsible for
  monthly high school Literacy ARC and LLT PD.
• High school ARCs are responsible for providing
  RLA PD to LLTs and RLA teachers.
• District-wide PD Topics
• The Office of Literacy will provide AIOs and ARCs
  with a suggested list of PD topics for the year.
• These topics will be based on assessment data
  provided by REA and district-wide priorities.
• Area-Specific PD Topics
• AIOs and ARCs may make recommendations and
  requests regarding PD topics based on
  Area-specific needs by way of Office of Literacy
  managers and/or coordinators.
• Delivery
• PD will be provided to ARCs (elementary, high
  school, and high school instructional coaches)
  and shared with AIOs in the form of modules
  and/or PowerPoint presentations.

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Step OneDevelop district-wide knowledge of the
elements of Chicago Public Schools High Quality
Literacy Instruction Handbook.

• 6. With REA, AIOs, and ARCs, develop, distribute,
  and collect tools to assess the level of
  school-based use of and familiarity with the
  Handbook.

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Step One Office of Literacy Commitments
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Deliverables

• Copies of Handbook are provided to schools by
  January 2005.
• The OL will provide PD on the Handbook to all
  principals via citywide sessions in October and
  December 2004.
• District-wide priority elements to be identified
  by October 13, 2004.
• Expectations for the use of the Handbook are
  clearly articulated by OL coordinators, LLTs,
  ARCs, and AIOs to principals, other
  administrators, and teachers by January 2005.
• The OL will provide a year-long calendar of
  district-wide literacy PD topics to all
  elementary AIOs and ARCs by October 15, 2004.
• The OL will support AIOs and ARCs in development
  of Area-specific PD needs.
• Draft survey to evaluate the use of the Handbook
  by January 30, 2005.
• Handbook Usage Survey is endorsed and delivered
  to schools by AIOs and returned to the OL by
  February 25, 2005.
• Follow-up survey to evaluate the use of the
  Handbook is implemented by AIOs and principals
  and returned to the OL by May 2005.

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Outcomes

• Citywide knowledge of district priorities.
• Common knowledge of 11 elements in Handbook.
• Principals, ARCs, LLTs, and teachers develop a
  deeper knowledge of 2-3 priority elements of
  handbook.
• Protocol is followed regarding the development of
  Area-specific PD.
• Rise in reading test scores on ISAT and ITBS.
• The use of the Handbook has an observable impact
  on classroom literacy instruction.
• Teachers and principals are using the Handbook.

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Step Two Develop and support literacy leaders
at all instructional levels.

• Office of Literacy will
• Assist in recruitment , placement, and
  confirmation of at least one LLT in each
  probation elementary school.
• Support ARCs in designing professional
  development for principals.
• With ARCs, support LLTs in designing of
  professional development for teachers.
• Provide literacy leadership PD to principals and
  other administrators via OL mini-conference and
  other district-wide events.

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Step Two Office of Literacy Commitments
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• Deliverables
• About 95 of probation schools have an additional
  LLT (exceptions based on size and other factors).
• Professional development supporting district and
  Area literacy priorities is delivered by ARCs to
  principals at least monthly.
• Lead Literacy Teachers provide PD on literacy
  priorities to teachers on a regular basis.
• Outcomes
• Increased literacy leadership in probation
  schools.
• Increased knowledge by principals, LLTs, and
  teachers on districts literacy priorities.
• Increased alignment of teacher practice with
  literacy priorities.

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Step ThreeCreate Literacy Assessment Action
Plans for schools to assure assessment of Grades
K-8 by fall 2007.

• Office of Literacy will
• Implement and support use of DIBELS in all
  Reading First (RF) schools this year.
• a. RF coordinators will provide ongoing PD for RF
  LLTs and coaches on use of assessment.
• Ensure data collectors have practiced
  administration of DIBELS.
• ii. Provide strategies, talking points, and
  templates to use data for instructional decision
  making to all RF LLTs.
• iii. Provide schedule for checking childrens
  progress to all RF LLTs.
• Collaborate with RF LLTs to determine
  school-based instructional goals.
• Support the monitoring of progress at school
  level.
• The RF LLTs, with the help of a formula provided
  by RF coordinators, will identify bottom 20 of
  students in each RF classroom.
• By 11/09/04, RF coordinators will provide PD on
  selection and use of the appropriate diagnostic
  instruction based on LLTs school-based data.

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Step ThreeCreate Literacy Assessment Action
Plans for schools to assure assessment of Grades
K-8 by fall 2007.

• Office of Literacy will
• Collaborate with REA and e-Learning to determine
  procedure for data analysis and reporting of
  district-wide data.
• File formal objection to use of DIBELS with ELL
  students.
• Incorporate approved accommodation list for
  Special Education students in next years RF PD
  with teachers, LLTs, and coaches.
• Implement DIBELS in all designated High Retention
  (HR) schools this year.
• a. Provide DIBELS training to LLTs and teachers
  from HR schools (summer 2004).
• b. In collaboration with e-Learning, provide
  resources to administer DIBELS test.

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Step ThreeCreate Literacy Assessment Action
Plans for schools to assure assessment of Grades
K-8 by fall 2007.

• Assist Office of Early Childhood Education (ECE)
  and the Office of Literacy (OL) in the
  communication of a coherent message regarding the
  importance of kindergarten assessments in all
  schools.
• Support the school-based use of the DIBELS
  assessment by providing guidance in data
  interpretation and intervention design.
• Consult with appropriate departments (i.e., ECE
  and Office of Instruction and School
  Management-OISM) on the monitoring of the
  implementation of schools kindergarten
  assessments.
• 6. By fall 2005, form Task Force to research,
  propose, and implement assessment plan for Grade
  1 in all schools.

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Step ThreeCreate Literacy Assessment Action
Plans for schools to assure assessment of Grades
K-8 by fall 2007.

• Task Force team composed of representatives from
  ECE, Language and Culture (LC), Special
  Education (SE), REA, e-Learning, AIOs, ARCs,
  Office of Standards-based Instruction (SBI),
  Office of Strategic Planning and Development
  (SPD), university partners, Chicago Teachers
  Union (CTU), principals, and teachers.
• Create an assessment plan completion timeline for
  Task Force by 12/04.
• Collaborate with SPD on developing and
  implementing assessment plan roll out.
• d. Begin Grade 1 assessments by fall 2005.

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Step ThreeCreate Literacy Assessment Action
Plans for schools to assure assessment of Grades
K-8 by fall 2007.

• By fall 2006, research, propose, and implement
  assessment plan for Grades 2 and 3 in all
  schools.
• Grade 1 Assessment Task Force to perform work.
• Create an assessment plan completion timeline for
  Task Force by 12/04.
• Collaborate with SPD on developing and
  implementing assessment plan roll out.

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Step ThreeCreate Literacy Assessment Action
Plans for schools to assure assessment of Grades
K-8 by fall 2007.

• By fall 2006, form a Task Force to research,
  propose, and implement assessment plan for Grades
  4-8 in all schools.
• Task Force team representatives from ECE, LC,
  SE, OISM, REA, e-Learning, AIOs, ARCs, SBI, SPD,
  university partners, CTU, principals, and
  teachers.
• Create an assessment plan completion timeline for
  Task Force by 12/04.
• Collaborate with SPD on developing and
  implementing assessment plan roll out.
• Implement pilot (with small subset of schools)
  for Grades 4-8 in fall 2005.

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Step Three-Office of Literacy Commitments
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Deliverables

• The RF LLTs select and implement progress
  monitoring tools for bottom 20 of students in
  all RF classrooms by December 2004.
• The RF PD on diagnostic tools is given by
  December 2004.
• Seek approval from ISBE to use alternative to
  DIBELS screening tool for ELL students in RF
  schools by spring 2005.
• Incorporate Special Education recommendations in
  next years LLT and teacher PD.
• Guidance in data interpretation and intervention
  designs based upon DIBELS results is available to
  all schools through their ARCs by November 2004.

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Deliverables

• Develop timeline for Grades 1-3 and 4-8
  Assessment Task Forces by December 2004.
• Task Forces are convened prior to Winter Break.
• Plan for first grade assessment roll out is in
  place and approved by June 2005.
• Pilot Grades 4-8 assessment program in place by
  fall 2005.
• 10. With AIOs, OL, and ECE, communicate the
  importance of kindergarten assessments to
  principals and kindergarten teachers.

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Outcomes

• Teachers in all Reading First schools using data
  to group students for small group instruction.
• Improved use of DIBELS data by RF teachers to
  plan instruction.
• Increased DIBELS scores (mid-year and spring
  assessment) in RF schools.
• All schools having access to the RF-developed
  menu of strategies to improve use of DIBELS data.
• Grades K-1 assessment tools in place and being
  implemented district-wide next year.

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Step FourDesign and support implementation of
literacy programs that assist targeted
populations within Chicago Public Schools.

• Office of Literacy will
• Support High Retention Schools (17) by
• Continuing to develop partnerships with
  publishers to support low achieving/high
  retention schools.
• In collaboration with REA, monitor and oversee
  program to ensure high fidelity implementation.
• ii. Continuous monitoring of student
  progress.
• b. Collaborate with the CEdO to
  implement Step-Up to 3rd Grade for at risk 2nd
  graders during summer 2005.
• i. Determine criteria for student, school, and
  teacher selection by January 2005.
• ii. Identify eligible schools by January 2005.
• iii. Determine curriculum by February 2005.

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Step FourDesign and support implementation of
literacy programs that assist targeted
populations within Chicago Public Schools.

• iv. Provide PD to selected classroom teachers,
  LLTs, and ARCs by May 2005.
• v. Provide ongoing implementation support to
  schools (June August 2005).
• c. Create and provide Reading Packets that
  include parental activities to all HR LLTs twice
  a year (one winter, one summer).

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Step FourDesign and support implementation of
literacy programs that assist targeted
populations within Chicago Public Schools.

• Support extended learning opportunities and
  ongoing PD for mid-tier schools
• a. Offer literacy Enrichment Academies for all
  students in mid-tier schools during 2nd Semester.
• i. Offer all mid-tier schools the opportunity to
  participate.
• ii. Provide for after school or Saturday option.
• iii. Determine criteria for student, school, and
  teacher selection by December 2004.
• iv. Determine curriculum by December 2004.
• v. Provide PD to teachers and ARCs by January
  2005.
• vi. Provide ongoing implementation support to
  schools.

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Step FourDesign and support implementation of
literacy programs that assist targeted
populations within Chicago Public Schools.

• b. Offer book club professional development
  opportunities (Book Talk Program) to all
  mid-tier Grades 2-8 teachers beginning in
  December and ending in May 2005.
• i. Provide six PD sessions on instructional
  practices noted in both the Handbook and featured
  book.
• Bring in author/keynote speaker to provide
  further detail on featured book.
• c. Continue university partnerships to support
  literacy achievement in ARDDP schools.

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Step FourDesign and support implementation of
literacy programs that assist targeted
populations within Chicago Public Schools.

• 3. Continue support for implementation of Reading
  First.
• a. Assist in the provision and placement of a K-3
  LLT in every RF school.
• b. Provide high quality PD.
• c. Monthly PD provided by RF coordinators.
• Work with other LLT PD providers to ensure that
  PD is consistent and not redundant.
• 4. Assist in and report on the placement of an
  additional LLT in elementary probation schools
  (one K-3, one 4-8) unless otherwise determined
  based on size or other factors to increase
  literacy leadership and development of high
  quality literacy instruction.

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Step Four-Office of Literacy Commitments
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Deliverables

• All Publisher Partnership (PP) Schools
  identified, confirmed, and working with Partners
  by September 2004.
• All PP Schools identify need and purchase PP
  materials by fall 2004.
• Participation by all HR schools in Step-Up to 3rd
  Grade program.
• Over 75 attendance at Step-Up to 3rd grade.
• Pre/post tests increase in post test score for
  Step-Up to 3rd grade students.
• All students in HR schools have access to reading
  packets by March 2005 and June 2005.

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Deliverables

• Students in HR schools (50) successfully
  complete contract agreement for summer reading
  packets by September 2005.
• Over 75 attendance at Mid-tier Enrichment
  Academies.
• Pre/post tests increase in post test score for
  Enrichment Academy students.
• Grades 2-8 mid-tier teachers (50) participate in
  book talk program.
• Successfully complete terms of RF grant for
  2004-2005 school year.
• 12. Lead Literacy Teachers placed in 95 of all
  elementary probation schools.

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Outcomes

• Coherent and consistent reading program in Grades
  K-5/6 in PP schools.
• Increased attendance in Enrichment Academy by
  __.
• Increased attendance in Step-Up to 3rd Grade
  program by __.
• Increased parent involvement in HR school
  students literacy engagement.
• Increased literacy leadership in probation
  schools.

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High SchoolGoal of the Office of Literacy (OL)

• Improve student achievement through
• integration of literacy in core subjects by
• designing, developing, supporting, and
• monitoring literacy initiatives that result in
• high quality instruction in all classrooms.

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Steps toward implementation in High Schools

• In order to achieve the above goal, we need to
  take the following steps
• during the 2004-2005 school year
• Design professional development that will support
  the integration of literacy into instruction
  across the high school curriculum.
• Develop district-wide knowledge of the elements
  of Chicago Public Schools High Quality Literacy
  Instruction Handbook.
• Develop and support literacy leaders at all
  levels throughout the system.
• Design and support implementation of literacy
  programs that assist targeted populations within
  Chicago Public Schools.
• Create and implement Literacy Assessment System
  for all RLA students.

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Step OneDesign professional development that
would support the integration of literacy into
instruction across the high school curriculum.

• Office of Literacy will
• Create course frameworks aligned with the
  Illinois Learning Standards for English/Language
  Arts Courses.
• With Curriculum Officers (COs) and Area
  Instruction Officers (AIOs), provide Area Content
  Coaches (ACCs) with PD on content area literacy.
• With AIOs and COs, design and implement course
  planning process for selected courses.
• With ARCs and Lead Literacy Teachers (LLTs),
  develop PD for core subject teachers in content
  area literacy.
• Collaborate with LLTs, ARCs, and Area English
  Coaches (AECs) as they support Course Level
  teams development and implementation of Literacy
  SMART goals.

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Step One-Office of Literacy Commitments
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Deliverables

• English I, II, III, and IV frameworks and
  standards maps completed by June 2005, awaiting
  implementation.
• Content area literacy PD delivered to ACCs
  10/18/04, 11/10/04, and by request to AIOs, COs,
  and ACCs as needed.
• Identify needs of ACCs to support PD to implement
  content area literacy.
• Design plan for implementation of PD in content
  area literacy instruction for Area Content
  Coaches by 12/01/04.
• Design monitoring plan with AIOS, ACCs, and LLTs
  to determine level of effectiveness of content
  area literacy PD implementation by classroom
  teachers.
• Design plan for implementation of PD for Literacy
  Team members with ARCs and LLTs by 12/01/04.
• English I Course Level Teams have developed and
  implemented Literacy SMART goals for each
  semester during the 2004-2005 school year.

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Outcomes

• All English I, II, III, and IV teachers use
  frameworks and standards maps within which to
  design their courses.
• Area Content Coaches develop and implement
  discipline-specific PD for course level teams.
• English I Course Level Teams submit to AECs
  Literacy SMART Action Plans to document goal
  development and Reflection Sheets to document
  goal implementation.
• Teachers will implement more content area
  literacy methods in their instruction monitoring
  to be determined.

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Step TwoDevelop district-wide knowledge of the
elements of Chicago Public Schools High Quality
Literacy Instruction Handbook.

• Office of Literacy will
• Provide copies of the High Quality Literacy
  Instruction Handbook (Handbook) to all teachers,
  coaches, and other administrators in Grades 9-12.
• 2. Provide professional development (PD) to all
  principals, assistant principals, Lead Literacy
  Teachers (LLTs), and other administrators to
  introduce and support use of the Handbook.
• a. PD for LLTs/ARCs
• i. Monthly during school year.
• b. PD with principals, assistant principals, and
  other administrators
• i. One session per semester during
  school year.

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Step TwoDevelop district-wide knowledge of the
elements of Chicago Public Schools High Quality
Literacy Instruction Handbook.

• With Research, Evaluation and Accountability
  (REA), and Chief Education Office (CEdO),
  identify and communicate district-wide priorities
  for deeper knowledge around 2-3 elements of the
  Handbook based on PLAN data.
• With AIOs, ARCs, ACCs, and COs, deliver PD to all
  LLTs, principals, and assistant principals and
  other administrators to support deeper knowledge
  of 2-3 district-wide priority elements of the
  Handbook.
• 5. Support the creation of Area-based PD around
  the Handbook.
• a. Provide a calendar of PD topics to all Area
  Instruction Officers (AIOs), Area Content Coaches
  (ACCs), and Area Reading Coaches (ARCs) around
  district-wide priorities.
• i. Priorities established by assessment data
  provided by REA and CEdO.
• Collaborate with AIOs, ARCs, and ACCs to identify
  and develop Area-specific PD needs (see draft
  protocol).
• 6. With REA, develop tools to assess the level of
  use and familiarity of the Handbook by January
  2005.

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Step Two-Office of Literacy Commitments
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Deliverables

• Copies of Handbook are provided to schools by
  January 2005.
• District-wide priorities are identified by
  December 2004.
• Expectations for the use of the Handbook are
  clearly articulated to teachers, principals,
  other administrators, LLTs, ACCs, ARCs, and AIOs
  by January 2005.
• OL will provide PD on the Handbook to all
  principals via citywide sessions (one per
  semester).
• Year-long calendar of literacy PD topics is
  provided by December 2004.
• Survey to evaluate the use of the Handbook is
  drafted by January 2005.
• Survey to evaluate the use of the Handbook is
  implemented and collected by February 2005.
• Survey to evaluate the use of the Handbook is
  implemented and collected by May 2005.

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Outcomes

• Citywide knowledge of district priorities.
• Common knowledge of 11 elements in Handbook.
• Protocol is followed regarding the development of
  Area-specific PD.
• Rise in reading test scores on PLAN and PSAE
  tests.
• The use of the Handbook has had an observable
  impact on classroom literacy instruction.
• Teachers and principals are using the Handbook.

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Step ThreeDevelop and support literacy leaders
at all levels throughout the system.

• Office of Literacy will
• Assist in and record the placement of at least
  one LLT in all probation high schools.
• Provide quarterly PD to English Department chairs
  on literacy leadership for Course Level Teams.
• Support Literacy Teams in all high schools
  through the provision of PD modules to ARCs to
  support content area literacy instruction across
  curriculum.
• Support ARCs and LLTs in the design of
  professional development for Literacy Teams in
  probation and demo schools.
• Provide literacy leadership PD to principals and
  other administrators via OL mini-conference and
  other district-wide events.
• Provide literacy leadership PD for ARCs and ACCs
  in monthly professional development.

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Step Three-Office of Literacy Commitments
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Deliverables

• Lead Literacy Teachers in place in 60 of
  probation schools by February 2005.
• Introduce and support English Department Chair
  leadership of Course Level Teams via quarterly PD
  sessions.
• Create and disseminate PD modules for Literacy
  Teams by January 2005.
• High School Literacy Teams access, customize, and
  implement PD on content area literacy.
• Area Reading Coaches and LLTs collaborate with
  Literacy Teams in demo and probation schools to
  provide school-wide PD on content area literacy
  frequency to be determined.
• Area Reading Coaches and ACCs demonstrate
  literacy leadership as they support Course Level
  Teams creation of Literacy SMART goals.

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Outcomes

• Lead Literacy Teachers provide literacy
  leadership in probation schools.
• All English Department Chairs are familiar with
  Course Planning Process.
• Teachers implement content area literacy
  instruction in their disciplines based on
  Literacy Team school-wide professional
  development.
• Teachers in demo and probation schools implement
  content area literacy instruction in their
  disciplines based on Literacy Teams school-wide
  professional development.
• Course Level Teams Literacy SMART goals are
  implemented.

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Step FourDesign and support implementation of
literacy programs that assist targeted
populations within Chicago Public Schools.

• Office of Literacy will
• With ARCs, provide bi-monthly PD to RLA teachers
  and LLTs to support Reading in the Language Arts
  coursework.
• With AIOs, ARCs, and principals, identify core
  group of highly-qualified teachers for RLA by
  April 2005 for 2005-2006 school year.
• Collaborate with Programming Task Force to ensure
  proper programming of RLA students.
• With Office of Math and Science Initiative (OMSI)
  and Office of High School Programs (OHSP),
  increase Step-Up to High School participation and
  follow-up.
• With AIOs, ARCs, OHSP, and principals, identify
  Step-Up students and teachers by April 2005.
• Revise Step-Up Curriculum from 2004 by May 2005.
• Refine and implement Step-Up Teacher PD by June
  30, 2005.
• Collaborate with OMSI, AIOs, ARCs, and OHSP to
  implement Step-Up Program.

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Step Four-Office of Literacy Commitments
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Deliverables

• The RLA teachers and LLTs receive bi-monthly RLA
  PD.
• Highly qualified RLA teachers are identified for
  2005-2006 school year by April 2005.
• The RLA Course Number 1261X is used to program
  all 9th grade incoming students below the 49th
  percentile.
• Step-Up to High School participation increases in
  all Step-Up schools as measured by enrollment.
• Step-Up to High School Reading teachers are
  identified by April 30, 2005.
• Revised Step-Up Reading Curriculum is presented
  to Step-Up Teachers by June 1, 2005.
• Step-Up Teachers receive 30 hours of Step-Up PD
  before, during, and after Step-Up Coursework.
• Step-Up program implementation runs smoothly as
  reported by ARCs, principals, and teachers.

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Outcomes

• The RLA teachers implement content of RLA PD.
• The RLA teachers receive RLA PD bi-monthly.
• Schools use RLA Course 1261X to program all
  students below the 49th percentile.
• More incoming 9th grade students with ITBS test
  scores between the 32nd and 49th percentiles are
  programmed into Step-Up to High School.
• Step-Up to High School English teachers know they
  are teaching Step- Up prior to May 2005.
• Step-Up Reading Curriculum has been refined and
  implemented.
• Step-Up teachers receive 30 hours of PD by August
  15, 2005.
• Step-Up programming runs smoothly with respect to
  delivery of materials, communication, and other
  reoccurring problems from previous years as
  reflected in Step-Up 2004 Executive Summary.

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Step FiveCreate and implement Literacy
Assessment System for all RLA students.

• Office of Literacy Will
• Administer Group Reading Assessment and
  Diagnostic Evaluation (GRADE) test to 9th grade
  students enrolled in RLA Course Number 1261X.
• Refine and implement fall and spring Writing
  Prompts and Reading Self-Appraisal for
  programmatic measurement and to provide
  diagnostic information.
• Provide GRADE data interpretation and
  intervention design PD to LLTs and ARCs.
• With LLTs and ARCs, develop and implement RLA PD
  to RLA teachers to support GRADE data
  interpretation and intervention design.

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Step Five-Office of Literacy Commitments
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Deliverables

• The REA Test Administration will produce
  school-level CDs with RLA student and classroom
  reports by October 30, 2004.
• Pre-and Post-Writing Prompts are analyzed and
  compared to determine programmatic growth in
  students writing ability by May 30, 2005.
• Lead Literacy Teachers and RLA teachers receive
  GRADE data diagnostic PD.

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Outcomes

• The RLA teachers have printed copies of their
  students and classes diagnostic data from the
  GRADE.
• The RLA teachers use GRADE data to inform their
  instruction.
• The RLA teachers use Writing Prompt and Reading
  Student Self-Appraisal to inform instruction.

58
2004 Literacy Task Force

• Dr. Audrey Cooper-Stanton
• Johnetta James
• Diane Zendejas
• Norma Rodriguez
• Yvonne Womack
• Sandra Crosby
• Steve Eastwood
• Ann Whalen
• Jodi Dodds Kinner
• Geralynn Marshall
• Dr. Eileen Kaiser
• Dr. Karen Boran
• Ex officio Leonard Moody
• Dan Bugler