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PEERS Action Research Team Project

PEERS Action Research Team Project. Van Wert City Schools Literacy Textbook Adoption Grades K-5. Van Wert City Schools Elementary Literacy Committee. Bev Fortney – kindergarten Brenda Rhoades – kindergarten Sara Royer – 1 st grade Michelle Hoffman – 1 st grade Jill Fast – 2 nd grade

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PEERS Action Research Team Project

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  1. PEERSAction Research Team Project Van Wert City Schools Literacy Textbook Adoption Grades K-5

  2. Van Wert City Schools Elementary Literacy Committee • Bev Fortney – kindergarten • Brenda Rhoades – kindergarten • Sara Royer – 1st grade • Michelle Hoffman – 1st grade • Jill Fast – 2nd grade • Marcia German – 2nd grade • Louise Haas – 3rd grade • Beth Lininger – 3rd grade • Carol Taylor – 4th grade • Patti Keipper – 4th grade • Kathy Fleming – 5th grade • Mary Martz – 5th grade • Amy Covey – intervention specialist • Jen Arend – Title 1 reading intervention/Reading Recovery • Beth Runnion – principal, Franklin Elementary • Peg Schilb – assistant superintendent/principal, Horace Mann

  3. Goal of action research project: Our goal is to determine the core instructional component of a district wide literacy plan for grades K-5 district wide. This decision will be based on: -current district wide reading assessment data (DIBELS, achievement testing, etc) -relationship of curriculum to Ohio State Standards -components of 5 “big ideas” of reading included in the curriculum -spiraling between grade levels -ability to incorporate Four Blocks method into curriculum

  4. Why? • The plan to adopt a core literacy curriculum was ultimately driven by Franklin’s involvement in the OISM grant. Participation in this grant forced us to look at various aspects of literacy, including our core curriculum. Through this process it became obvious that we lacked a core literacy curriculum across the district and that this issue needed to be addressed. • Currently Van Wert City Schools elementary teachers do not have a core reading curriculum. The majority of the elementary teachers are using the Four Blocks approach to guide their reading instruction but without a core curriculum. • As a result, our four elementary buildings have become very “splintered” and there is a lack of consistency across the district. • DIBELS data and achievement test scores indicate weaknesses and room to improve.

  5. The Process 1. Review district DIBELS data to determine areas of weakness. We looked closely at these particular areas in each reading curriculum presented to determine if the instructional materials would meet the need indicated by DIBELS data.

  6. Have literacy committee members complete the “Planning and Evaluation Tool for Effective Schoolwide Reading Programs” (PET-R) by Edward J Kame’enui and Deborah C Simmons and discuss results. Results indicate an estimation of the extent to which the following are implemented in our school system (gr K-5): Goal/objectives/priorities = 43% Assessment=59%: Instructional practices/materials = 56% Instructional time=62% Differentiated Instruction/Grouping=55% Administration/Organization/Communication=27% Professional Development=57% TOTAL SCORE=55%

  7. Explore the 5 “Big Ideas” of reading using the book “Put Reading First” by the National Reading Panel with intentions of examining each of these areas in the curriculums presented. • Phonics • Phonemic Awareness • Comprehension • Fluency • Vocabulary

  8. 4. Review Ohio state reading standards by grade level in order to examine each curriculum presented in relationship to these standards. How well does each curriculum address the Ohio state reading standards?

  9. Presentation of literacy curriculums from the following publishers: -Macmillan/McGraw-Hill -Houghton Mifflin -Scott Foresman

  10. 6. Independent research by team members (by grade level) of curriculums presented. Team members reviewed literacy programs from the three companies on their own as well as with a grade level partner.

  11. 7. Meet again as a literacy team to discuss pros and cons of each curriculum.

  12. As a literacy team, recommend which curriculum to adopt as the core literacy curriculum for Van Wert City Schools Elementary buildings (grades K-5). Houghton Mifflin was chosen as the core literacy curriculum to be used by Van Wert City Schools Elementary teachers grades K-5, with implementation to begin with the 2006-2007 school year.

  13. Training with Houghton Mifflin representatives on core components of curriculum. Grade level specific training was offered for each grade level as well as reading intervention and special education.

  14. After working with the curriculum for approximately 6 weeks, the literacy team met to discuss positives of the curriculum, road blocks encountered, suggestions for improvement, etc. Time was also provided for grade level collaboration for teachers across the district.

  15. Next steps: • Continue to work as a literacy team to further develop Van Wert City Schools Elementary literacy plan • Continue to provide training as well as grade level collaboration time in order to become more comfortable with the new literacy curriculum

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