*We believe that:

• all FCCPS graduates will successfully demonstrate the following competencies:

  • communicate effectively in a global society

  • listen to obtain and process information

  • utilize a variety of resources to obtain and respond to information

  • comprehend material read at a level that allows participation in a literate society

  • synthesize and evaluate information

• every FCCPS teacher is a teacher of reading and writing.

• assessment of student achievement should drive instruction and affect instructional decision making.

• quality of instructional materials (i.e. purposeful, rich, supportive, language, themes) is essential to student success.

• a wide range of texts, genres, cultures, technologies must be acquired and used to address the diverse learning needs of students.

• resources, such as protected time, must be provided to meet the professional development and collaborative work of teachers.

• all FCCPS students should develop a lifelong love of reading and writing.

*We endorse the beliefs and standards set forth by the following professional organizations:

• International Reading Association

• National Council for the Teachers of English

• National Reading Panel

• National Writing Project

• The Great Books Foundation

Decisions made about curriculum, instruction, and student assessment of performance will be informed by research and “best practices” identified and affirmed by these educational organizations.

*We express support for the goals and objectives of the English for Speakers of Other Languages (ESOL) Department as set forth in its 2005-2010 Strategic Plan.

Specifically, the FCCPS English/Language Arts/Reading staff will work with ESOL colleagues to address the following student and program goal and objectives:

Student Goal: ESOL students will be effectively mainstreamed, learn how to learn, and become contributing members of their societies.

Objective 1: ESOL students will meet or exceed mandated standards.

Objective 3: Curriculum and course offerings will appropriately challenge ESOL

students from Pre-K through High School.

Objective 4: ESOL students will become contributing members of their society.

*We recognize that schools/levels within the division have articulated specific goals, priorities, and initiatives, and we support them. (Appendix A, B)

* We affirm the need for standards because we are motivated by three core beliefs:

• First, we believe that standards are needed to prepare students for the literacy requirements of the future as well as the present. Changes in technology and society have altered and will continue to alter the ways in which we use language to communicate and to think. Students must be prepared to meet these demands.

• Second, we believe that standards can articulate a shared vision of what the nation’s teachers, literacy researchers, teacher educators, parents, and others expect students to attain in the English Language Arts, and what we can do to ensure that this vision is realized.

• Third, we believe that standards are necessary to promote high educational expectations for all students and to bridge the documented disparities that exist in educational opportunities. Standards can help us ensure that all students become informed citizens and participate fully in society.

Virginia Standards of Learning

The goals of the Virginia English Standards of Learning are to teach students to read and to prepare students to participate in society as literate citizens, equipped with the ability to communicate effectively in their communities, in the work place, and in post-secondary education. As students progress through the school years, they become active and involved listeners and develop a full command of the English language, evidenced by their use of standard English and their rich speaking and writing vocabularies.

Students become competent readers of a variety of print materials and are encouraged to acquire a lifelong love of reading. In kindergarten through third grade, the primary goal is to teach all students to read fluently and to comprehend a variety of fiction and nonfiction selections that relate to all areas of the curriculum. In fourth through twelfth grades, students continue to acquire and refine strategies for comprehending and analyzing selections that encompass all literary types, exemplify universal themes, and relate to all subjects. Students in high school become familiar with exemplary authors and classic literary works.

Proficient use of the English language enables students to explore and articulate the complex issues and ideas encountered in public and personal life. Students acquire the ability to make full and effective use of the written language in their future educational, occupational, and personal endeavors.

Virginia SOL (11/02)

FCCPS Program of Study Goals

• Instructional supports will be provided for students at all grade levels and all abilities.

• Parent outreach, involvement, and education will be promoted at all grade levels.

• Students will be provided with quality instruction, learning experiences, and instructional materials commensurate with their developmental needs.

• The goals identified in the 1999 curriculum study are affirmed and teachers will be provided with on-going professional development to address them, to include:

• Technology Integration

• Differentiation of Instruction

• Assessment of Student Performance and Data Analysis

• Reading/LA Across the Curriculum

K-12 English/Language Arts Curriculum Study

Listed below are specific curriculum, instruction, assessment, and staff and student support tasks and topics addressed in the 2004-2005 study. From these data an understanding of the degree to which earlier (1999) recommendations had been addressed and an appreciation for the current program’s strengths and challenges emerged. The former is reflected in the committee’s conclusions, the latter in the recommendations presented to the Falls Church City Schools community in this report.

• Review 1999 Curriculum Study report and recommendations.

• Examine the status of existing and recently-prepared curriculum documents.

• Create a “map” of grade level English, Language Arts, Reading curricula and expectations for student learning.

• Identify areas of repetition and misalignment to state standards of achievement.

• Identify course sequence and elective offerings at the high school.

• Identify academic support services for identified students, K-12.

• Identify professional development opportunities and resources for teachers.

• Connect Dimensions of Learning (DoL), Habits of Mind, and Understanding by Design.

• Identify curriculum development needs, resources and leadership.

• Review the work of FCCPS Reading Task Force (2002-present).

Assumptions

A. Staff, administration, and community will continue to address the four (4) critical recommendations set forth by the 1999 study committee, as follows:

1. The K-12 English/Language Arts curriculum should include guidelines and strategies for differentiation of instruction to meet the needs of all children.

2. Assessment strategies and examples, including task descriptions, rubrics, criterion-referenced tests, etc. be embedded into K-12 units of study. In addition, all teachers should receive training to improve assessment skills.

3. Technology and its use should be integrated into the K-12 English/Language Arts curriculum and strategies and tools should be utilized in instructional delivery and the design of learning experiences.

4. Steps should be taken in each school and at all grade levels to ensure reading and writing is taught across the curriculum. Shared responsibility!

B. Staff, administration, and community will work collaboratively to connect programs and initiatives and address the following goal/objectives cited in the 2005-2010 ESOL Department Strategic Plan:

1. ESOL students will be effectively mainstreamed, learn how to learn, and become contributing members of their societies. (Student Goal)

Objective 1: ESOL students will meet or exceed mandated standards.

Objective 3: Curriculum and course offerings will appropriately challenge ESOL

students from Pre-K through High School.

C. Themes and issues emerged across the schools and grade levels and will serve as focus areas for growth and improvement during the next five years.

1. Considerable work on clearly articulated and aligned curriculum documents is needed. Careful mapping of current curriculum and program decisions must be made as soon as possible, particularly in grades 5, 6 and 7. The use of “Understanding by Design” as a model for curriculum writing is critical to address issues of middle school scope and sequence. Further decisions about differentiation (GT, ESOL, Special Education) and assessment of performance will be required to complete the work.

2. Curriculum documents and lesson/unit plans will be written/revised using the principles of Understanding by Design (UbD). Components or stages include Desired Results (Understandings, Knowledge and Skill, Essential Questions), Assessment Evidence, and Learning Activities. Habits of Mind (critical thinking, creative thinking, self-regulated thinking) from Dimensions of Learning (DoL) should be incorporated in the design/expectations for teaching and learning.

3. Instructional strategies should be characterized, by “best practices” and be research based. Use of differentiated instruction strategies, principles of guided reading, flexible grouping, etc. should be reflected in classroom work.

4. Instructional materials to include textbooks as well as leveled trade books and software are needed to successfully support a differentiated, challenging, sequential, integrated curricula in K-12 English/Language Arts/Reading. Materials will be chosen as a “best fit” for articulated courses of study and identified student needs. Teacher training in the use of the materials is considered important (e.g. Guided Reading, Junior Great Books, etc.). Resources, such as time and compensation, should be provided teachers so that they can connect, collaborate, and complete curriculum, instruction, and assessment tasks. Cross-disciplinary collaboration can be most effective when writing thematic units, choosing materials, and identifying professional development needs.

5. Student data should be used to identify pupil strengths and needs, trends in performance, and program evaluation. Data from external sources such as IB, SAT, SOL when combined with data amassed locally in the Supplemental Student Database (Appendix B) will enable staff and schools to identify strengths, challenges, and supports in the content area. All data should be disaggregated and examined by subgroup as well as individual/collective performance.

6. Thorough and accurate assessment of student understanding and achievement requires resources such as time and training. Scheduling and designing instructional time must take into account external and internal assessment requirements, e.g. DRA, QRI, SOL. The administration of these and other standardized tests is both time consuming and labor intensive. In addition, staff and administration members require training to conduct the assessments and to understand and utilize the test results. These tests, however, do not represent the only instruments used to diagnose and assess. Teacher design, administration, and use of classroom assessment tools/results must be properly aligned to standards and instruction. This work by teachers is crucial to successful and meaningful teaching and learning in English/Language Arts/Reading.

7. Lines of communication must be established to ensure K-12 program articulation and alignment. The K-5 Reading Task Force should be expanded to include representation (instructional staff, librarian, specialist, principal) from grades 6 and 7. A clearly defined infrastructure for transition between the middle and high schools should also be established and utilized.

8. Professional development should be designed to meet the needs of teachers, paraprofessionals and administrators and should be informed by “best practices,” i.e. imbedded in classroom practice, connected to personal goal setting, specific to identified needs, on-going, and collaborative.

9. Every effort should be made to link this plan and the recommendations to the division’s Technology, Professional Development, and Gifted and Talented Plans as well as to Special Education and ESOL/LEP initiatives.

Conclusions

A. Program Strengths

1. K-1 (Mount Daniel School)

• Scope and sequence curriculum reflecting best practices is fully written, has been distributed to all K-1 teachers, and was celebrated.

• Written curriculum supports a complete balanced literacy approach to teaching and learning. Instructional materials such as leveled books have been inventoried and are readily accessible for teacher and student use.

• Teachers work collaboratively to meet the range of academic needs of a diverse student population including LEP and Special Education children.

• Teachers and specialists have been trained to administer standardized assessments and to effectively use the data to diagnose needs and design instructional strategies to meet those needs.

• Student remediation and support is provided in a variety of ways such as Reading Recovery, Waterford, pull-out programs, and co-teaching practices.

2. 2-4 (Thomas Jefferson Elementary School)

• Scope and sequence curriculum, database of instructional materials, and unit notebooks for thematic units are established by grade level.

• Trade books and classroom libraries leveled by Lexile system.

• Word Study piloted and implemented in grade 2.

• Writing program adopted in grades 2-4.

• Instructional strategies reflect use of small group focused instruction, independent reading, shared reading, guided reading, and direct teaching of comprehension.

• Developed school-wide testing agenda to document student achievement in reading, and organized database to monitor student performance over time.

• Conducted “Teachers as Readers” group and distributed professional development resources to all teachers, e.g. “No Teacher Left Behind.” Recognized by VSDC, too!

• After school reading program has been established for identified students in need of remedial support.

3. 5-7 (George Mason Middle School/aka Mary Ellen Henderson Middle School)

• There are a variety of books, genres, and instructional materials from which to choose for teaching reading and writing, e.g. Writer’s Express.

• The English/Language Arts program allows for teacher creativity and student choice.

• Grammar instruction and guided practice is evident in grade 6 with established outcomes for student understanding.

• There have been efforts to integrate and align curriculum with appropriate grade level social studies units and themes.

• Differentiation in both curriculum delivery and reading and writing assessments is in evidence. Students are actively engaged in the writing process.

• The “Read Around the Text” initiative was implemented through the efforts of teacher leaders!

• Student content understanding is assessed using numerous measurement tools including formal essays, group presentations, comprehensive tests, and alternative/performance assessments.

4. 8-12 (George Mason High School)

• Curriculum is articulated and aligned to external standards (IBO, SOL) for each course of study.

• Curriculum focuses on process skills and is literature-based and a wide variety of instructional strategies is used to deliver the curriculum.

• Program of studies has been redesigned and modified to meet the special needs of identified students.

• Technology has been used/integrated to support and enhance the program. The Writing Lab is available to meet the needs of students who choose to use it or who are referred by their teachers.

• Professional development is characterized by specialized and intensive trainings (Junior great Books, Writing Project, NCTE) as well as regular use of “in-house experts.” Teachers teaching teachers!

• A variety of assessment methods challenge students at various levels in reading, thinking, writing, speaking, and listening.

B. Program Challenges

1. K-1 (Mount Daniel School)

• In order to maintain an updated curriculum and assessments and keep inventories current, provide staff members with resources to complete the related tasks.

• Continue to identify ways to administer diagnostic tests efficiently with limited disruption to instructional time and in spaces designated for such purposes.

• Provide current and high quality professional development for all teachers and paraprofessionals.

2. 2-4 (Thomas Jefferson Elementary School)

• Address the issue of limited time and available staffing resources to continue on-going curricular and professional development initiatives.

• Create a scope and sequenced writing curriculum and complete the language arts curriculum project.

• Design and conduct professional development activities which meet teacher and programmatic needs, and reflect best-effective practices, e.g. peer observation, book groups with dialog, QRI assessment, data analysis, guided reading strategies.

3. 5-7(George Mason Middle School/akaMary Ellen Henderson Middle School)

• Develop a sequenced and aligned-to-standards 5-7 language arts curriculum using the “Understanding by Design” framework. The curriculum documents will stipulate achievement results desired, assessment evidence to be gathered, and a description of learning activities.

• Acquire textbooks, instructional materials, and classroom/library resources to support the program’s scope and sequence and meet the defined needs of the student population.

• Provide a range of professional development opportunities for all teachers and paraprofessionals to address program development, delivery, and assessment needs.

• Utilize standardized assessment results (Stanford, SOL) to evaluate the academic program and identify student needs and progress.

4. 8-12 (George Mason High School)

• Address the need to strengthen remedial courses and to offer additional elective courses in grades 10-12.

• Maintain focus on serious writing instruction, instruction beyond the acquisition of test-taking skills.

• Continue to identify and expand upon literary selections.

• Determine ways to more effectively instruct students in how to validly evaluate online sources of information.

• Enhance the capacity of teachers to assess student performance, use data to identify student needs, and to provide a range of appropriate academic support and enrichment services.

• Promote collaboration between regular and special educators and provide for training in an effort to design and deliver instruction to meet the needs of identified students.

III. Recommendations

A. Curriculum

1. Curriculum documents, aligned to standards and containing a) Desired Results, b) Assessment Evidence; c) Learning Activities/Unit Plans should be designed/redesigned for all grade levels and courses of study. Priorities should be to review/map existing curricula and address this task for the Language Arts/Reading program in grades 5, 6 and 7 and any new electives or courses of study.

2. Where appropriate and feasible, curriculum should be integrated with other content areas such as social studies, science, and the arts. The identification of interdisciplinary themes, big ideas, and essential questions can be utilized to accomplish this goal.

3. Resources such as staff training, technology, consultants, etc. should be afforded each school in order to complete curricular design and delivery tasks.

B. Instruction

1. The school division and individual schools should continue to provide professional development opportunities which enhance teaching and learning in reading, language arts, English, student assessment, and data analysis and use.

2. Resources (i.e. time, staff support, budget) should be provided in order to complete instructional material/text selection, ordering, inventory, distribution, and book leveling tasks at each school.

3. Provide funds for the acquisition of approved textbooks, resource materials, trade books, software etc. to be used by teachers and students in program delivery. If needed, teacher training should accompany the use of these instructional resources.

4. Encourage teachers to participate in pilot studies, collaborative work, goal setting, and research-based professional growth experiences in order to enhance capacities to deliver rigorous, supportive, and differentiated instruction.

C. Assessment

1. Data on student achievement/performance as well as student access to and use of academic support services should be collected and analyzed in order to evaluate services/program effectiveness in meeting identified student needs.

2. School, classroom, and departmental assessment and grading strategies as well as processes used to inform students and parents of academic progress should be reviewed and evaluated.

3. All students should be adequately prepared for external assessments such as IB exams and SOL writing/reading tests by modeling test taking strategies, providing feedback, and utilizing ePAT and released test items for guided practice.

D. Student and Staff Supports

1. The division and individual schools should provide needed resources, including designated time for teachers to develop and implement curricular changes to include valuable opportunities to share ideas, peer coach, and model instructional strategies.

2. The recommendations of this curriculum study should be linked to and inform additional initiatives such as the divisionwide library/media services, technology and professional development goals, and plans of services to be delivered to special populations (LEP, GT, Special Education).

3. The school division and individual schools should continue to provide early intervention and remedial support services for identified at-risk students to include parent/community outreach efforts. (Appendix)

4. Staff and administration of each school should review, prioritize, and seek to address identified grade-level recommendations collected through this study process. (Appendix B)

5. Support staff should be provided protected time and appropriate training in order to successfully administer standardized assessment instruments (e.g. DRA, QRI, PALs) as well as to design valid and reliable classroom assessments.

6. “Understanding by Design” and Differentiated Instruction training should be provided all teachers and support should be provided in their use for unit and lesson planning and delivery purposes.

IV. The Reading Task Force

A. Purpose

The K-12 Reading Task Force was organized during the fall semester of the 2002-2003 academic year. It became instrumental in the sharing of programmatic information between the two elementary schools, addressing 1999 curriculum study recommendations, reaching consensus on matters of professional development, student academic support, diagnostic testing and the selection and leveling of books. Above all, the collective work of members of this committee has enabled the school division to begin the design and delivery of a “seamless elementary reading program” for the children of Falls Church City.

The Reading Task Force will be expanded during the 2005-06 school year to include representation from Mary Ellen Henderson Middle School and the important work to define and enhance the reading/language arts program will continue.

D. Closing Comment

“From the Thomas Jefferson Elementary ‘Teachers As Readers’ professional development initiative to the Mount Daniel curriculum binders, from the leveled and inventoried books to school involvement in and recognition by reading organizations locally and statewide, the Task Force and its capable, committed members have been catalysts for change seizing every opportunity to grow the program for all children.”