Keystones to Opportunity

Pennsylvania District Comprehensive Local Literacy Plan (CLLP)

Coatesville Area School District
545 East Lincoln Highway
Coatesville PA 19320
Lead Writers
Jonette Marcus, KtO Project Manager & Director of Elementary and C&I, K-2, Title I, Professional Development & Public
Relations
Tamara Acuna, Education Disabilities Family Community Partnership Specialist
MJ Wilson-Stenz, Principal of Caln Elementary School
Darlene Demarse, Teacher of Head Start
Pamela Bisazza, Reading Specialist of Rainbow Elementary School
Dawn Cloud, Teacher of Reeceville Elementary School
Nadine Borton, Teacher of Friendship Elementary School
Domenica Hydutsky, Special Education Teacher of Scott Middle School
Daysha Hall, Social Studies Teacher of South Brandywine Middle School
Maria Stauffer, English Teacher of North Brandywine Middle School
Lynne White, Reading Specialist of North Brandywine Middle School
Kelly Cole, English Teacher of Coatesville High School
Michael Jordan, English Teacher of Coatesville High School

Date: April 30, 2013

Keystones to Opportunity

Acknowledgements
The Coatesville Area School District (CASD) acknowledges the Pennsylvania Department of Education for the funding source of the
Keystones to Opportunity grant in order to accomplish this task of developing a district-wide literacy plan. The department also
offered key guidelines for what is required to complete the document through The Pennsylvania Comprehensive Literacy Plan:
Keystones to Opportunity. The CASD leadership has been supportive in the development of its district plan and continues with this
support for the plans dissemination. Every administrator and teacher who has participated in the writing has selflessly given their
time and effort in producing a thorough product.

Keystones to Opportunity

Table of Contents
Section I:

Literacy Plan Team Members

. 4

Section II

Mission and Vision Statements

..... 5

Section III:

Guiding Principles

...... 7

Section IV:

Needs Assessment Review

. 9

Section V:

Setting and Prioritizing Goals

....20

Section VI:

Dissemination of Plan

26

Section VII: Assessing and Reporting Progress

27

Appendix A: Literacy Needs Assessment

.29

Keystones to Opportunity

Section I: Literacy Plan Team

Membership
Jonette Marcus, KtO Project Manager, Director of Elementary Education and C&I, K-2, Title I, Professional Development
and Public Relations
John Reid, KtO Data Liaison, Director of Pupil Services, Data and Assessment & Parent
Kathy Feeney, Supervisor of Grants and Federal Programs
Jason Palaia, Director of Elementary Education and C&I, 3-5, and Special Education, K-5, & Community Member
Teresa Powell, Director of Middle School Education and C&I, Parent & Community Member
David Krakower, Director of High School and Special Education, 6-12
Angelo Romaniello, Assistant Superintendent
Deb Miller, Retired Head Start Director (Chester County Intermediate Unit)
Tamara Acuna, Education Disabilities Family Community Partnership Specialist
MJ Wilson-Stenz, Principal of Caln Elementary School
Darlene Demarse, Teacher of Head Start and Community Member
Pamela Bisazza, Reading Specialist of Rainbow Elementary School
Dawn Cloud, Teacher of Reeceville Elementary School & Community Member
Nadine Borton, Teacher of Friendship Elementary School
Domenica Hydutsky, Special Education Teacher of Scott Middle School, Parent & Community Member
Daysha Hall, Social Studies Teacher of South Brandywine Middle School & Community Member
Maria Stauffer, English Teacher of North Brandywine Middle School
Lynne White, Reading Specialist of North Brandywine Middle School
Kelly Cole, English Teacher of Coatesville High School
Michael Jordan, English Teacher of Coatesville High School, Parent & Community Member
Timeline
Initial Meeting
Writing Meeting
Writing Meeting
Writing Meeting
Culminating Meeting

November 2012
December 2012
February 2013
March 2013
May 2013

Keystones to Opportunity

Section II: Mission and Vision Statements

The vision of the Coatesville Area School District is to provide a safe, student-centered learning environment, which is purposeful,
data driven, has a shared focus, maximizes individual potential, and equips students of all ability levels to meet the challenges of the
ever-changing global workforce. Our passionate commitment to all of our students will ensure that they continually build on our
communitys tradition in order to reach our standard of excellence.
Our vision is that students of the Coatesville area community will have:
Confidence and high personal expectations
A complement of educational, social, and technological skills using a standardized core curriculum which reflects what students
need to know and demonstrate in order to compete in a global environment
A desire for knowledge, problem-solving and collaboration
A respect for diversity
As a district, we value the collaboration that exists among schools, parents, and community resources and the influence it has in
reaching our vision.

The mission of the Coatesville Area School District, a learning community rich in diversity and committed to excellence, is to
educate all students by providing rigorous educational opportunities to become responsible, productive, life-long learners in a global
society.

The literacy vision of the Coatesville Area School District and its stakeholders will ensure that our students from birth through
grade 12 are prepared to engage and succeed in a diverse competitive global environment by educating and supporting individuals to
attain and enhance literacy for personal, academic and professional achievement.
The literacy mission of the Coatesville Area School District is committed to provide leadership to promote, develop, and integrate
the highest quality comprehensive literacy program for students in our community. Our district will plan and implement a well-

Keystones to Opportunity
articulated, coherent set of goals based on standards to effectively teach and improve literacy. We will evaluate the success of
instructional programs using evidence-based assessments and data. Our goal is to provide resources to support the partnership of
parents, caregivers, educators and community members for the success of our students as life-long learners.

Both our district and literacy mission and vision statements focus on a community rich in diversity. We are committed to support and
enhance the success for developing life-long learners. Our purpose is to provide a strong foundation to educational excellence in order
to ensure the full potential of all of our students. Programs and initiatives will be managed by implementing the six components of the
Standards Aligned System (SAS):
Curriculum Framework
Instruction
Clear Standards
Interventions
Fair Assessments
Materials and Resources
Through the use of the SAS and additional resources, we will provide our students with the literacy skills necessary for career and
college readiness.

Keystones to Opportunity

Section III: Guiding Principles

1. Literacy is a critical foundation for all learning and serves as a keystone for opportunity and success. The Standards
for literacy must promote high level learning for all students to ensure that they are prepared to meet the challenges of
the 21st century. Because literacy is an important skill in itself and serves as a tool for learning, it is essential at all
levels (Birth-Grades 12). Moreover, to enhance literacy learning of students, there must be shared responsibility of
educators, parents and caretakers, and the broader community.
The CASD embraces the importance of early and continuous development of oral language, phonemic awareness, phonics,
fluency, vocabulary, comprehension and writing. These components contribute to the development of literacy as a student
transitions from birth through grade 12. In addition, we have begun to require that all content area teachers incorporate
disciplinary literacy instruction to enhance students ability (non-negotiable). Our district is improving our standards-driven
curriculum to prevent learning gaps and provide continuous support through the use of best practices. These best practices will
challenge all students along the literacy continuum as they progress towards college and career readiness in the 21st century.
2. Student learning, motivation, and access to educational opportunities are increased when linguistic, cultural, and
personal experiences are valued, understood, represented in the curriculum and classroom practice, and used to help
students make connections between what they know and what they are learning. Multiple perspectives and experiences
provide opportunities for students to learn about their own as well as the culture of others.
The CASD offers students the opportunity to make personal connections with what they are learning, thus allowing individual
ownership of diverse educational experiences. We value and demonstrate diversity within our district by motivating, engaging
and providing students and their families with a variety of activities throughout our schools and community. The interaction
within our diverse population prepares students for life experiences and success in the global marketplace. Every administrator
and staff member will value students linguistic, cultural and personal experiences through conversation, instruction, and
activities within the school district (non-negotiable).
3. There must be high expectations for all learners and a belief that all are capable of gaining literacy skills that enable
them to be successful as adults. Instruction must address the full range of learners, must be differentiated to meet each
childs needs, and requires a well-integrated system connecting general, compensatory, gifted, and special education.

Keystones to Opportunity
The CASD believes that all students are capable of learning at high levels and each student is held to rigorous expectations.
The instruction is scaffolded (non-negotiable) to meet the varying needs of students with regard to:
Background knowledge
Readiness
Language
Preferences and learning styles
Interests
Culture
Experiences
Services are offered birth through grade 12 to students who require language, academic, emotional, behavioral, social, and
physical support. We provide for a congruent Pre-K through grade 12 curriculum that is aligned to the Common Core State
Standards and challenges students at all levels.
4. Evidence-based decision-making must be at the heart of all instructional decisions related to literacy development.
Our district has adopted an ideology that relies on summative, formative, benchmark, and diagnostic tests to evaluate student
progress, as well as to guide instructional, programmatic and budgetary decisions. We have established a process for ensuring
that literacy is measured and monitored through district assessments birth through grade 12. Continuous review of our literacy
assessments provides meaningful data for the purpose of adjusting and guiding effective instruction (non-negotiable).
5. Educators must be prepared to teach effectively in the schools of the 21st century and be provided with continuing
professional development support that enables them to be lifelong learners.
Our district values meaningful preparation and continuous support for motivating effective 21st century educators. The district
continues to provide targeted professional development through district, intermediate unit and other sources to highly qualified
teachers and staff. This will assist in meeting the needs of the district, schools and individuals. Reflection, collaboration, and
shared resources (non-negotiable) are essential components of our professional development that enables teachers and staff to
be life-long learners.

Keystones to Opportunity

Section IV: Needs Assessment Review

Standards and Curriculum
The current Birth through Five curriculum is aligned to the Pennsylvania Early Learning Standards; the Kindergarten through
Grade 12 curricula are aligned to the Pennsylvania Academic State Standards.
The Birth through Five and CASD curricula articulate what students need to know and be able to do at each grade level.
The CASD curriculum shows evidence of horizontal and vertical articulation of skill sets.
Our current curriculum does not address the needs of all students.
The Pennsylvania State Academic Standards and the Pennsylvania Early Learning Standards are the current foundation of the
districts written curriculum. In order to meet the needs of all students through access to a rigorous, standards-aligned curriculum, the
District and its Early Childhood Provider will focus on transitioning standards and curricula to the Common Core State Standards.
To accomplish our mission/vision in literacy instruction, we will utilize the Keystones to Opportunity Content Area Modules
addressed in the chart below to develop a common framework from birth to grade 12 that meets the needs of all students. In order to
do this, we need additional and continual professional development and collaboration time within and across grade levels.

Standards &
Curriculum

In Place

Birth 5yrs.

Not in Place

KtO Content
Area Modules
that would
assist

Other
Professional
Development
/Resources that
would assist
Transitions,
Implementation
Building Blocks, Training, $ for
UDL, Special
Substitutes,
Needs
Collaboration
Time, PLCs

Keystones to Opportunity
K-5th grade

6th 8th grade

9th 12th grade

Transitions,
Building Blocks,
UDL, Special
Needs

Implementation
Training, $ for
Substitutes,
Collaboration
Time, PLCs
Transitions,
Implementation
UDL, RA, LDC, Training, $ for
Special Needs
Substitutes,
Collaboration
Time, PLCs
Transitions,
Implementation
UDL, RA, LDC, Training, $ for
Special Needs
Substitutes,
Collaboration
Time, PLCs

Assessment
The district and its Early Childhood Provider have viable assessment measures, schedules, procedures, and criteria for
targeting students at every grade level in every school.
The district and its Early Childhood Provider do not have a published, cohesive assessment plan.
Teachers and administrators do have easy access to the data.
Teachers and administrators do understand the general intentions for each measure.
Using data to guide classroom instruction is inconsistent.
Regularly scheduled data meetings vary by grade level and building.
We sometimes use data as a means of determining possible professional development needs.
In the area of assessment, the District and its Early Childhood Provider has identified assessment measures, schedules, procedures, and
criteria for targeting students at every grade level in every school. However, an assessment plan needs to be developed in order to
have consistency and accessibility amongst all grade levels and across all buildings.

10

Keystones to Opportunity

To accomplish our mission/vision in literacy, we will ensure that regularly scheduled meetings will be utilized effectively amongst all
grade levels and across all buildings for the purpose of analyzing data for instructional decision-making. In addition, common
formative assessments will be developed at all levels for continuous progress monitoring district-wide.
Assessment

In Place

Birth 5yrs.

K-5th grade

6th 8th grade

9th 12th grade

Not in Place

KtO Content
Area Modules
that would
assist

Professional
Development
that would
assist

Using Data,
UDL, Building
Blocks,
Transitions
Using Data,
UDL, Building
Blocks,
Transitions
Using Data,
UDL,
Transitions
Using Data,
UDL,
Transitions

PLCs

PLCs

PLCs

PLCs

Instruction
Small group instruction does not occur consistently at all levels.
There is an intervention system in place at all levels.
We do not have adequate blocks of literacy time across all levels.

11

Keystones to Opportunity

Literacy is not connected to content specific areas.

Many of our teachers and administrators do not know what constitutes effective literacy instruction.
We do use evidence-based instructional programs and/or approaches.
We inconsistently use data to assist with instructional planning.
We are not effectively addressing instructional needs across all the language arts: reading, writing, speaking and listening.

We need professional development for administrators and teachers to constitute effective literacy instruction within all content areas.
Building principals need to provide ongoing support and strong instructional leadership in literacy. Administrators need to provide
time for and participate in literacy meetings to ensure best literacy practices are being used.
To accomplish our mission/vision in literacy instruction, we will develop a plan to address small group instruction to ensure adequate
blocks of time are spent on literacy across all levels and content areas. All content area teachers will have access to shared literacy
resources to enhance their instructional planning after analyzing the data.

Instruction

In Place

Birth 5yrs.

K-5th grade

6th 8th grade

Not in Place

KtO Content
Area Modules
that would
assist

Professional
Development
that would
assist

Building Blocks,
UDL, Using
Data, ELL,
Special Needs
Building Blocks,
UDL, Using
Data, ELL,
Special Needs

Collaboration of
Best Practices,
Peer Coaching

RA, UDL,
Using Data,

DI,
Collaboration of
Best Practices,
Content Area
Literacy, Peer
Coaching
DI, Content
Area Literacy,

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Keystones to Opportunity
ELL, Special
Needs
9th 12th grade

RA, UDL,
Using Data,
ELL, Special
Needs

Collaboration of
Best Practices,
Peer Coaching
DI, Content
Area Literacy,
Collaboration of
Best Practices,
Peer Coaching

Professional Learning and Practice

Although professional learning activities are aligned to a cohesive plan, they do not fully meet the needs of all students,
teachers, and administrators.
District-wide professional development is not always based on what we know about effective professional development.
Initiatives are not always understood and supported by all administrators across all levels and buildings.
Administrators do attend and participate in professional development opportunities when mandatory.
Initiatives are not sustained across years.
Professional development is taken back into the classroom.
Some teachers and administrators are knowledgeable about current research for best practice.
Teachers are not consistently given dedicated times throughout the year to reflect and discuss new learning and classroom
practice with their colleagues at all levels.
Attempts are made to build teacher leadership in the school through collaboration and the development of communities of
practice.
Professional development opportunities are planned based on what we know about effective professional development. However, the
individual needs of students, teachers, and administrators are not consistently addressed. In addition, professional development is not
monitored effectively at all grade levels and buildings for optimal implementation. While teachers and administrators are exposed to
current research concerning best practices, dedicated times for collaboration and planning are not consistently allocated at all grade
levels and buildings.

13

Keystones to Opportunity
To accomplish our mission/vision in literacy instruction, the district will need to dedicate consistent time for literacy professional
development at all levels and disciplines. A tiered structure for training and sharing content is essential to effectively achieve our
literacy goals. New initiatives need to be sustained in order to ensure implementation and accurately assess effectiveness.
Professional
Learning and
Practice

In Place

Birth 5yrs.

K-5th grade

6th 8th grade

Not in Place

KtO Content
Area Modules
that would
assist

Professional
Development
that would
assist

Universal
Design
Learning, Using
Data, English
Language
Learners,
Building Blocks
of Literacy
Universal
Design
Learning, Using
Data, English
Language
Learners,
Building Blocks
of Literacy,
Universal
Design
Learning, Using
Data, English
Language
Learners,
Literacy Design

Professional
Learning
Communities

Professional
Learning
Communities

Professional
Learning
Communities

14

Keystones to Opportunity

9th 12th grade

Collaborative,
Reading
Apprenticeship
Universal
Design
Learning, Using
Data, English
Language
Learners,
Literacy Design
Collaborative,
Reading
Apprenticeship

Professional
Learning
Communities

Literacy Leadership, Goals, and Sustainability

School leaders are not consistent across the district in supporting literacy improvement efforts and sustainability.
Literacy goals, assessment, instruction, and professional development are coordinated at the building level.
We are reactive in our literacy instruction.
At the district level, there is not a dedicated person assigned to literacy.
The local Intermediate Unit does provide professional learning with the intent of building internal capacity.
District-wide our principals primary responsibility is not to be the instructional leader.
As a district, we inform our parents and community of our literacy achievement by sharing assessment data results. District
literacy goals are not shared with our stakeholders.
We do seek many ways to engage parents and the community in improving literacy achievement.
In our district we have learned that parent and community involvement improves literacy awareness and achievement; therefore,
literacy goals need to be established and clearly communicated to stakeholders to foster Common Core literacy standards and
achievement. Key to the consistency and sustainability of establishing and communicating district literacy goals will be to assign a
dedicated literacy facilitator.

15

Keystones to Opportunity
To accomplish our mission/vision in literacy instruction, this individual will assist building principals in coordinating literacy goals,
assessment, instruction, and ongoing professional development across all grade levels and content areas. S/he will collaborate with
the building principals and CCIU to create teams of teacher leaders to facilitate professional development at the building level.
Literacy,
Leadership,
Goals, and
Sustainability

In Place

Birth 5yrs.

K-5th grade

6th 8th grade

9th 12th grade

Not in Place

KtO Content
Area Modules
that would
assist

Professional
Development that
would assist

Family
Engagement,
Building
Blocks,
Transitions
Family
Engagement,
Building Blocks

Develop/implement
PLC format ,
utilization of CCIU
consultants/coaches

Family
Engagement,
Transitions,
RA, LDC
Family
Engagement,
RA, LDC

Develop/implement
PLC format ,
utilization of CCIU
consultants/coaches
Develop/implement
PLC format ,
utilization of CCIU
consultants/coaches
Develop/implement
PLC format ,
utilization of CCIU
consultants/coaches

Transition
We do have timely, well-kept records documenting retentions, graduation rates, and other measures that influence student
success in school.

16

Keystones to Opportunity
We do not have any tools to monitor and improve the transition process.
We do not provide any professional development to help staff ensure successful transitions for students.
Our teachers do not have a dedicated time to meet with teachers of adjacent grades to discuss students.
Currently, we offer kindergarten and new student tours and open houses at the elementary level. Additionally, fifth graders attend
field trips to the middle schools to familiarize them with procedures of their new buildings. A ninth grade orientation is offered for
parents and students entering the high school. These activities are planned by district administrators; however, these activities do not
constitute a transition plan.
To accomplish our mission/vision in literacy instruction, the district needs a transition committee comprised of multiple stakeholders
to develop a formal transition plan and build positive relationships to address the needs and concerns at all levels. The transition plan
should include an evaluation process that measures the effectiveness of classroom environments and tools to monitor its improvement
and success. Professional development is needed to help staff ensure successful transitions for students. This would require the
district to provide time for teachers of adjacent grades to meet and discuss students.
Transition

In Place

Not in Place

KtO Content
Area Modules
that would
assist

Professional
Development
that would
assist

Birth 5yrs.

Across grade
PLCs

K-5th grade

6th 8th grade

9th 12th grade

Transitions,
Family
Engagement
Transitions,
Family
Engagement
Transitions,
Family
Engagement
Transitions,
Family
Engagement

Across grade
PLCs
Across grade
PLCs
Across grade
PLCs

17

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Partnerships
Our district is well represented in community activities and committees to expand awareness of the need for a comprehensive
literacy program for children birth through grade 12.
The district does participate in community awareness activities to inform and encourage public support for literacy educationchildren birth to grade 12.
The district does treat parents and community members and organizations as partners in our literacy efforts.
The public perception of our school varies within the community.
In recent years, the district has embraced and implemented many outreach literacy programs including: Read Across America, Local
Library Alliances, Summer Reading Bookmobile, and other multiple book distribution events. In addition, the district offers parent
involvement activities and workshops as required by Title I funding.
To accomplish our mission/vision in literacy instruction, the district must utilize Bernhardts Multiple Measures Data model as a basis
to assess our current literacy practices to find a way to reach those students and parents who do not routinely attend literacy events.
The district needs to continue to assist community stakeholders in developing public literacy programs that would support, enhance,
and extend the districts literacy vision. The district also needs to utilize partnerships with local agencies and healthcare providers to
educate and promote the development of early literacy birth-5 yrs.
Partnerships

In Place

Birth 5yrs.

K-5th grade

Not in Place

KtO Content
Area Modules
that would
assist

Professional
Development
that would
assist

Family
Engagement,
English
Language
Learners
Family

Guidance
Counselors,
CCIU, PaTTan

Guidance

18

Keystones to Opportunity

6th 8th grade

9th 12th grade

Engagement,
English
Language
Learners
Family
Engagement,
English
Language
Learners
Family
Engagement,
English
Language
Learners

Counselors,
CCIU, PaTTan

Guidance
Counselors,
CCIU, PaTTan

Guidance
Counselors,
CCIU, PaTTan

19

Keystones to Opportunity

Section V: Setting and Prioritizing Goals

Goal Setting
Title of
Section
Standards and
Curriculum
Assessment
Instruction
Professional
Learning &
Practice
Literacy
Leadership,
Goals, &
Sustainability
Transition

Partnership

Goal

Rationale

Common Core alignment of ELA

curricula across all content areas
Development of common formative
assessments
Literacy strategies across all content
areas and grade levels
Structured time allotted for
consistent and sustainable
professional development &
practice
Assigned literacy facilitator for the
district

To prepare all students to be college

and career ready
To progress monitor district-wide
for instructional purposes
To develop literacy skills in order to
navigate texts in all disciplines
To recognize and support quality
literacy practices

Literacy transition committee and

plan

To create a seamless transition from

one grade level to another to foster
literacy achievement
To develop a mutual understanding
of literacy between the district and
its community

Expand partnerships with local

agencies

To implement and ensure vertical

and horizontal alignment of the
districts literacy plan

20

Keystones to Opportunity
Prioritizing Goals
Several of our goals above build on one another such as Standards/Curriculum, Assessment and Instruction. As a top priority,
aligning our curriculum, assessments and instruction to the Common Core State Standards is necessary to ensure a forward
momentum in literacy. Second, Professional Learning and Literacy Leadership go hand in hand. Having a literacy facilitator to
implement and support tiered professional development will lend to a consistent and sustainable plan. Last, Transition and Partnership
work together because local agencies and community stakeholders can assist in the mutual understanding and foster achievement of all
students as they matriculate through the district. With this clear and shared vision of literacy goals, the district and its community
stakeholders will increase student achievement through the use of Victoria Bernhardts Multiple Measures Data Model (demographics,
perceptions, student learning and school processes).

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Keystones to Opportunity

Goal Action Map

Goal Statement #1 Common Core alignment of ELA curricula K - 12
Action Step 1

Action Step 2

Action Step 3

Develop a committee per

level to write, align and
revise the current ELA
curriculum to the CCSS
August 2013

Implement the aligned

CCSS ELA curriculum
allowing for revisions

Publish and disseminate the

CCSS ELA curriculum to
all stakeholders

August 2013-June 2014

August 2014

Literacy Facilitator,
Committee
Time, funding, current
resources, Luzerne
framework

Literacy Facilitator,
Committee
Curriculum document via
Curriculum Connector
(SunGard)

Literacy Facilitator,
Committee
Technology

Specifics of information

Committee per level means

at the elementary, middle
and high school levels

Will occur K through 12

Upon approval of the board

Measure of Success

Completed document

Lesson plans and

observations/walk-throughs
(H.E.A.T.)

Curriculum document
available for district-wide
teacher in-service

Review Date

August 2013

June 2014

August 2014

Action Step

Time Line
Lead Person/s
Resources Needed

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Goal Action Map

Goal Statement #2 Common formative assessments aligned with new ELA curriculum
Action Step 1

Action Step 2

Action Step 3

Develop a committee/team
of teachers to review
current assessments and
develop common formative
assessments per grade level
March 2014

Revise current common

formative assessments and
create new ones

Publish and disseminate

new common formative
assessments across all grade
levels

June 2014-August 2014

August 2014-June 2015

Literacy Facilitator,
Committee/Team of
Teachers
Time for meetings, funding,
Luzerne framework, SAS,
current and researched
assessments

Literacy Facilitator,
Committee/Team of
Teachers
Compilation of grade level
assessments

Literacy Facilitator,
Committee/Team of
Teachers
Technology

Specifics of information

Committee or teams of
teachers dependent on time
and resources available

Summer work dependent on In-servicing on new

time and funding resources
assessments allowing for
available
continuous feedback

Measure of Success

Complete list of assessments

currently being used

New common formative

assessments at each grade
level

Monitor of assessment
results and utilization of
data

Review Date

March 2014

August 2014

June 2015

Action Step

Time Line
Lead Person/s

Resources Needed

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Keystones to Opportunity

Goal Action Map

Goal Statement #3 Professional development to support literacy practices for effective instruction

Action Step

Time Line
Lead Person/s

Resources Needed

Specifics of information

Measure of Success
Review Date

Action Step 1

Action Step 2

Action Step 3

Create a plan to provide PD

to administrators, teachers,
& school personnel to
introduce district-wide
literacy initiatives
March 2015

Provide tiered PD
throughout school year

Assess effectiveness of
Common Core curricula
and assessments through
student data

August 2015-June 2016

May 2016

Literacy Facilitator,
Teacher Leaders, Building
Administrators
ELA curricula, common
formative assessments, time

Literacy Facilitator,
Teacher Leaders, Building
Administrators
Time

Literacy Facilitator,
Building Administrators

Tiered structure translates

to central office filtering
down to building
administrators filtering
down to teacher leaders to
entire staff
Plan disseminated across
district
March 2015

Small group instruction as

well as effective use of PD
time will be addressed

Collection of administrator
& teacher feedback on
quality and support of PD

Analyzation of student data

Surveys

June 2016

May 2016

Time

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Goal Action Map

Goal Statement #4 Transition plan and community partnerships for successful matriculation of students and shared understanding of
district literacy initiatives
Action Step 1

Action Step 2

Develop
transition/partnership
committee
March 2016

Create plan for

Publish and disseminate
matriculation of students
plan to all stakeholders
and community involvement
August 2016-June 2017
August 2017

Literacy Facilitator,
Committee
Time

Literacy Facilitator,
Committee
Time, funding

Literacy Facilitator,
Committee
Technology

Specifics of information

Particular focus on
transition years pre-k to
kindergarten, grade 5 to 6
and grade 8 to 9

Informational roundtables
involving local
organizations/agencies and
early childhood providers

Upon board approval

Measure of Success

Completed document

Communication with
community stakeholders

Published plan

Review Date

March 2016

June 2017

August 2017

Action Step

Time Line
Lead Person/s
Resources Needed

Action Step 3

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Section VI: Dissemination of Plan

The CASDs local literacy plan will go through several processes of dissemination: The plan will first be submitted to the
Pennsylvania Department of Education on April 30, 2013 with the Keystones to Opportunity Grant Continuation application. Second,
the project manager will present to the school districts board the completed plan on May 14, 2013 at the monthly public meeting
where all stakeholders will have their first opportunity to learn about the districts literacy plan. Third, on June 18, 2013, the project
manager will share a hard copy of the plan with all district administrators and principals for purpose and review to ensure complete
district distribution and understanding of the plan. During the summer, the plan will be uploaded onto the districts curriculum sharing
portal, Curriculum Connector, for district-wide accessibility in the fall. Next, on August 20, 2013, all teachers and staff members will
receive the plan through the above portal and receive an overview by their building principals. Last, building principals and teachers
will share the districts literacy plan with parents and families at each schools back-to-school night in early fall.
At the start of the school year, the literacy plan will, of course, be shared with our Early Childhood Provider for dissemination similar
to the school districts. Throughout the year the plan will continuously be made available to the district and our community partners
for a truly complete distribution and understanding of the plan.

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Keystones to Opportunity

Section VII: Assessing and Reporting Progress

Through the use of Victoria Bernhardts Multiple Measures Data Model (demographics, perceptions, student learning and school
processes), GRADE, DIBELS, H.E.A.T. and ECERS, the district will identify and understand data results from the above measures to
help in the decision making that will positively impact literacy practices within the district and its community. All building
administrators will be held responsible for the knowledge and communication of the districts literacy goals and initiatives to his/her
entire staff and community for consistent and pervasive understanding of literacy practices.
The action plans for each of the districts four goals clearly details a timeline of how and when progress towards those goals will be
reported. Here is a summary of the districts literacy goals, both long and short term:
Literacy Long Term Goals
(One to be completed each year for the next four years)
Align current ELA curriculum to CCSS
Create Common Formative Assessments utilizing the new CCSS-ELA curriculum to CCSS
Provide PD on the new CCSS-ELA curriculum for each grade level
Create a Transition Plan and committee to review the progression of the new CCSS-ELA curriculum and new assessments
from one grade to the next
Literacy Short Term Goals
(Several goals to be completed each year to achieve each of the above long term goals)
Develop a committee per level to write, align and revise the current ELA curriculum to the CCSS
Implement the aligned CCSS ELA curriculum allowing for revisions
Publish and disseminate the CCSS ELA curriculum to all stakeholders
Using the revised CCSS curriculum, develop a committee to review current and research new formative assessments districtwide per grade level
Committee reps meet from each grade level to review current and research new formative assessments based on revised
curriculum
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Keystones to Opportunity

Revise current formative assessments and create new assessments utilizing PDE/SAS and other resources
Revise and create a new list of relevant and coherent assessments based on instructional skills to be evaluated from the new
CCSS-ELA and determine how data will be used
Publish and disseminate new formative assessments across/ per all grade levels district-wide
Provide new formative assessments to use district-wide across all grade levels. In-service to introduce list to teachers,
administrators and all necessary stakeholders
Provide PD to administrators, teachers, and school personnel to introduce new district-wide assessments
Tiered structured PD is needed within and across grade levels
Provide tiered PD throughout the school year to develop effectiveness in teacher instruction, use of appropriate assessments
and data
Teams should address small group instruction (student needs) for specific skills
Assess the effectiveness of the new CCSS-ELA and formative assessments by reviewing student data. Administer and collect
administrator and teacher/feedback evaluations of further needs for PD and support
Literacy resources are available to enhance instruction and planning after analyzing data and increase awareness of how to
access resources for all stakeholders to sustain effectiveness
Develop a transition committee to create a transition plan for all grade levels across all buildings
Write clear literacy goals and develop a transition plan to be shared with all grade levels across all buildings and stakeholders
Create a list of district and community stakeholders to invite and form partnerships. Schedule meetings/in-services to review
plan, purpose and receive input from stakeholders and revise the transition plan as needed
Contact stakeholders to expand partnerships and inform stakeholders of purpose and goals
Publish and disseminate the literacy and transition plan documents to all stakeholders for district and community awareness
Allow stakeholders to review and question/comment on how to utilize and improve to become involved as partners

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