The - School District of Palm Beach County May 14, 2008 Spec Mtg re...PALM BEACH COUNTY, FLORIDA NORTH AREA ADMINISTRATION ... An integral part of the readers' workshop is the access

March 31,2007

T4E SCHOOL DISTRICT OF PALM BEACH COUNTY, FLORIDA

NORTH AREA ADMINISTRATION 1 160 "N" AVENUE Ph: 561-494-1500 FAX: 561-494-1550

ANN KILLETS CHEF ACAEM O m

ARTHUR C. JOHNSON, PH.D. SwmNrEm

Marbl F m NORTH ARE4 SUPERmDENT

Louise Grant Executive Director Mary and Robert Pew Public Education Fund P.O. Box 7600 Jupiter, Florida 33468

Dear Ms. C;rant:

Attached please find a copy of the proposal for the Year II extension (FY 09) for the Render's and Writer's Workshop Affiliate School Project for Grove Park Elementary SchooI.

We are looking forward to continuing this exciting initiative which has been so well received by the faculty and administration of Grove Park Elementary School. The Principal, Mrs. Boite indicates that she is already seeing positive academic improvement on the part of the students! Thank you for the opportunity that the Robert and Mary Pew Foundation has provided to this school and its students.

Please feel free to contact me should you need additional information.

Marisol Ferrer, North Area Superintendent

Cc: Ann Killets Leslie Bolte Keith Oswald File

p & W h S & - W A k - " & M P - $ E . & w & - 2a5. m, dm www.~aImbeach.k12.fl.u~.

EQUAL OPPORTUNiTY EMPLOYER

Project GP3 Grove Park Elementary School

Literacy Project

Grant Proposal - FY 09 - Mary and Robert Pew Foundation Lucy Caulkins - Writers & Readers Workshops ' Affiliate School Project

NEEDS ASSESSMXNT:

Grove Park Elementary serves a student population which ex& 80% on Free and redud lunch. Eighty-eight percent of the student population is comprised of BIack and Hispanic students. Grove Park elementary includes students who live in Riviera Beach, West Palm Beach, and unincorporated areas that are sewing less affluent finilia. Since it is not located in a city, the school lacks the so- of support that aBliates with an identified community can provide.

The parents of the students attending Grove Park Elementary desire a quality education for their children. However, many of these parents lack a formal education, and must work long hours at muttiple entry-level positions for minimum wage. Quite oRm, these parents lack the parenting expertise that is neceswy to best prepare their children for school. Therefm, a large pemmtage of students at Grove Park Elementary enter kindergarten with limited educational experiences and language developmmt. M a y of these students are not able to identify letters, leiter sounds, or n u m h , and are often unable to converse in their native language. The language learning gap faced by the kindergarten students must be addmsad and reversed if they are to have a successful educational experience.

Reading scores replresenting high standards and overall reading gains represent areas of great need far improvement, as compared to itself and other schools in the district with similar demographics (see attached). Writing scores, though higher than Reading scores, on average remain lower than the district.

The attached data represents the percentage of students meeting high standards in grade3 3-5 in the subject areas of Reading, Writing and Ma&. The data reflects FY '07 FCAT scores.

Grove Park Elemwtary The chart below includes the percentage of students achieving at Level 3 or above by grade . -

n~ fbr the FY 06/07 school ;ear.

48 I 61

School and District Average The chart below provides the total school and district percentages of students achieving at

School 55% 52% 81% District 700h 70% 85%

School and DbMct Comparison of Mean Scale FCAT SSS Reading and Math for FY 06/07 by Grade Level

Grove Park 1- 2 I

Grove Park Elementary averages 55% proficiency, scoring level 3 and above on the SSS Reading subtest as cornpard to the Schml District of Palm Beach County's average of 70%. Additionally, Grove Park Elementary's average 52% proficiency, scoring Level 3 and above on the SSS Math sub-t as o o m p d to the School District of Palm Beach County's average of 70%,

Grade 3 4 5

In tbe area of Writing, 81% of Grove Park Elementary's students were proficient, compared to 85% of students in the district.

Students attending Grove Park Elementary Imk adequate comprehensive language learning abiIity. They need instruction that builds verbal and written language wmprehension, content knowledge, ability to make predictions, and skills for comecting language l&g to prior knowledge. Even though our young English Language Learners may be able to read text, they must internalize the subtleties of the English language if they are to produce quality samples of verbal and written expression in the upper grades.

~eadtng S ~ W I 282 284 29 1

Keaclltlg uutrict 3 10 318 312

Math school 295 282 317

~ % t f l UISW 333 325 335

When the Sunshine State Standads (SSS) subtests of the FCAT for Reading and Mathematics for Grove Park Elementary School were compared to the f alm Beach County School District averages for students in grades three, four, five, and six, it becomes clear that our schools scored significantly below the school district in both Reading and Mathematics at all grade levels tested.

Our three year goal is to implement the Readers' and Writers' Workshop program at Grove Park Elementary at all grade levels. Implementation would begin with grades 3, 4, and 5, with the Readers' and Writers' Workshop f i g the N 07-08 school year. Staff developers would provide pmfasional development for teachers in these grades. To support this initiative, the school will additionally require books for their classxoom libraries since the existent availability of classroom materials is inadequate. Additionally, we will fbcus on school-wide implementation by becoming affiliated with the Readers' and Writers' Workshop Project at Columbia Teachers College in New York City.

New York City school teachers are required to use student conferencing and the balanced skiIIs approach contained in the Readers' and Writers' Workshop to fuse written and oral expression into authentic language learning that builds prior knowledge by expanding vocabulary and creative expression both written and od. Students in the New York City Schools with similar demographics to those at Grove Park Elementary Schaol are required to participate in the Readers' and Writers' Workshop model. The NAEP scores for New York City Schools rank them as the school district with the highest sustained language learning test scores in the nation.

1. Fourth grade students will improve from their current % of performance at level 3.5 and above on the FY07 FCAT Writing subtest by at least 4% scoring level 3.5 and above in FY08, and 3% i n m e in N09.

2. Third grade students wil l improve from their merit % of students wring Zevd 3 and above on the FY07 FCAT SSS reading subtest a minimum of 6% scoring level 3 and above in FY08, and an additional 6% in FY 09,

3. Fourth grade students will improve fiom their current percentage of students scoring levd 3 and above on the FY07 FCAT SSS reading subtest to a minimum of 6% smhg levd 3 and above in FY07, and 6% in N08.

4. Fifth grade students will improve fmm their current % of students scoring level 3 and above on the FY07 FCAT SSS reading subtest by a minimum of 4% scoring level 3 and above in FYO8 and an additional 4% in FYO.

5 . Reduce the percentage of studeilts scoring level 1 on the FCAT SSS d i n g subtest in FYO8 and FY09 in grades 3-5.

6. Increase the percentage of students making learning gains on the FCAT SSS Reading subtests from their current FY07 percentage to a minimum of 6% increase in FYO8 and an additional increase of 3% in. FY09.

7. Continue to develop collaborative Readers' and Writers' Workshop learning network partnerships wiih North Area elementary sc4aols to dissemi- l d n g and become a teaching resource for other schoob in Palm Beach County.

PROJECT DESCRIPTION:

The purpose of the reading and writmg workshop is to promote literacy in the classroom. We set the purpose for students by focusing on text and promoting the enjoyment and love of reading through meaningful interactions with the printed word. This is true for writing as well. By making their own mponses to reading or responding in some written matext to what they have read, students b @ n to understand what they red.

The main focus of the reading workshop is to help our students l a to read independently for enjoyment by connectmg to tho text in rnemhgfid ways. Since the format gives students tools for selecting and comprehending literature, students who were once reluctant to mad now find themselves with the skills needed to be successful readers. Over the course of the year, students read many books and are encouraged to do as good readers do in exploring different genres, authm, and texts. The process emphasizes the interaction between readers and text. Students learn to psk auestiom, make connections with mior knowledaf and previ~usIy read texts, and a& questions to clarify fadtv comarehension they recognize has occurred. The workshop includes peer conferences and teacher conferences with students but emphasizes students' independence and allows them to become sumsful readers outside of the classroom.

An integral part of the readers' workshop i s the access to high Ievel text for gtudents. Thus, the classroom library is key to an effective reader's workshop. A large variety of reading materid by different genres needs to be available to students. Children leaming to read need access to meaningful aad pmonally interesting books. Effective teachers of Reading incorporate diverse trade books into their reading curriculum, introducing their students to the wide range of gems, authors, and topics. While the best predictor of reading success is the amount of time spent reading, r d g achievement is also influenced by the frequency, amount, and diversity of reading activitia. By providing accms to a rich dassmorn library, teachers promote greater amounts of reading, increased reading m e n c y , and more diverse reading experimces among their students, thus helping them to attain greater levels of reading achievement.

In writing workshops, students learn to observe their l iva and the world around them, and to collect, draft, revise, and publish well-&ed narrative and expository texts. They Iearn to talk, think and write well about their reading, and to live richly literate lives.

During the FY 08 school year, Grove Park Elementary teachers and administraton bad the opportunity to work with a readers and writers workshop staff developer for 12 days. They received extensive on site, relevant professional development custom designed to meet their needs. The work done by tbe staff developer included demonstrating lessons and mating a lab-site environment. We wish to develop lead writing teachers at every grade level by extending the staff developer to 10 days in a11 grad= in both readers and writers workshop.

The Columbia University Teachers College Reading and Writing Project helps teachers act as mentors and coaches for students who are learning to be powedul and independent readers and writers. Project staff developen work in any given school for 5-1 0 days throughout the year and provide collaborative coaching for all the teachers a m s s the school in several classrooms called lab-sites. In each lab-site, the staff developer works with students and teachers so that participating teachers can learn the structures, methods and expectations for a rigorous workshop.

Grove Park began hplanentation of the readers and writers workshop this year. This year impIementation began with grades three, four, and five with the readers' workshop. Staff developers provided professional development for teachers in these grades. In year two Grove Park would phase in the reading workshop in grades K-2 and writing workshop in g r a h K-5.

As an Affiliate School, our teachers and administrators would participate in the program offered as follows:

The Affiliate school would receive professional development fiom h e Reader's Workshop Project leaders. This training would most likely be targeted towards coaching and supporting school administrators and st& developers, assessing and planning for the work, developing long-term and largescale plans, or lea- a large scale oonference day or providing a keynote speaker. R d i n g and writing workshop trained staff would provide at least 10 days of staff development at the affiliate school and work with our teachers and administrators as they do in New York City, providing collaborative coaching to groups of teachers in 'lab site" classrooms and work-shop sethgs. Workshop Project staff would j o b with skilled educators h m the district to develop and staff this event in early FY 09. The affiliate school would receive a pmspecified number of guaranteed spaces to participate in the Reader's and Writer's Workshop institutes. The affiliate school would become a model site for the north area schools and for the district in the readers and writers workshop process. The school would allow for visitations of teachers and administrators fiom the district. Pur- classroom library materials to complete classroam h'brarie for eighteen classmms.

EVALUATION AND MEASURABLE OUTCOMES:

As a &t of becorning a Teachers College Affiliate Reading and Writing Project school, Grove Park Elementary School expects to accomplish the following outcomes:

1. Fourth grade students will improve from their c u m t % of perfbrmance at level 3.5 and above on the FY07 FCAT Writing subtest by at least 4% scoring level 3.5 and above in N08, and 3% increase in FYW.

2. Third grade students will improve from their current % of students scoring level 3 and above on the FY07 FCAT SSS reading subtest a minimum of 6% scoring level 3 and above in FY08, and an additional 6% in FY09.

3. Fourth grade students will improve h m their current percentage of students scoring level 3 and above on the FY07 FCAT SSS reading subtest to a minimum of 6% scoring level 3 and above in FY07, and 6% in FY08.

4. FiRh grade students will improve from their current % of students scoring level3 and above on the FY07 FCAT SSS reading subtest by a mishum of 4% scoring level 3 and hove in IT08 and an additional 4% in FY09.

5 , Reduce the percentage of students scoring level 1 on the FCAT SSS reading subtest in FYOS and NO9 in grades 3-5.

6. Increase the percentage of students making learning gains on the FCAT SSS Reading subtests from their current N W percentage to a minimum of 6% increase in FYO8 and an additional increase of 3 % in N09.

7. Continue to develop collabmtive Readers and Writers Workshop learning network partnerships with North Area elementary schools to disseminate learning and become a teaching rmurce for other schools in Palm Beach County.

In addition to raising student achievement on the FCAT assessment, Grove Park Elementmy anticipata seeing improved student writing on both expository and narrative pieces based on the FDOE designed writing rubrics. Teachers wiU keep a portfolio of student work that showcases writing growth throughout the xhool year. During weekly learning team meetings, teachers will design rubrics for each Unit of Study. Thee rubrics will be used to asms student work as well as to identify areas of strength and weakness.

Students will participate in assessing their own work and in choosing which work will be included in their portfolio. At the end of the school year, each student's parents or guardian will be invited to review their child's portfolio through the "student led confwencing'' format. During student led parent conferences, the children will share how their writing improved throughout the year, and why each sample was chosen by them to be included in their portfolio.

The project's impact will be evaluated in several ways:

1. Improved student achievement as m d by the summative FCAT assessments. 2. Impmved student achievement as m d by the formative classroom portfolio

assessments. 3. Improved pmntal involvement as measured by the formative portfolio parenttchild

tutorial assessments, and documented participation in student led parent conferences about their writing.

4. Improved student and teacher attitudes about teaching and learning Reading and Writing as measured by a reading and writing invefltory. Replication of the Readers and Writers Workshop project at additional North Area schools in Palm Beach County, FL,

BUDGET - - - ITEM I

. aoa-am L E ~ W A R ~ smm-

Six t e a c h trained at the Writers Wo- $4,m Summer Institute -registrationlhousing cost- Ghunbia Teachers College in New York (July 08 a d July 09)

Staff ~ o p e n t provided to t a c h s in $16,000 gxades K-5. Topic: Reader's Workshop and ($1,600 per training visit - 1 0 Writs's Workshop-10 days visits)

FY 09 limcy coach and -tor w,OOo ~c)summex~tu te t ra in ing

I Units of Study Kits for every teacher grades K-5 andmentor- I Matmiah

Notebooks, folders, paper, writing implements

I Classroom Libraries K-2 I Celebrations $1,000

Psventindves Portfolio parties-rehhments

COST FOR SCHOOL

adminisbdtors at GmveParkElematay Afta s c h l tutarial arad parent workshops d u c i e d School tawhers bgin and ~ l ~ m of Redem' W o b b p using Units of Study

The Readers' and Writers' Workshop Project at Grove Park Elementary School will be sustained in a variety of ways including:

Fornation of a reading and A t i n g coach cadre to support training for newly hired teachers after the trainers complete their series of site visits. Cmtion of a collaborative learning network to disseminate new infomation and become a tachmg resource for other Title I and non-Title I schools in Palm Beach County. Collaboration with the school district to host their own "Home Grown Institute" by offering a 2-5 day conference &ring the Readers and Writers Workshop model to teachers and administrators h m aeighbrhg schools. Inclusion of the Readers' and Writers' Workshop model for developing written and oral e x m i o n as a strakgy in the school's School Improvement Plan (SIP) under the mading and writing objectives. Production of a video library including mudel reading and writing lessons filmed and preserved at the Grove Park Elementary School to use for future staff development.