Transformational Action Plan
Jennifer Brown
Vision
My vision is to create a school-wide culture of reading for pleasure and learning that is shared by students, parents, and staff. Currently, our school district is ranked last in our DRG and scores on the NWEA MAP reading tests (administered three times a year) are low–indicating that we have a large population of students who struggle with reading. Additionally, our town’s population is one that is in transition and many students come from homes where reading is not prioritized and encouraged. By creating a school-wide reading culture, we hope to increase not only the quantity of reading our students do, but also the quality. Additionally, students who already read well will be encouraged to continue to read and improve their reading, while students who do not currently read will be supported in finding books that are appropriate to their varied interests and abilities, provided positive reading role models, and will improve their understanding and enjoyment of reading.
Mission
If we establish a strong school-wide culture of reading for pleasure and learning, then all students will improve their reading skills and scores on standardized reading assessments will increase.
Goal
My goal is to provide a school climate in which reading for pleasure and learning is encouraged and supported district wide.
Objectives
Prioritize reading as a school-wide goal and as a subject of ongoing discussions Administrators, parents, student, and staff should engage in ongoing discussions concerning how to best implement of culture of reading for pleasure and learning. This means examining our deeply held beliefs about reading and its importance in our daily lives. Among topics to consider is how to achieve buy in from all stakeholders, how to integrate time for SSR into an already packed academic schedule, what data we will collect to monitor our progress toward our goal, and how can we encourage parents (and the community) to get involved with the effort.
Activate subject area/grade-level discussions on reading strategies Currently, reading is considered the exclusive purview of the ELA teachers. While teaching reading is an important job of the ELA teacher, the ELA teacher alone cannot reasonably be expected to carry this burden alone. Even though ELA teachers are highly-qualified to teach fiction and nonfiction reading skills, it is the content area experts in Social Studies, Math, and Science who are best qualified to teach students the skills they need to read the specialized texts specific to their content areas. These texts include but are not limited to: graphs, maps, lab reports, and historical documents.
Create, implement, and coordinate curriculum across all content areas that will strengthen the development of reading skills The creation of interdisciplinary units of study that integrate the teaching of reading skills as they relate to the specific content areas will be a priority. The school’s literacy coach will work with content-area teachers to accomplish this goal. Central office and the Board of Education would also have to provide some guidance for the creation of these units. Time will also have to be provided within contract hours for teachers to meet and write curriculum. This means also provided substitute coverage for any classes that teachers miss. Alternatively, curriculum could also be written after school or during the vacation periods and teachers provided fair compensation for their time.
Engage in effective professional development, coaching, peer observation, and collaborative planning The district will provide professional development and coaching to help content area teachers learn how to teach reading and ELA teachers will collaborate with teachers of other subject areas in the creation of curriculum that will help students learn the reading skills unique and essential to the reading requirements of different content areas.
Provide reading role models for students to emulate School staff will act as reading role models for students by demonstrating that they too read for pleasure and learning. Teachers will be expected to have a book and participate with students in SSR time whenever possible. Additionally, teachers and administrators will display a sign (a print out from the What I’m Reading website) outside their classrooms/offices telling students what book they are currently reading. Ideally, these signs will be updated throughout the year as staff move on to other books.
Enhance the reading curriculum with in-school field trips Companies such as Shakesperience offer in-school field trips designed to bring literature to life and can design interactive workshops that teach literary devices and universal themes through the world of Shakespeare and other authors. These workshops are aligned to standards and can be customized by grade level, allowing the school of offer a uniform field-trip experience to all grade levels. The cost is not prohibitive and could possibly even be funded by a grant from the PTA if school funding is not available.
Make reading fun again! Students will read more and read better when they are given freedom to chose the books they want to read. School-wide activities such as the Battle of the Books competition will be promoted and students will be actively encouraged to participate. To generate enthusiasm for the Battle of the Books competition, students will be included in the selection of the Battle of the Books texts to ensure that high-interest books are selected. Rounding out the list, will be Newbery and other award-winning books to ensure that high-quality literature is also represented. To maintain interest in the Battle of the Books competition, there will be events such as the annual kick off–an after school pizza party and read-a-thon. In addition, there will be a Question of the Week contest in which students can win prizes for answering sample competition questions correctly. This is an opportunity for businesses in the community to get involved by providing prizes–gift cards, coupons, etc.
Involve parents and community
Teachers (and administrators when necessary) will be responsible for soliciting parent and community involvement. One event I planned to a few years ago at my school was a joint science-ELA reading and movie experience. Students and parents were encouraged to read the book “Rocket Boys” by Homer Hickam, Jr. on their own and then participate in an evening viewing party of the movie October Sky followed by a discussion. We served pizza, soft drinks, and desserts as well. The event was funded by the PTA and was a great success. Community businesses could be invited to provide gifts or prizes for Battle of the Books competition winners, or could be asked to host events such as a book club night at the local Panera or Starbucks. A portion of the receipts that night should be donated to the school for use in building classroom libraries for teachers.
References
A. (n.d.). Chapter 5. Develop and Implement a Schoolwide Literacy Action Plan. Retrieved October 22, 2017, from http://www.ascd.org/publications/books/107034/chapters/Develop-and-Implement-a-Schoolwide-Literacy-Action-Plan.aspx
Cultivating a School-Wide Independent Reading Culture. (n.d.). Retrieved October 22, 2017, from http://www.scholastic.com/bookfairs/readerleader/schoolwide-102716
Daniels, E., & Steres, M. (2011). Examining the Effects of a School-wide Reading Culture on the Engagement of Middle School Students. RMLE Online ,35(2). Retrieved October 22, 2017, from http://files.eric.ed.gov/fulltext/EJ951779.pdf