Gary+Colucci

==Improving Literacy at Countywide Academy Modeled Highschools = The goal of this WIKI page is to explore possible solutions that countywide career and technical high schools can implement to improve the performance of their students in English Language Arts and on state mandated literacy assessments. For the purpose of this WIKI Page we will be using the challenges faced by the Morris County School of Technology as basis for our discussion.

A Look at Career and Technical Academies
Morris County School of Technology, like most of the state's full-time county operated schools, offers career and technical education programs in one of twelve different academies. These schools utilize block scheduling in order to devote adequate time towards each programs career and technical classes. For example MCST student's classes rotate on an A/B day schedule containing eighty minute academic, one hundred sixty minute academy, and fifty minute elective blocks. Finally these schools have rigorous application procedures due to the large demand for enrollment, which leads to a highly motivated student body.

MCST at a Glance
**MCST Mission Statement** Morris County County Vocational School District, the source for state-of-the art professional and technical education, will provide all students with academic and technical skills, civic responsibility and exploration in partnerships with business, labor, industry and post-secondary institutions.  ==== ** Additional Facts about MCST that are needed for the context of the discussion ** The school achieved 100% profiecent on the English Language Arts portion of the HSPA but only 10% of the students scored advanced profiecent. The school embraces the project based learning approach to education. ====

= **Ideas to Consider:** =

Project Based Learning[[image:project.gif align="right"]]
The Buck Institute for Education's Handbook for Project Based Learning is an excellent tool to help teachers create standards focused Project Based Learning lessons. The handbook promotes the ideas that educators should "make schoolwork more like real work" (Markham 22). This is especially effective in career and technical highschools where students have more real world experience added into their curriculums. Project Based Learning has many benefits to student performance including the promotion of higher order thinking, use of multiple intelligences, cross curricular and realworld application opportunities, authentic assessment, and cooperation with others (pg. 6). Well crafted Project Based Learning units will afford students not only with meaningful content knowledge but also the ability to apply that knowledge into a living product. The projects must be crafted by beginning with the end in mind, this way allowing teachers to merge desired standards into the project which will improve intended learning outcomes (pg. 13). For the purpose of our study projects should incorporate critical reading and writing skills.


 * Markham, Thom. __Project based Learing Handbook, A Guide to Standards-Focused Project Based Learning for Middle and High School Teachers Second Edition__. Novoto, CA: Buck Institute for Education, 2003**

Differentiated Instruction [[image:MImed.png align="left"]]
The guru of differentiated instruction Carol Ann Tomlinson has written a number of books exposing the benefits of differentiated instruction throughout the different subject areas. In Tomlinson's work __The Differentiated Classroom -  Responding to the Needs of All __ __Learners__, she outlines the entire concept of differentiated instruction. Then guides the reader through the steps of the program. I enjoyed Tomlinsons idea that “first, the teacher should be aware of student uniqueness and diversity. Second, assessment and instruction are inseparable,” (Tomlinson 10). Alligning the curriculum to instruction and taking into consideration the differences and strengths of our learns will promote more valuable learning and increase student motivation toward success. Tomlinson and co-auther Cindy A. Strickland, collaborated to create Differentiation in Practice, A Resource Guide for Differentiating Curriculum. This book allows the teacher to go step by step through the process, lists strategies and activities based on student readiness, interests, and learning style. This book is an excellent resource for any teacher, and includes sample differentiated instruction units in several content areas. **Tomlinson, Carol Ann. __Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching__. Alexandria, VA: Association for Supervision & Curriculum Development, 2003.

Tomlinson, Carol A., and Cindy A. Strickland.** __**Differentiation in Practice : A Resource Guide for Differentiating Curriculum, Grades 5-9**__**. Alexandria, VA: Association for Supervision & Curriculum Development, 2005.**

Diagnostic Measurement
"Would you undergo surgery before having the doctor run tests to see whats wrong with you... I seriously doubt you would, then why do we teach children before we know more about what they need?" - the esteemed 21st century educational philosopher Gary Colucci

One roadblock that countywide schools have to overcome is the variety of elementary and middle school experience that the student body has before they arrive to the high school. For example the students of MCST come from thirty-eight municipalities and dozens of public and private middle schools each of these with their own curriculum. It is impossible to allign the high school curriculum to that of the various primary schools therefore the logical solution to this problem is diagnostic testing. The International Reading Association's website [|www.reading.org] has a variety of articles, podcast, and links to references on the topic of literacy. Here you can find selections from Stephanie McAndrew's book, __Diagnostic Literacy Assessments and Instructional Strategies: A Literacy Specialist's Resource__ which outlines the practical uses for diagnostic measurement as well as provides sample test questions.  // **McAndrews, Stephanie L. __Diagnostic Literacy Assessments and Instructional Strategies: A Literacy Specialist’s Resource.__ International Reading Association. 2008 ** //

Professional Learning Communities[[image:NSRF-logo-125.gif width="149" height="86" align="left"]]
Another Avenue that Academy Model Schools may choose to explore is the creation of Professional Learning Communities. Attached is a link to the National School reform Faculty's website in which it describes on such PLC [|Critical Friends Group] CFG like many other PLC's can be a valuable tool for any school improvement. In PLC teachers can hone their craft, communicate, evaluate student work, and discuss ways to improve instruction in a non-threatening environment. Critical Friends Group for example operates through an intensive training process and its meetings are ran by choosing the appropriate protocol (procedure) that best fits the problem presented. These protocols facilitates the group's efforts and limits conversation that may take away from the process. PLC's can be a great resource to use when attempting to improve literacy in such a unique school.

National School Reform Faculty Webpage http://www.nsrfharmony.org/

Common Planning Time[[image:Synergy.jpg width="359" height="343" align="right"]]
Common Planning can have tremendous effects for the students as well as the teachers in any school. This PDF file [|Found Here] is a handy outline of many of the benefits Common Planning Time. Naturally I am impressed by the student outcomes and better performance, mainly generated by being more visible and known by the teaching staff. However, I believethe biggest benefits for this particular concern is the ability to confer during lesson planning. This will help grades or departements create cross curricular units, allign the instruction across a grade, or perfect lessons through cooperation or perhaps Japanese Lesson Study.

Above website's references: Also found on the site. Felner, R. D., Jackson, A. W., Kasak, D., Mulhall, P., Brand, S., & Flowers, N. (1997). The impact of school reform for the middle years: Longitudinal study of a network engaged in Turning Pointsbased comprehensive school transformation. // Phi Delta Kappan, 78 // (7), 528-532, 541-550. Flowers, N., Mertens, S. B., & Mulhall, P. (1999). The impact of teaming: Five research-based outcomes of teaming. // Middle School Journal, 31 // (2), 57-60. Flowers, N., Mertens, S. B., & Mulhall, P. (2000a). What makes interdisciplinary teams effective? // Middle School Journal, 31 // (4), 53-56. Flowers, N., Mertens, S. B., & Mulhall, P. (2000b). How teaming influences classroom practices. // Middle School Journal, 32 // (2), 52-59. Lipzitz, J. (1984). // Successful schools for young adolescents //. New Brunswick, NJ: Transaction Publishers. Mac Iver, D. J. (1990). Meeting the needs of young adolescents: Advisory groups, interdisciplinary teaching teams, and school transition programs. // Phi Delta Kappan, 71 // (6), 458-464. Mertens, S. B., & Flowers, N. (2003). Middle school practices improve student achievement in high poverty schools. // Middle School Journal, 35 // (1), 33-43. Mertens, S. B., Flowers, N., & Mulhall, P. (1998). // The Middle Start Initiative, Phase I: A Longitudinal // // Analysis of Michigan Middle-Level Schools //. Center for Prevention Research and Development, University of Illinois. Rice, J. M. (2003). // How common planning time affects collegiality: A case study //. Unpublished doctoral dissertation, Boston College. Retrieved May 7, 2007, from http://escholarship.bc.edu/dissertations/AAI3103233/ Warren, L. L., & Muth, K. D. (1995). The impact of common planning time on middle grades students and teachers. // Research in Middle Level Education Quarterly, 18 // (3), 41-58. Warren, L. L., & Payne, B. D. (1997). Impact of middle grades’ organization on teacher efficacy and environmental perceptions. // Journal of Educational Research, 90 // (5), 301-308.