1 Berea College Promise Neighborhood: Results-Based Accountability April 2013 Summary from CTL BACKGROUND During the planning year for Promise Neighborhood funded by a grant to Berea College from the USDOE, partner CTL collected and analyzed data to help inform the identification of priorities and a framework for solutions, based on program indicators that addressed not only student achievement but also community infrastructure to support strong schools. As a result of the planning process, the award of an implementation grant to Berea College and the subsequent conversations among Promise Neighborhood working groups, CTL has provided leadership and facilitation for improving classroom practice in literacy, mathematics and technology applications. RESULTS Artful Reading is an early arts and literacy program authored by CTL. Teachers in Jackson and Owsley counties have engaged in this professional development which includes model lessons, children’s literature, and art supplies. During formal and job embedded PD, teachers are immersed in the lessons so they experience them first hand. Initially offered as a pilot during the planning phase of Promise Neighborhood, Artful Reading is keyed to the Common Core State Standards and the Lexile Framework adopted by Kentucky to address text complexity. CTL specialist Catherine Rubin has also shown the 47 participating teachers (and one literacy coach) how Artful Reading can be used to address the KDE’s Program Review in the arts and humanities and in writing. The art forms include dance, drama, music and visual arts. Above, students prepare yarn for weaving using the book, Weaving the Rainbow by Kentucky author George Ella Lyon. Future emphasis is on teachers developing their own lessons and on expanding to grades 4-5. Specific Results: Teachers have said that the program strengthens students’ reading and writing as well as their understanding of the arts. Then-third grade
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Berea College Promise Neighborhood:
Results-Based Accountability
April 2013 Summary from CTL
BACKGROUND
During the planning year for Promise Neighborhood funded by a grant to Berea College from the USDOE,
partner CTL collected and analyzed data to help inform the
identification of priorities and a framework for solutions, based on
program indicators that addressed not only student achievement
but also community infrastructure to support strong schools. As a
result of the planning process, the award of an implementation
grant to Berea College and the subsequent conversations among
Promise Neighborhood working groups, CTL has provided
leadership and facilitation for improving classroom practice in
literacy, mathematics and technology applications.
RESULTS
Artful Reading is an early arts and literacy program authored
by CTL. Teachers in Jackson and Owsley counties have engaged in
this professional development which includes model lessons,
children’s literature, and art supplies. During formal and job
embedded PD, teachers are immersed in the lessons so they
experience them first hand. Initially offered as a pilot during the
planning phase of Promise Neighborhood, Artful
Reading is keyed to the Common Core State Standards
and the Lexile Framework adopted by Kentucky to
address text complexity. CTL specialist Catherine
Rubin has also shown the 47 participating teachers
(and one literacy coach) how Artful Reading can be
used to address the KDE’s Program Review in the arts
and humanities and in writing. The art forms include
dance, drama, music and visual arts. Above, students
prepare yarn for weaving using the book, Weaving the
Rainbow by Kentucky author George Ella Lyon. Future
emphasis is on teachers developing their own lessons
and on expanding to grades 4-5.
Specific Results: Teachers have said that the program
strengthens students’ reading and writing as well as
their understanding of the arts. Then-third grade
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teacher Melissa Madden supplied quotes from her students about using tableaux as a literacy strategy:
“We need to do this for every story we read (Leanna)” and “This is cool (Brennan).” The sample writing
above is from a first grader at Owsley Elementary using
the book Ella Sets the Stage by Carmela and Stephan
D’Amico. Students have displayed increased
engagement in reading and arts production and learned
collaborative skills as well. The program also makes
connections to future careers. Sand Gap teacher Peggy
Jo Sulfridge using the Iggy Peck: Architect lesson
commented: “Students were interested and engaged
during the lesson. We used the module during the
career cluster related to career options and talked
about engineering and architecture.”
Instructional Coaching provides 28 lead teachers
and administrators from Promise Neighborhood and
GEAR UP Berea with both collective and individual
support to fulfill their role in leading instructional
improvement efforts. Specific coaching topics include
delineation of role, building relationships, classroom
observation, conferencing and feedback cycle, and
managing complex change. Since the participants
represent a variety of roles and subject areas, a good deal of the training and mentoring by CTL Specialist
Catherine Rubin has been individualized to help participants work through specific instructional issues in
their school or district. Training this week will focus on “coaching heavy and light,’ including how to ask
difficult questions and press for rigor.
Specific Results: Participants have expressed
that they feel increased confidence in working
with teachers to improve teaching and
learning. Sherri Whisman, an instructional
coach from Powell County (GEAR UP Berea)
noted in her November 14th PD session’s
evaluation: “I’ve come so far as a coach since
our first meeting!” Sherri took the information
about managing complex change from the
training back to her principal who was
impressed enough to share it with the
superintendent; they are using the information
to help focus the change efforts in the district.
Another quote from Valerie Cole, instructional
coach at Oneida Elementary in Clay County: “During our instructional coaching sessions with Catherine I
believe the greatest benefit for me personally was learning how to be an active listener. This skill is the
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foundation for coaching as I have learned. As a result of the training with Catherine, I now am aware of the
many guidelines for being present as an active listener. Before this training I interrupted often, was
distracted and during the conversation made evaluations before I had all the information. My coaching
sessions are reciprocal and there is an ease during the sessions. The teachers and I plan our sessions with
specific goals and outcomes. We establish an action plan. I make observations and give immediate
feedback. I have looked for opportunities to continue coaching and giving feedback throughout the year.
My training has made a huge impact on my professional growth
as a coach.”
Foundational Literacy supports 23 middle and high school
English/language arts teacher in Clay, Owsley and Jackson
counties with literacy development strategies. The program
aligns with the Common Core State Standards, guiding teachers
to incorporate reading, writing, speaking, listening into their
instruction and focusing on particular CCSS instructional shifts,
such as the emphasis on academic vocabulary. Teachers attend
formal training followed by onsite and virtual coaching. CTL
Specialist Ashley Perkins offers feedback on lessons aligned with
the Common Core, observes lessons using a feedback protocol
and co-facilitates lessons in teachers’ classrooms. She has also
worked with participating teachers on how to respond to the
writing component of the KDE Program Review, including
development of school wide writing plans.
Specific Results: Teachers have responded positively to the training, materials and follow-up coaching,
appreciating the chance to gain feedback on their
implementation efforts. One teacher commented: “Very
thankful for the Allen resource! This fits perfectly with how I