8 | ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT
Teaching and Learning
EARLY LITERACY Building on last year’s elementary literacy work, a 23 member Reading Task Force representing all schools, grades and roles partnered with Hill for Literacy to begin reviewing evidence-based literacy programs. These programs were chosen to complement A-B’s early literacy fundamental skills programs. In the fall of 2022, members of the Task Force met with Hill for Literacy to better understand their review tool. This resulted in the addition of several culturally responsive and social and emotional components so that it was better aligned to our District’s short and long term strategic initiatives. By December 2022, the Task Force thoroughly researched and reviewed five core programs. They selected two programs and then invited all elementary staff to take part in another round of review, which occurred throughout the winter. This process provided an opportunity for every educator to contribute their assessment of the programs. In the early spring, pub- lishers were invited to meetings to respond to educator questions. In April, a final decision was made based on the results of input from educators. The District will begin to implement EL Education in grades K-6 in the 2023–2024 school year . The purchase of this program was supported by a $200,000 award to the District through a Department of Elementary and Secondary Education competitive grant. A Literacy Implemen- tation Team of educators and building and district leaders, continued professional learning, and feed- back from all educators throughout the year will guide the implementation.
for pleasure resources, and general caregiver resources. This spring, a family survey was sent to ask what families want to know more about and how best to learn about literacy. One of the ways cited was a website (currently under construction) with a new section that will explain how we teach reading, the instructional materials/ programs used, and the shifts in literacy instruction. MTSS A multi-tiered system of support (MTSS) was imple- mented in each of the elementary schools this year. The key components of MTSS include universal screen- ing and progress monitoring tools; a problem solving process to analyze data, plan for interventions, and monitor student progress; a tiered system of supports where every student receives core instruction and some students receive strategic or intensive instruc- tion; and a collaborative team-based approach. All of our elementary schools have a shared vision and are moving towards a robust MTSS model. They have implemented universal screening tools, structures for educator teams to engage in data informed practices that support equity and access, a FLEX block for tiered instruction , and Instructional Leadership and Instruc- tional Support Teams. We are beginning to see the impact of this work and these structures and are committed to remedying the challenges which include the amount of meeting time required for planning and instruction, scheduling and shared staff, schools at different entry and implementation stages, and the ongoing, differentiated professional learning for educators.
For the past several years educators have engaged in learning more about how we learn to read and also dyslexia. This year all elementary educators in grades K-3 participated in a workshop entitled, Providing Targeted Support Through Small Group Instruction . This workshop connected insights from the science of reading to the assessment of foundational literacy skills and planning effective instructional approaches. The workshop, Understanding and Supporting the Complex Nature of Reading Difficulties Including Dyslexia was offered to all educators K-6 through our professional learning program. The District Literacy Coordinators, Coaches and Specialists also participated in a research- practice seminar on structured literacy intervention. Fundations , DIBELS (mClass) , and decodable book workshops also took place throughout the elementary schools. The Elementary Teaching and Learning Team participated in a series of DataWise workshops to enhance capacity of using data for instructional deci- sions. Workshops and research-practice seminars are complemented with ongoing, embedded professional learning—coaching—by our school-based Literacy Coaches. Keeping families informed of the literacy work and how best they can support literacy learning in elementary school is a vital aspect of our collaboration and engage- ment. Last year, a team of educators created grade level (K-6) English and translated Literacy Guides for families and caregivers. These guides are posted on our District site and include the literacy milestones, at- home activities to support literacy learning, resources, and a glossary for each grade. The Literacy website also includes sections on child-friendly apps, reading
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