Hastings Area Schools

District Initiative Alignment Summary

8.1.17

Alignment Process & Context:

Initiatives currently being implemented or recently selected within the district were reviewed for the purpose of determining next steps towards supporting an integrated MTSS model.The core components of each of four innovations (PBIS, School-Wide Reading, School-Wide Content Area Reading, Effective Elementary Writing Instruction) were aligned with current programs and reviewed to see if the core components overlap or discourage use of a particular component of an integrated MTSS model.

District Identified Initiatives/Innovations:

The District Implementation Team (DIT) identified the effective innovations outlined below as being used throughout the district. The core components for each innovation were reviewed against the components of an integrated behavior and reading MTSS model to determine alignment results.

  1. 5D (teacher evaluation)- K-12
  2. Active Engagement Strategies- K-12
  1. Capturing Kids Hearts (behavior program)- K-12
  2. CHAMPS- secondary level
  1. Reading Street (reading/writing program-selected Spring 2017)-elementary level
  2. MAISA Units (reading program) –elementary level
  3. Café/Daily 5 –elementary level
  4. Teaching Phonological Awareness for Young Children-Heggerty (reading program)-elementary
  5. Teacher Directed PALS (reading intervention program)-elementary level
  6. Phonics for Reading (reading intervention program)-elementary used to supplement core
  7. Summarization Strategy (content area reading strategy)- secondary level
  8. Explicit Vocabulary (content area reading strategy)–secondary level
  9. Writing Frames (content area reading strategy)- secondary level
  1. Lucy Calkins Units of Study (writing program)-elementary level
  2. Writing Foundations -Archer (writing strategies)-elementary level
  3. Short Writing-Archer (writing strategies)-K-12

Staff Identified Initiatives/Innovations:

In March, a K-12 reading audit was conducted. Results were compiled and reviewed in order to gain a district-wide perspective on what programs, materials, instructional tools/strategies, and assessments were being used for reading instruction. A total of 76 staff participated in the audit, with 43 responses coming from elementary and 33 secondary responses. Through the audit process, elementary staff identified four additional innovations being used by multiple staff across the district to instruct reading.

The following innovations were reviewed for their alignment with a School-Wide Reading Model. Alignment results for these innovations are not reflected in the summary below, however are included within the District EI Alignment Document.

  1. Reading A to Z (reading program)-elementary
  2. World of Words-WOW (reading program)-elementary
  3. Words Their Way (word study program)-elementary
  4. Houghton Mifflin Basal & Teacher’s Edition (reading program)-elementary

Summary of Overall Alignment Results:

●None of the core components for the innovations listed above discourage the use of an integrated behavior and reading MTSS model.

●The alignment between the core components of an integrated behavior and reading MTSS model and 5D Teacher Evaluation is extremely strong. Specific details in regards to the alignment between these two innovations can be found in the District EI Alignment Document.

●The use of an integrated MTSS model will enhance the use of active engagement strategies across all four innovations (PBIS, School-Wide Reading, School-Wide Content Area Reading, Elementary Writing). The integration of active engagement strategies within school-wide reading/behavior plans, as well as grade/cross-department instructional plans, would support increased student motivation and engagement during instruction.

Summary of PBIS Alignment Results (K-12):

●The implementation of Capturing Kids Hearts, supports PBIS in the classroom with a focus on relationship building. CKH supports the use of positive behavioral expectations (social contract), an acknowledgement system (affirmations, 4:1), and a continuum of consequences (4 questions, Behave In/Out).

●The implementation of CHAMPS focuses on the development of routines within the classroom setting and supports PBIS in the classroom the creation of explicit positive behavioral expectations for each classroom routine, an acknowledgement system and an explicit continuum of consequences.

Summary of Elementary Reading Alignment Results:

●The implementation of a School-Wide Reading Model would enhance the effective use of Reading Street. Things like the use of a school-wide reading plan, 90-minute reading block, assessment plan, and grade level data analysis will promote integration with assessments and structures for teachers to effectively use these programs.

●The implementation of World of Words (WOW) would be supported by a School-Wide Reading Model and would enhance the effective use of Reading Street. WOW is infused with reading research components focused on academic and content area vocabulary and comprehension. When used with the instructional routines provided by Anita Archer, it all addresses phonemic awareness and phonics.

●A major component of a School-Wide Reading Model that is not a component of MAISA Units and Café/Daily 5 is reading instruction focused on all 5 Big Ideas of Reading (phonemic awareness, phonics, fluency, vocabulary, comprehension). The intended use for Café/Daily 5 is as a framework for structuring literacy time. MAISA units provide a mini-lesson framework for reading instruction, focused on reading comprehension.

●The implementation of a School-Wide Reading Model would enhance the effective use of Heggerty, Phonics for Reading, and Teacher Directed PALS. However, the intended use of these programs is for interventions or supplemental use and if used independently, instruction on all big ideas is not covered. Heggerty could be used as a supplement for phonological awareness instruction if data indicates a need.

Summary of Secondary Reading Alignment Results:

●The use of the summarization, explicit vocabulary and writing frame content area strategies complement one another very nicely. In fact, their implementation will make the implementation of the School-Wide Content Area Reading Model easier since one of the main components (as its name suggests) is for staff to use content area reading strategies across core subject area classrooms. Since teachers are learning to use these content area strategies, the implementation of the overall School-Wide Content Area Reading Model, will be easier and more effective.

Summary of Writing Alignment Results:

●The writing component of Reading Street is strongly aligned with the effective writing practices outlined in the IES Practice guide, addressing all but one of the major components (word processing). Instruction is focused on the writing process, as well as writing for a variety of purposes. Writing traits and different organizational patterns are directly taught. An explicit instruction model is followed, providing students with several practice opportunities each day aligned to the writing skills taught. In addition, the foundational skills of handwriting, spelling and sentence construction are directly taught and practiced daily. Students primarily produce short writing pieces, with student focused on developing a new piece of writing each week. There are, however, additional resources provided to support long writing opportunities through a writing workshop model for each unit.

●The use of the Writing Foundations and Short Writing (Archer) strongly aligned with effective writing practices outlined in the IES Practice guide. The use of these instructional strategies address all of the major components of effective practices. A focus on explicit instructional routines with an increase in opportunities to rehearse strategies and apply them to the writing process are supported by best practice research. In addition, the foundational skills of handwriting, spelling, and sentence construction are all directly instructed.

●Units of Study (Calkins) is a workshop model for writing instruction. There is a strong emphasis on the writing process and writing for a variety of purposes. An explicit instruction model is followed, however students have limited opportunities to practice strategies, with the average being one opportunity per lesson before being expected to work independently. In addition, the foundational skills of handwriting, spelling and sentence construction are not taught or only covered in a few lessons across the year.

Recommendations for District Leadership to Consider:

●District consideration should be given to the competition for teachers’ time required to implement innovations. The implementation of all reviewed innovations involve teaching staff. In addition, layering on of new initiatives (Reading Street, Intervention Systems) requires teacher time. The use of PBIS in the classroom, coupled with learning how to use additional innovations for reading instruction, conflicts for staff’s time and attention. Complicating matters, the teacher representatives on the School Leadership & Intervention Teams are working to use district innovations in their classrooms, in addition to learning how to support school staff in implementing the components of an integrated MTSS model.

●District consideration should be given to prioritizing time and funding to provide training necessary for teachers to be able to implement innovations with fidelity.

●District consideration should be given to the use of staff meeting/district PD time in supporting district initiatives.

●Strong district consideration should be given to providing guidance around the use of effective innovations. Specific guidance should be given regarding innovations that must be used (non-negotiable) and which innovations should not be used. Rationales provided for the selection/de-selection process may be used to support staff buy-in.

●Specific consideration should be given for use of innovations within a School-Wide Reading Model (elementary), with careful consideration given to the intentional de-selection of elementary reading initiatives to ensure innovations are implemented with fidelity and are not competing for resources (e.g. funding, time).

●Be judicious about layering-on another innovation unless additional time can be protected for staff use of the innovation components. In addition, waiting until staff has developed fluency in the use of the innovation will reduce, if not eliminate buy-in for any new initiatives. Allocating resources to support staff will also increase their collective confidence that the district is most concerned about their level of comfort and successful use of the innovation.

Recommendations on Effective innovation Use & De-Selection:

District Effective Innovation Use :

Two initiatives being implemented K-12 (5D, Active Engagement Strategies) align with the components of an integrated MTSS model. The district will provide intentional communication to staff regarding how these two initiatives align. In addition, there will be a continual focus to ensure all staff are trained in both.

PBIS Effective Innovation Use:

(Consider: Capturing Kids Hearts, CHAMPS, Classroom PBIS-MIBLSI)

The following innovations should continue to be implemented:

Relationship development is a key component of CKH and PBIS. Therefore, all staff should continue to implement Capturing Kids Hearts and Classroom PBIS. New teachers will be trained in Capturing Kids Hearts. School Leadership Teams will need to work to ensure CKH language is embedded within school-wide and classroom behavior systems. (e.g. 4 ?s, Affirmations). All classrooms will implement a classroom PBIS framework including the development of a classroom matrix, classroom acknowledgement system, and continuum of consequences.

Teachers trained in CHAMPS may continue to implement CHAMPS with the addition of a classroom matrix. Additional teachers may be trained in CHAMPS if a more structured behavior framework is needed. At this time, however, CHAMPS is not expected to be implemented in every classroom.

Elementary Effective Innovation Use (Reading & Writing):

(Consider: Reading Street-Reading & Writing Components, MAISA Units, Café/Daily 5, WOW, Words Their Way, HM Basal, Reading A to Z, Heggerty, Teacher Directed PALS, Phonics for Reading, Lucy Calkins Units of Study-Writing, Anita Archer-Writing Foundations & Short Writing)

The following new initiatives have been selected:

After conducting an extensive curriculum review process, Reading Street has been selected as the core reading resource for instruction YK-5. All classrooms will work to implement the critical components of Reading Street, as defined by the district in the daily dosage document, with fidelity. Reading Street-Writing Components (Conventions, Spelling, Handwriting, Writing) will be used YK-5 for core writing instruction. In addition, grades 2-5 will complete a minimum of 2, 21st Century Digital Writing Projects from the Reading Street curriculum which can be accessed on SuccessNet.

The following innovations should continue to be implemented:

Upon review of district data, there is an identified need for direct phonological awareness instruction. Therefore, Heggerty will continue to be implemented YK-1 as a supplement to Reading Street instruction in phonological awareness. All YK-1 teachers will be trained in Heggerty and guidance will be provided regarding when teachers should use this resource for instruction.

World of Words focuses on academic vocabulary through interactive read aloud. These units align and support the development of science and math concepts, as well as reading instruction. All YK-1 teachers will implement WOW 3x/week, outside the 90 minute reading block (e.g. during science, additional read aloud). This will support the development of academic vocabulary, reading, and science concepts. All YK-1 teachers will have access to the WOW materials and will be trained in how to use them for instruction.

Teacher-Directed PALS will continue to be implemented in YK starting each year in January to support phonics instruction. However, K-5 it will be reserved for use as an intervention ONLY. This will allow K-5 staff to focus on implementation of Reading Street, rather than spending time trying to implement both innovations. In the future, if data identifies a need, this may be reconsidered.

Phonics for Reading is intended to be used as in intervention and therefore will continue to be implemented K-5 for the purpose of intervention. As schools work to develop intervention grids, Phonics for Reading should be included as a potential reading intervention.

For individuals trained in the Anita Archer Writing Foundations and Short Writing strategies, strategies can be embedded within the implementation of Reading Street as needed.

The following innovations should be considered for de-selection and no longer implemented :

To maximize instructional time, ensure Reading Street is implemented with fidelity, and eliminate redundancy, the following innovations should no longer be implemented: Daily 5/Cafe, MAISA Reading Units, Houghton Mifflin Basal, Words Their Way, Reading A to Z, Lucy Calkins Units of Study-Writing.

Reading Street provides instruction on all five of the big ideas of reading, as well as writing foundational skills and the writing process. The primary focus of MAISA Units is on reading comprehension, Words Their Way focuses on word study, Daily 5/Cafe is an instructional framework and does not fully align with implementation of Reading Street. Reading Street has leveled readers that will be used for small group instruction, therefore the district will be discontinuing the subscription for Reading A to Z. Schools may choose to fund a Reading A to Z subscription for teachers within their building, however these materials should be used primarily to support the Read at Home requirements. Lucy Calkins Units of Study provides instruction in the writing process through a writing workshop model, however it does not provide instruction in the writing foundational skills. Reading Street will be used as the primary resource for core reading and writing instruction YK-5.

Secondary Effective Innovation Use (Reading & Writing):

(Consider: Summarization, Explicit Vocab, Writing Frames, Anita Archer-Short Writing)

The following innovations should continue to be implemented:

Hastings Middle School should continue to train staff through the PARS grant to support implementation of the following content area reading strategies: Active Engagement, Explicit Vocabulary, and Writing Frames.

For the upcoming school year, Hastings High School will select one of the above content area reading strategies (Active Engagement, Explicit Vocab., Writing Frames) to implement across all content areas. A plan will be developed to determine when the additional two strategies will be implemented. These strategies will be implemented in all content areas. By selecting consistent content area reading strategies 6-12, students will be able to access more material across all content areas.

The following innovations should be considered for de-selection:

Although teachers may choose to continue to use the summarization strategy (or other content area reading strategies) within their classrooms to support instruction, it is not expected for every classroom to implement these strategies.

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Summary of EI Alignment Results (July, 2016)

Michigan's Integrated Behavior and Learning Support Initiative (MIBLSI) is a Grant Funded Initiative (GFI),

Funded under theIndividuals with Disabilities Education Act(IDEA) through the Michigan Department of Education