Comprehension is Key:

Ensuring all Middle School students can read and comprehend grade level

Appropriate text by the end of the 8th grade

Dakisha Perry

Dr. Pat Ashley

April 4, 2017

North Carolina State University

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 Introduction

Since 1983, more than 10 million Americans reached the 12th grade without

having learned to read at a basic level. Also in the same period, more than 6 million

Americans dropped out of high school altogether (A Nation at Risk, U.S. Department of

Education, 1999). All students deserve effective instruction from a highly qualified staff

that is truly vested in the learning journey of the students in which they serve. I strongly

believe that an effective, school-wide approach needs to be implemented with consistent

follow-through to help children become proficient readers and writers. Literacy is a vital

part of ones education. Learning to read and teaching reading are very complex tasks

(Cunningham & Cunningham, 2013). Reading and writing must be modeled and children

must be allowed ample time to practice those skills daily. Each student learns differently

and at different rates; therefore, differentiated instruction must be provided for each child

based on needs of the student and data.

Enfield Middle School Background Information

Enfield Middle School is located in rural Halifax County, North Carolina, a low-

social economic area. Enfield Middle is a low performing school that seeks to become the

hub of the Enfield community. Our school contributes 14% to our districts overall

proficiency score. With a school composite score of 19.8%, a report card grade of an F,

and employment opportunities declining, there is an overwhelming need to remediate and

accelerate our students as well as reach out to the community.

Halifax County is no longer a low performing district, but we still have a

tremendous workload ahead. Literacy Proficiency is a huge concern for our school and

district.

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 Data Elements and Collection

The following data was collected through walk throughs, observations, and informal
visits:
Minimal explicit teaching/modeling of needed skills,
Inconsistent facilitation of conversation about books/reading,
Lack of small group/guided reading instruction,
Balance of reading texts online and in print,
Struggle with differencing and overall reading comprehension
Lack passion about reading,
Minimal classroom libraries,
Inconsistent alignment with pacing guide,
No open check out in library,
More focus on fiction vs. nonfiction,
Use of Study Island, Edmentum and Plato
Ineffective/inefficient use of Panther Time,
Inconsistent classroom management,
Inconsistent rigor in lessons,
number of beginning teachers in comparison to veteran teachers,
wait time,
Not seeing annotating texts,
Inconsistent use of primary sources,
Battle of the Books Club

Perhaps the most effective support teachers are given is the support of reading and

instructional coaches in the building. These coaches help teachers plan and execute

lessons. Unfortunately most of this time is not built in but must be taken after school

leading to long hours and burnout. Instructional coaches (ICs) located at the building

level serve as support to teachers and students by co-teaching, modeling, providing

strategies and working with small groups. However, this year we share ICs and our IC is

only in the building two days. Weekly PLCs allow time for data reviews, group

reflection, and sharing in addition to individual daily reflection (journals, making changes

to lesson plans). This is also when the administration team facilitates professional

development. It is my experience that mentors, which tend to be retired educators, meet

weekly with beginning teachers to discuss observations, provide suggestions, and assist

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with lesson plans. Time is always a factor in education and depending on whom you ask,

opinions are very different when it comes to time management and implementation time.

Even though planning time in my building is 45 minutes, teachers feel that more time is

needed to plan effective lessons that will allow effective implementation of the lessons

and programs, provide instruction, progress monitor, and re-teach students. From an

administrative point of view, it was argued that 45 minutes for 4 days is 180 minutes of

planning time that when used wisely is a sufficient amount of time. It is encouraged to

focus more on what is being done with the time versus how much time is actually

allotted. My concern and question with needing more time is do we know how to

effective utilize instructional time?

Involving parents and the community in literacy initiatives is one way to

increase student achievement; however, parental and community involvement is

an area of need that my school is working on. My school is located in a very

small, rural community, with few businesses; partnerships with businesses are few

but we continue to actively seek opportunities.

The hope and expectation is continuous embedded professional

development so that literacy instructional practices will be practiced with fidelity.

As time and students change and new research is shared it will be interesting to

see what the next educational fad will be. Our district has mandated the use of

Daily 5 as the pedagogical practice for elementary classrooms. Interventions are

available for struggling readers, both in the regular education setting and outside.

Small group instruction and afterschool tutorial are used as intervention time

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along with built in remediation time school-wide for each grade level. But what

has the district mandated for our middle school students?

Literacy Gaps & Opportunities

Fidelity of instructional practices and how to implement effective, universal

instructional practices exist as literacy gaps. In my experience in Halifax and Warren

Counties schools, most of the time the programs implemented from district level lack

follow-up trainings, which make it difficult for some teachers to utilize them. Also, with

the focus on tested grades, early grades tend to be left out and students receive a weak

foundation, which impacts their ability to perform later. However, there are opportunities

for developing a strong literacy culture and stronger practices. We could build parental

involvement by hosting Reading Nights, Curriculum Nights, contribute to students home

library, and invite parents to read with students during the day. To build stronger literacy

practices consistent, purposeful, professional development with follow through and if

necessary, modeling.

Next Steps

Given the information uncovered during this analysis, there are some

critical next steps as a school leader in my building/district that I would like to see

implemented. There are a lot of programs used in my school and district as

aforementioned- this contributes to the lack of fidelity in instruction. My main

focus would be to implement a school-wide literacy program. According to

Meltzer and Ziemba, a literacy action plan is essential to a school-wide literacy

program; therefore, the following steps will be taken:

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 1. Create a 90 minute block literacy framework
a. Outline goals and objectives
i. Meet with staff; discuss data; discuss district
expectations
ii. Create buy-in and sense of urgency
b. Provide specific instructional strategies and expectation of
implementation (Connecticut State Department of Education,
2007)
i. Read alouds
ii. Sustained reading
iii. Writing across the curriculum
iv. Anticipation Guides
v. Response and data notebooks
vi. Definition maps
vii. Context clues
viii. Vocabulary by analogy with word walls

c. Provide support to staff (model, co-teach, peer observation,

etc.)
2. Provide professional development in areas of need
a. Staff input
b. Timeline
c. Follow-through
d. Monitoring and accountability
e. How to Maximize instruction time
3. Be active, collaborative, and reflective (Booth and Rowsell, 2007)
4. Implement a progress monitoring tool/form
5. Gather data and facilitate continuous improvement

It is important to provide rich learning opportunities for EVERY child in my

building; therefore, a school-wide approach to literacy would be a priority. Setting high

expectations for my current co-workers and my future staff will be one way to create that

culture. Providing clear, concise requests and then modeling with follow-through will

also be a strategy to create a positive, school-wide, culture of literacy. I will need to be

active, reflective and collaborative for and with my co-workers and future staff.

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 References

Booth, D. & Rowsell, J. (2007). The literacy principal: leading, supporting and assessing

reading and writing initiatives.

Cunningham, P. & Cunningham J. (2013). What principal need to know about teaching

and learning reading.

Getting schoolwide literacy up and running. Meltzer, Julie; Ziemba, Susan

Principal Leadership, v7 n1 p21-26 Sep 2006

Beyond the blueprint: Literacy in grades 4-12 and across the content areas.

Connecticut State Department of Education 2007

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Extension: What would I do differently?

For School Improvement Process, 360 Degree feedback is imperative and timing is
everything. Beginning with the administrative team, then going to the SIT team, then to
the whole staff and back to SIT is necessary to keep communication open.

Step 1: Opportunities for Shared Decision Making

The use of facilitative leadership training to facilitate this process, SSC (start, stop,
continue), or the use of Garage Sale activity

Choosing (3) school-wide strategies to implement

Choosing or requesting PD that aligns to SIP and needs of staff

Step 2: Extension
I would like to exam the Panther Time more closely with more input from as
many stakeholder as possible. The purpose of this is to see how it could be more effective
for learning and/or to see if the time is needed.
SWOT Assessment
Data Analysis
Staff and Student Survey
Instructional rounds no more than 3 times year (CO staff, other principals in the
district)

Step 3: Communication Opportunities

Face to Face
Model and inspect expectations
PLCs
Staff Meetings
Emails
Surveys
Parent Meetings
Church visits
Community events (attend)
Collaboration across the grade levels/buildings for planning (teachers, admin)
Class coverage to allow grade-specific teachers to plan together (teachers, admin)
Collaboration to address specific academic/behavioral student needs (teachers,
students, support staff - counselors and EC staff)

Step 4: Pick 3/Big Idea

Have 2 times for Panther Time: one to focus on annual growth; the other to focus
on catch-up growth

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 School-wide instruction times
o How to Teach Bell to Bell
o How to Maximize Instruction
Co-teaching/Master teaching model
o Distinguish between remediation teacher vs master teacher/ coaching

Step 5: Include Parents In the Decision Making Process

Create a parent focus group
Lunch with Principal/Morning Mocha to have open discussion for comments
and concerns
BOY, MOY, EOY surveys
Parent Advisory Board
Parent Academy/Fair
Include parents on learning walks

Step 6: Implementation of Professional Development

District ICs, DPI, or Master Teachers in my building can facilitate PD
Pre Survey
Post Survey
Follow-up
Fidelity Check

Givens
Buy-in will remain a priority
o Build trust
o Ownership
o Involvement
Plan a year out if possible (bigger picture)
Observe and question before implementing any new changes
90% coach and 10% axe
Inspect what I expect
Be a leader not a boss
Collaborate with like minded and non like-minded individuals

District Recommendations
Increase curriculum specialists district wide at all levels: ELA& Social Studies,
Math, and Science
Make adjustments to Curriculum specialist model (co-teach, coach, train; no
longer pull out groups of students)

*Highlighted areas are response to instructor questions