Literacy Leadership, Research Paper Example

School Population Information

The Aberdeen School District is located in Washington State and has a student population of roughly 3,400 from pre-school to twelfth-grade (Aberdeen School District, 2012). The district has 450 certified staff members that reside over the district’s five elementary schools, one junior high, one traditional high school, and one alternative high school. Aberdeen is a rural community located 45 miles from Olympia, which is the state’s capital, and has approximately 16,500 residents (Aberdeen School District, 2012).

Through statewide testing is crucial to the academic growth of students because it ensures that each student receives the best possible education. Student progress for elementary and junior high students is measured by statewide tests. Similar tests are employed to test high school students’ basic skills and proficiency to determine graduation eligibility (Leffler, 2006). All state assessments are developed by the Office of Superintendent of Public Instruction (OSPI) and are used to evaluate and refine instructional practices to improve student achievement. According to the No Child Left Behind Act of 2001 (NCLB) all state assessment programs must be approved by the U.S. Department of Education; Washington State has received a “fully approved” rating (Leffler, 2006). The NCLB legislation required that all scholars in publicly funded schools show an Annual Yearly Progress (AYP). In other words, all students in U.S. public schools were mandated under the Act to achieve and maintain acceptable benchmarks in student achievement as determined by the U.S. Department of education (USDOE). In 2008, the 6^th Circuit U.S. Court of Appeals found NCLB unconstitutional and required that state and school districts fund the testing requirements of the law. This meant that each state had the freedom to set its own AYP standards. By 2010, nearly 40 percent of all U.S. schools still failed to make AYP, while the rest showed significant signs of improvement (Harkin, 2010). Significant improvements are attributed to the implementation of school reform initiatives designed to address the issue of subpar student achievement.

According to the 2009 Program for International Student Assessment report, the U.S. ranked 14^th in reading, 17^th in science, and 25^th in math (OECD, 2010). The report measures the quality, efficiency, and equity of schools systems across 70 countries that make up 90 percent of the world’s economy. The OECD contends that the measure of success for schools is determined by how they perform internationally. The report findings form the basis of international collaborations to define and implement educational policies (OECD, 2010).

Data Collection and Analysis

Statewide Report Cards measure the passing percentages of students in grades three to eight. It also measures student success based on Measurements of Student Progress and High Proficiency Exam (MSP/HSPE) in the areas of math, reading, science, and writing. According to the Washington State Report Card, statewide reading test results for the 2010-2011 school year shows scores within a six point range from 67 percent to 73 percent for grades three through six, but indicates a significant decline in seventh grade test scores to 56.5 percent (OSPI, 2012). However, test scores showed an incremental increase from 68.7 percent for eighth grade to 82.6 percent for 10th grade students (OSPI, 2012). MSP/HSPE math test scores were significantly lower than reading scores and ranged between 50 percent and 64.3 percent for all grades. Based on the MSP/HSPE assessments, eighth grade scored the lowest at 50.4 percent and 10^th grade scored the highest at 64.3 percent (OSPI, 2012).

For the 2010-2011 school year Aberdeen School District delivered the following result: third-graders read at a 59.1 percent proficiency level and delivered math scores at a 55.6 percent proficiency level. In the areas of reading, math, and writing fourth-graders scored 65.7 percent, 51 percent, and 49 percent respectively. Fifth-graders scored 68.1 percent in reading, 48.5 in math, and 17.3 in science; sixth-graders scored 62.8 percent in reading, and 41.2 percent in reading; seventh-graders scored 47.7 percent in reading, 47.1 percent in math, and 55 percent in writing; eighth-graders scored 53.2 percent in reading, 40.3 percent in math, and 34.1 percent in science. Lastly, Aberdeen School District tenth-graders scored 66.7 percent in reading, 25.9 percent in math, 64.3 percent in writing, and 18.1 percent in science (OSPI, 2012). Based on this analysis Aberdeen School District is performing well below state standards. Furthermore, this evidence will help educators to implement curricula that will strengthen the areas that show the most weaknesses, such as science and math. Although these results as disconcerting, it is crucial to combine the findings with other assessment methods to attain a more accurate picture of student performance in Aberdeen School District.

Data for this project was also collected from School Improvement Plans (SIP) developed by the OSPI. Each school in the district developed a school improvement team based on student achievement data and used the SIPs to establish improvement efforts. Each SIP consisted of measurable goals and strategies to improve student performance in reading and math (Leffler, 2006). Findings from this program indicate an overall improvement in reading for all grades, except seventh. Students showed an overall improvement in areas of interpretative comprehension and evaluative comprehension; in other words, they could understand the content of the reading material. This was true for all grades; however, seventh-graders showed difficulty in the areas of word analysis and vocabulary. This could be attributed to the transition from primary school to middle school and a more difficult curriculum. Math showed similar results; all grades, except seventh showed incremental improvements. Once again, the transition from primary to middle school could be the most important contributing factor to these results.

Recommendations Based on Analysis

Based on the collective data, areas of concern refer to middle school reading and math. As previously mentioned, students may find the transition from primary school to middle school difficult. In addition, since the district only has one middle school, class sizes are larger than what students are accustomed to. Co-enrolling students in two or more courses will result in regular peer-to-peer interaction, while they are engaged in shared scholarly activities. Such practice will improve learning outcomes for students, while teachers can design lesson plans to incorporate different courses. The result is that students have a more comprehensive idea of course material. In its most basic form, the team approach propagates the implementation of small learning communities within large schools to transform the lives of teachers and students alike. In addition to teaching civility and equality, the implementation of small learning communities is the most viable means to design a responsive and integrated curriculum (Dickinson & Erb, 1997, p. 55). Curriculum within middle schools that use the team approach is based on nationally recognized standards and offers extra help to students who struggle in math or reading (Herlihy & Kemple, 2004). With the team approach model, teachers group between 80 and 100 students into teams and instruct that group of students as a team. Teachers are responsible for class scheduling and for the implementation of universal lessons into each class. In other words, teachers of core subjects, such as math and English, would spend a portion of the day together to plan curriculum to determine which teacher or subject would need more time for class that day. Teachers also integrate subjects and material to determine the best method to teach a certain lesson (Dickinson & Erb, 1997, p. 26). The result of the team model is a comprehensive approach to education, which results in more attention to students’ needs and abilities. The model also promotes educational continuation and flexibility.

A 2007 study compared two configurations of sixth-grade students and core teachers to measure the students’ perceived levels of social bonding with their peers, their school, and their teachers. The researcher examined the effect of the team approach within a middle school to determine its effectiveness on improving student achievement through the student’s enriched sense of belonging (Wallace, 2007, p. 1). Although the team approach remains one of the hallmarks in the middle school movement, its effectiveness is at the forefront of many debates on the student achievement. For instance, a 1990 study examined the impact of interdisciplinary teaming on students’ relationships with their peers. The researcher found no significant difference between student bonding with peers, their school, or their teachers within a middle school that used the team approach and a middle school that did not use the team approach (Wallace, 2007, p. 3). In response to Arhar’s (1994) findings, Wallace (2007) examined if students’ perceived levels of bonding were heightened in a middle school that used team configurations. The researcher found that schools which employ the interdisciplinary team approach scored higher on bonding than schools with no interdisciplinary team approach. In other words, the implementation of an interdisciplinary team approach has a significant effect on student bonding (p. 12). Social bonding, in turn, has a significant impact on a student’s academic success. Wallace (2007) contends that students with increased levels of peer bonding are more likely to develop improved levels of self, which affects self-esteem and performance. Students who care about peer opinions are more likely to work harder in order to meet peer expectations. Similarly, a student’s bond with his or her school affects that student’s sense of competence. A sense of school membership has a direct impact on a student’s academic achievement, conduct, and peer relationships. Lastly, a student’s bond with teachers promotes class interest and student learning. Wallace (2007) found that students show improved effort when they perceive a teacher’s interest and support in their achievement.

The Literacy Leadership Plan will also utilize a Talent Development Model to improve student achievement. The Talent Development Model was created by the Center for Research on the Education of Students Placed At Risk (CRESPAR), based at The Johns Hopkins University. The initiative of interdisciplinary teaming was developed to promote humanization in American schools.

After five years of operation, a 2004 report determined the following key impact findings of the Talent Development Model:

• The initiative had a positive impact on math achievement for eighth-graders. The improvement show a steady increase during the first three years of the program and strengthened significantly in two years thereafter;
• Attendance rates for eighth-graders improved in schools where the team approach was implemented;
• It was difficult to determine the impact of the initiative on eighth-grade reading as some years showed improvement, while others did not;
• The initiative had no negative or positive impact on the academic performance or attendance of seventh-grade students

A 1999 study conducted by Quint, Miller, Pastor, & Cytron, found that intervention programs directed at ninth-grade students to ease the transition from middle school to high school showed modest, yet favorable results on student achievement (p.25). The researchers found that the implementation of the Talent Development High School model would yield increased results on student achievement and lower students’ propensity to drop out of high school. This model combines a ninth-grade success academy with 10^th through 12^th grade career academies. In other words, it implements a separate transition year unit which is divided into smaller groups and a custom-designed curriculum. Prior to the implementation of this model, ninth-graders passed state exams on subpar levels, which resulted in grade failures. After the implementation of this model, ninth-graders passed state level exams at unprecedented rates and were promoted to higher grades in greater numbers (McPartland, Balfanz, Jordan, & Legters, 1998). However, similar research conducted in 2000, yielded opposite results and indicated that continuous ninth-through-12^th grade SLCs was more effective in the promotion of student achievement (Oxley, Small Learning Communities: Implementing and deepening practice, 2005). Furthermore, that same research indicated a lower turnover rate for teachers because they were more likely to remain with the same group of students to witness their maturity into graduating grades (p. 24).

Furthermore, Aberdeen School District will align its literacy vision goals with that of the Washington State Department of Education so that all students will have equal access to quality and thorough educational opportunities. In order to accomplish this, four strategic priorities must be addressed:

• A globally competitive workforce should be implemented;
• Each student should be workforce ready prior to graduation;
• A new assessment system should be implemented to align with the state’s education standards; and
• New academic standards should be implemented that are aligned with postsecondary and workforce standards (Leffler, 2006).

Based on the recommendation for smaller learning settings, it is recommended to implement a Response to Intervention (RtI) framework that promotes a well-integrated support system that connects general, gifted, and special education through the provision of high-quality, standards-based instruction and interventions that are matched with each student’s behavioral and academic needs. According to this framework all children will learn to read and write through effective teaching practices; all students will have access to demanding standards-based curriculum and research-based instruction, all students will receive appropriate interventions based on individual needs assessments, and teachers, parents, and community members will collaborate to implement effective problem-solving practices that will improve student learning.

Roles

Educational leaders will identify and implement guiding principles for all funds allocated to support the aforementioned recommendations. Through the appropriate allocation of resources, the leadership team will develop a statewide capacity in student literacy, as well as design district-wide literacy self-assessments.

Director: Aberdeen School District operates under the leadership of Superintendent Thomas Opstad. The program director will therefore have to collaborate with the Superintend to gain approval for establishing literacy as a primary goal for the district. The director will also meet with other statewide and district administrators to discuss plans and allocate resources.

Principals: All eight school principals in the district will work with the director to implement an effective and feasible vision to improve district-wide literacy; specifically for the middle school. The principals will maintain leadership positions to identify professional development opportunities that will best serve Aberdeen School District. They will also guide other staff members to work toward the attainment of literacy goals.

Literacy Leadership Team: This is a group of teachers from all schools, all levels of education, and all subjects, who will collaborate to refine the District-wide literacy plan. They are ‘ground zero’ employees who will identify and recommend professional development requirements that will aid in successful plan implementation.

Literacy Leaders: The district has not yet identified literacy leaders who will collaborate with staff members to conduct data analyses and design professional development. The literacy leaders will be responsible for conducting ongoing assessments to determine the effectiveness of the program and to recommended changes in the areas that prove ineffective.

Reflection

The central feature of the team model is that a group of teachers work closely with a group of students across subject areas. Unlike traditional schools where teachers are organized around subject areas, the team approach organizes teachers across subject areas to substantiate student-centered learning. This method of instruction promotes interdisciplinary collaborations between teachers with regards to instructional leadership and program coordination (Oxley, Smalll Learning Communities: Implementing and Deepening Practice, 2007, p. 22). Research has indicated that smaller schools are associated with increased academic achievement, despite having a more restricted curriculum. As a result, the achievement gap usually found in larger schools is minimized in a smaller school setting because different ethnicities are reduced in smaller schools (p. 23). SLCs have between 200 to 400 students in a single community, and as such, teachers can effectively instruct all students at any one time. Teachers are able to address individual student needs while effectively implementing course standards across a variety of subjects. The basis of the middle school team approach, such as teacher collaborations and cross-grade coherence, have resulted in significant academic improvement for middle school students (p. 24).

References

Aberdeen School Distirct. (2012). District Assessments. Retrieved May 14, 2012, from asd5.org: http://www.asd5.org/Page/56

Dickinson, T. S., & Erb, T. O. (1997). We Gain More Than We Give: Teaming in middle schools. National Middle School Association: Columbus, OH.

Harkin, T. (2010). ESEA Reauthorization: The Importance of a World-Class K-12 Education for Our Economic Success. Hearing of the Committee on Health, Education, Labor, and Pensions: United States Senate (pp. 1-76). Washington, DC: U.S. Government Printing Office.

Leffler, J. C. (2006). Program Report: School improvement assistance program. Portland, OR: Office of Public Instruction.

OECD. (2010). PISA 2009 Results: Learning Trends: Changes in Student Performance Since 2000 (Volume V). Washinton, DC: Organisation for Economic Co-operation and Development.

OSPI. (2012). Washington State Report Card. Retrieved May 14, 2012, from Office of Superintendent of Public Instruction: http://reportcard.ospi.k12.wa.us/summary.aspx?groupLevel=District&year=2010-11

Oxley, D. (2005). Small Learning Communities: Implementing and deepening practice. New York: Northwest Regional Educational Laboratory.

Oxley, D. (2007). Smalll Learning Communities: Implementing and Deepening Practice. Portland, Oregon: Northwest Regional Educational Laboratory.

Wallace, J. J. (2007). Effects of Interdisciplinary Teaching Team Configuration upon the Social Bonding of Middle School Students. Research In Middle Level Education Online, 30(5), 1-18.