Elementary Literacy ModelProgram Evaluation and Revision

August 11, 2014

Goal 1: York County students will consistently demonstrate growth and excellence in the skills and knowledge needed to be productive citizens. 

• Conduct an evaluation of the current elementary reading model and K‐12 writing model 

• Develop an integrated K‐5 model by June 2014

Program Evaluation

Best Practices in Literacy

Teacher literacy survey

Parent focus groups

Current student data

Literacy  practices in other school divisions

Best Practices in Literacy

• For building capacity, the LLT shared an article on the National Reading Panel’s essential elements of literacy instruction.  

• Teachers and administrators participated in a monthly reading assignment and Edmodo blog discussion across the school year. 

• 348 members participated in online dialogue

Teacher Literacy Survey• Teachers feel they are well prepared to teach literacy.Literacy preparedness & training

• Teachers identified additional resources were needed for grammar, written composition, and reading comprehension.

Resources & materials

• Teachers identified additional assessments were needed for grammar, reading comprehension, vocabulary and oral fluency.

Assessments 

• Over half the teachers indicated a need to go beyond the 90 minute block.Instructional practices & time 

Survey included 255 participants including classroom & special education teachers.

Feedback from Parent Focus GroupsAreas of Strength:Appropriate motivation and engagement of students

Appropriate remediation or differentiation

Effective writing instruction

Use of technology: ebooks, iMovie, iPads, Kindles & applications

Word study/developmental spelling

Areas for Growth:Lack of rigorous instruction or misaligned to child’s needs

Inconsistencies with writing

Homework & home school connection & communication concerns

Lack of motivation/student choice

Issues with handwriting: print and cursive

Spelling concerns

Reading comprehension

Balance technology versus traditional methods

Parents were asked three questions that included opportunities to address how YCSD excels and areas for growth in instruction of reading and writing, as well as addressing suggestions for making literacy experiences more meaningful and motivating. 

Literacy Model Committee

The Literacy Model Committee developed the model. The committee consisted of• 20 teachers and staff members

representing all elementary schools and zones

• One secondary reading specialist representative

• Literacy Leadership Team members served on this committee to help guide the work of the group

K – 5 Literacy Model Belief• We believe students should be given opportunities to use reading and 

writing experiences as a means for interacting with and impacting local, state, national, and global communities.

• We believe students should be engaged in authentic reading and writing experiences.

• We believe student learning needs should drive daily instruction.• We believe balanced literacy instruction creates life‐long strategic readers, 

writers, thinkers and communicators.• We believe reading and writing processes are interconnected and 

essential to literacy instruction.• We believe learning to read and write is the essential work of childhood 

and is the heart of what we do as an educational community. 

Balanced

Literacy

Defining Balanced Literacy for YCSD

Balanced LiteracyBalanced Literacy is a comprehensive program of language arts acquisition

where teachers use diagnostic assessments to create well-planned, explicit and

purposeful instruction. Classroom instruction reflects a gradual release of

responsibility from teacher to student. It incorporates authentic texts, reflective

feedback and meaningful instruction. Effective balanced literacy creates life-long

strategic readers, writers, thinkers and communicators. The Balanced Literacy

Model lays the foundation for the mission of the York County School Division,

which is to engage all students in learning the skills and knowledge needed to

make effective contributions to the world. A balanced literacy approach includes

reading, writing, oral language/communication and research.

What are the Conceptual Changesin the Literacy Model?

• Literacy connections/cross‐curricular integration emphasis

• Master schedule prioritizing balanced reading and writing instruction

• Opportunities for student voice and choice in literacy• Differentiated instruction to meet the needs of ALL 

students• Gradual release of responsibility model included

Literacy Connections

• Integrated approach connecting reading, writing and word study

• Cross‐curricular use of non‐fiction text in social studies, science, and math 

Updated Master Schedule that Prioritizes Literacy

Student Voice and Choice

Differentiated instruction to meet the developmental needs of ALL children

Reading Workshop

Writing Workshop

Developmental Spelling

Student Academic Range

THE GRADUAL RELEASE OF RESPONSIBILITY MODEL

The Gradual Release of Responsibility model emphasizes thestudent’s role in learning, by transferring responsibility fromteacher to student. The teacher provides a scaffold, asneeded, with the goal being student independence.

FY14 FY15 FY16 FY17 FY18

K‐5 Literacy Model

Writing

Instructional Materials

Tier 2 and 3Instruction

Updated Curricula

Literacy instruction, structures and assessments

Writing workshop, train‐the‐trainer, assessments

Benchmark materials, assessments

Differentiation, remediation, interventions

Collaboration, creation, implementation

Professional Development Plan

Next Steps

• The elementary LLT will continue to provide support for short and long term implementation and make revisions as needed.

• The secondary LLT will begin work during the 2014‐15 year to align models across the full K ‐12 grade span.

• Upon completion of the secondary model, a K‐12 Literacy Leadership Team will be created.  This group will continue to monitor YCSD implementation and curate best practices for English instruction.

Special Thanks

• Literacy Leadership Team• Literacy Model Committee members• Teachers and parents for their valuable feedback

• Laura Burton, Instructional Specialist • Lindsey Caccavale and Christina Head for their presentation at the VSBA conference