Rocky View Schools: Shared Responsibility for Effective Teaching and Learning, Study notes of Elementary Mathematics

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ROCKY VIEW SCHOOLS

K-12 LITERACY AND NUMERACY

FRAMEWORK

VERSION 1.

SEPTEMBER 2016

TABLE OF CONTENTS

• O VERVIEW OF F RAMEWORK ……………………………………
• D EFINITION OF L ITERACY A ND N UMERACY ………………………..
• W HY ARE L ITERACY AND N UMERACY I MPORTANT? …………..……
• L ITERACY AND N UMERACY A RE A S HARED R ESPONSIBILITY ………….
  • 1. S HARED V ISION ……………………………..………. E SSENTIAL C ONDITIONS
  • 2. L ITERACY AND N UMERACY L EADERSHIP ……………….…
  • 3. R ESEARCH AND E VIDENCE ……………………………..
  • 4. R ESOURCES ………………………………………..
  • 5. Q UALITY P ROGRAMMING …………………………....
  • 6. T IME ……………………………………………....
  • 7. C OMMUNITY E NGAGEMENT ……………………....….
• R EFERENCES ………………………………………………....

Acknowledgements

We would like to express our sincere appreciation to the exceptional educators who have participated in the development of this framework:

Dr. Karen Loerke, Literacy Consultant in collaboration between the ERLC and CRC Pam Davidson, Director of 21st^ Learning, Rocky View Schools Leslie Owen, Director of 21st^ Learning, Rocky View Schools (past) Deb Rougeau-Bell, Literacy and Numeracy Coach, Rocky View Schools

Rocky View Schools Superintendent’s K-4 Literacy Task Group: Leslie Owen, Director of 21st^ Learning Ira Stroh, Director of Schools Deb Rougeau-Bell, Literacy Coach Lindsay Adams, Assistant Principal Deborah McLaren, Principal Lucie Salucop, Assistant Principal Suzanne Martin, Principal

Kelly Hauk, Teacher Tara McLean, Teacher Chris Pawluk, RVS Lead Psychologist John Murphy, Principal Thersea Bowes, Teacher Michelle Glavine, Teacher

Rocky View Schools K-4 Literacy Working Committee: Deb Rougeau-Bell, Literacy Coach Lindsay Adams, Assistant Principal Deborah McLaren, Principal Lucie Salucop, Assistant Principal Suzanne Martin, Principal

Kelly Hauk, Teacher Tara McLean, Teacher Sarah Morrison, Teacher Shari Visvanathan, Teacher

Middle-High School Literacy Task Group: Leslie Owen, Chair Deb Rougeau-Bell, Literacy Coach Ragan Johnson, Principal David Smith, Principal Penny Beaudry, Assistant Principal Lucie Salucop, Assistant Principal, Larissa West, Teacher Kolese Melton, Teacher

Jill Winters, Teacher Greg Rankin, Assistant Principal Brianna Storey, Teacher Karen Fillier, Teacher Jody Moore, Teacher Shelley Cunningham, Teacher Phil George, Teacher

K-4 Numeracy Committee: Deb Rougeau-Bell, Literacy Coach Kim Agnew, Assistant Principal Carol Perry, Teacher Dawn Granley, Teacher

Sara Macfarquhar, Teacher Leighton Busch, Teacher Peter Holteen, Teacher Jennifer Wentworth, Teacher

We would also like to acknowledge the support we received from the Calgary Regional Learning Consortium (CRC).

At Rocky View Schools literacy and numeracy are foundational to all student learning. The goal is

that all students reach their potential by developing competencies of engaged thinkers and ethical

citizens with an entrepreneurial spirit (Ministerial Order #001, 2013). Every teacher is a literacy

and numeracy teacher as students need many opportunities to develop competencies and build

literacy and numeracy knowledge, skills and attitudes in all subjects in all grades. Through an on-

going cycle of teaching, learning, and balanced assessments, teachers provide high quality

personalized learning opportunities for all students. Critical to this process is on-going professional

learning, supportive school leadership, community partnerships and a system-wide commitment to

literacy and numeracy. Seven essential conditions: shared vision, literacy leadership, quality

programming, research and evidence, resources, time and community engagement are the building

blocks that are integral to effective literacy and numeracy programming, and enable learners to be

engaged, supported and successful.

“To succeed in today’s data-driven and interconnected world, it is essential that all Alberta children develop strong literacy and numeracy skills."

Alberta Education,

2015

“Numeracy is a foundation for continuous learning and provides individuals with the ability to achieve personal goals, develop knowledge and potential, and participate fully in society.”

Edmonton Regional Learning Consortium, 2014

Definition of Numeracy

Numeracy is the ability, confidence and willingness to engage with quantitative* or spatial† information to make informed decisions in all aspects of daily living (Alberta Education, 2015).

An information and technology-based society requires individuals who are able to think critically about complex issues, analyze and adapt to new situations, solve problems of various kinds, and communicate their thinking effectively.

“Numeracy, like writing, must permeate the curriculum”. When it does, “it will enhance students’ understanding of all subjects and their capacity to lead informed lives” (Steen, 2001, p. 115).

Numeracy - A World to Investigate

Alberta Education Numeracy Progressions

Numeracy Progressions describe key numeracy milestones along a continuum of developmentally appropriate expectations and behaviours across all subjects from Kindergarten through Grade 12. The progressions provide a common language and construct for all educators to help students acquire or apply numeracy when engaging with subject learning outcomes.

Numeracy Progressions

Why are Literacy and Numeracy Important?

Literacy and Numeracy are foundational to successful learning and living. They are lifelong and active processes that begin at birth and develop throughout one’s lifetime. Literacy and Numeracy are the means through which students develop knowledge and understanding in each subject/discipline area.

*Quantitative information is information that can be measured and expressed as an amount. † Spatial information is the physical location of objects or the relationship between objects.

“Everything that you would say in society that counts as humanly important- a better life, better health, more cohesion, more individual happiness, greater collective good, more money,

economic development at the individual and societal level- the rates of those things go up as the (achievement) gap becomes smaller”

Crowe, 2009, p.18; Crow, T, 2009

We use literacy and numeracy every day when we interpret a utility bill, choose a cellphone plan, answer an email, post a message on social media, figure out how much paint to buy, compare prices at the grocery store or interpret a political cartoon (Alberta Education, 2016).

Numeracy and Literacy enable individuals to reach their full potential, achieve a better quality of life, and contribute to their communities. To discover and make meaning of an increasingly complex and evolving world, students need the confidence and habits of mind to acquire, create, connect and communicate information in a variety of contexts, going beyond the basic skills of reading, writing and solving simple arithmetic problems (ERLC, 2016).

The goal of the Student Learning Ministerial Order for an inclusive Kindergarten to Grade 12 education is to enable all students to employ literacy and numeracy to construct and communicate meaning; and discover, develop and apply competencies across subject and discipline areas for learning, work, and life (Alberta Education Ministerial Order on Student Learning, 2013).

Literacy and Numeracy is a Shared Responsibility Literacy and numeracy learning is everyone’s responsibility and is embodied and practiced across all subject/discipline areas at all grade levels.

Rocky View Schools, 2013 Alberta Education Ministerial Order on Student Learning, 2013

Essential Conditions

Essential Condition Description

1. Shared Vision

Stakeholders share understanding of and commitment to effective literacy and numeracy programming in their school.

2. Literacy Leadership Leaders at all levels have the capacity to champion the implementation of literacy and numeracy programming in their schools.
3. Research and Evidence

The implementation of the literacy and numeracy programs are based on current research, evidence (assessment) and lessons learned.

4. Resources Human resources, materials, funding and infrastructure are in place to support effective literacy and numeracy programming.
5. Quality Programming

Teachers provide quality literacy and numeracy programming for all students and have access to professional learning opportunities- teacher knowledge, skills and attributes are enhanced through ongoing professional learning related to effective literacy and numeracy programming.

6. Time Time is provided to support implementation of effective literacy and numeracy programming.
7. Community Engagement

Parents, school councils, students, community members, etc. are partners in supporting effective literacy and numeracy programming.

Guide to Support Implementation: Essential Conditions, January 2010 using Alberta Education Essential Conditions

Guides to Support Implementation: Essential Conditions for Literacy and Numeracy Programming

Through a grant from Alberta Education, the Edmonton Regional Learning Consortium (ERLC) developed a guide to support implementation of literacy and numeracy programming based on the essential conditions outlined above. This guide can be used to support conversations as a school staff with respect to the development, planning and teaching of literacy and numeracy.

A Guide to Support Implementation: Essential Conditions for Literacy and Numeracy Programming will support leaders and school staff in implementing effective literacy and numeracy programming for all students.

As well an Alternate Format for A Guide to Support Implementation: Essential Conditions for Literacy and Numeracy Programming was developed by Dr. Karen Loerke (adapted from the ERLC and the draft guide).

“Successful implementation requires the coordinated, collaborative, and comprehensive efforts of education partners working together towards a shared vision of learning success for all students.”

A Guide to Support Implementation: Essential Conditions, 2010

In Rocky View Schools we believe:

• Literacy and numeracy are foundational for all learning, making sense of the world and communicating with

others.

• Literacy and numeracy learning is a shared responsibility embedded in all subjects and grades.
• A system-wide commitment to high-quality literacy and numeracy instruction is essential.
• Leaders actively lead, support and promote literacy and numeracy learning and leadership.
• School, home and community partnerships enhance literacy and numeracy learning.
• Every learner is capable of literacy and numeracy success.
• Literacy and numeracy instruction is based on the evidence of sound research verified by classroom practice.
• Literacy and numeracy instruction motivates, engages, and supports every student’s learning.
• Literacy and numeracy instruction requires a balanced and responsive approach.
• Literacy and numeracy learning embraces the informed and ethical use of digital technology.
• Balanced, ongoing assessment drives literacy and numeracy instruction.
• In order to provide high quality literacy and numeracy instruction, teachers require relevant ongoing professional

learning.

Essential Condition 1: Shared Vision

Stakeholders share understanding of and commitment to effective literacy and numeracy programming in their school.

Essential Condition 3: Research and Evidence

The implementation of the literacy and numeracy programs are based on current research, evidence and lessons learned.

Literacy and numeracy instruction are based on the evidence of sound research verified by

classroom practice.

It necessitates that:

• effective literacy and numeracy researched practices and their implications are communicated,

discussed, and understood by school staff members

• effective literacy and numeracy research is current, evidence-based and peer-reviewed
• research is verified by classroom practice and is viewed through the lens of each school and

classroom setting to determine suitability. (Does the research match the learning context and student needs?)

• guidelines for analyzing student achievement results are in place and clearly communicated and

used for planning to determine student needs.

When examining new initiatives, educators need to be critical and ensure that the evidence is

research based and not based on personal positions or opinions. According to Lincoln, Guba, and

Schwandt (2007), qualitative research needs to be rigorous, trustworthy and authentic.

Therefore considerations when reading educational research include:

• findings are evidenced-based
• results are from quasi-experimental and qualitative research that uses a prolonged period of

investigation and results are cross-checked from multiple sources

• methodology is clearly described, understood and connected to the data
• results are supported by the data and research and there is sufficient data to draw the

conclusions

• use of primary studies where possible.

Research

Investing in and building professional capital of staff is paramount in transforming literacy and numeracy teaching.

(Hargreaves and Fullan, 2012)

Resources are a priority in the division and school budget. Knowledgeable school-based administrators collaborate with staff to allocate budget resources that address the staffing and student needs revealed by classroom and school evidence.

Designating staff for literacy support and leadership is an important strategy for building and sustaining quality literacy and numeracy programming. Literacy and numeracy coaches who are knowledgeable about literacy and numeracy research, pedagogy and the change process work alongside colleagues modelling, demonstrating, and facilitating professional learning.

Embedded time for professional learning for teachers to research, collaborate, and enhance their professional capacity is instrumental in developing effective literacy and numeracy programming and supporting a whole school focus on student achievement.

Careful consideration and planning are required when selecting literacy resources to meet the needs of students in order to provide a high quality literacy and numeracy program.

Selecting Appropriate Literacy and Numeracy Resources

The following is a list of K- 6 resources for consideration. These resources align with the Rocky View Schools Literacy and Numeracy Framework, in particular Essential Condition 5 : Quality Programming. In addition these resources adhere to RVS’ literacy and numeracy beliefs and understandings.

K-Gr. 6 Resources

Middle/High School Resources To Be Developed

Essential Condition 4: Resources

Human resources, materials, funding, and infrastructure are in place to support effective literacy and numeracy programming.

“When we situate reading … as an end unto itself, we run the risk of taking pride in promoting readers who can read rather than nurturing readers who do read.”

(Rebuilding the Foundation: Effective Reading Instruction for 21st Century Literacy, 2011)

A. DIVISION-WIDE LITERACY PRACTICES AND ASSESSMENT

Thirty-five years of research from around the world have described the knowledge, skills, and supports that students need to have success in reading and how to deliver them in classrooms.

I. Division-Wide K-4 Literacy Practices In order to increase students’ literacy achievement in K-4, educators need to be mindful of the RVS top ten division-wide practices to guide their practice.

Division-Wide K- 4 Practices

Division-Wide 5- 8 , 9- 12 Literacy Practices: To be developed

II. Division-Wide K-4 Literacy Assessment In Rocky View Schools, teachers use pedagogical documentation when gathering evidence for assessment and programming. Pedagogical documentation is on-going assessment that informs teaching and learning. Pedagogical documentation features assessment “for”, “of” and “as” learning and intertwines thinking, learning and curriculum.

In K-4, on-going assessment is used to understand the learner over time, to guide instruction and track growth.

Division Wide Assessment K- 4

Division-Wide 5- 8 , 7- 12 Literacy Assessment: To be developed

Essential Condition 5: Quality Programming:

Teachers provide quality literacy and numeracy programming for all students and have access to professional learning opportunities- teacher knowledge, skills and attributes are enhanced through ongoing professional learning related to effective literacy and numeracy programming.

B. DIVISION-WIDE NUMERACY PRACTICES AND ASSESSMENT

I. Division-Wide K-6 Numeracy Practices The Elementary Mathematics Professional Learning Resource outlines Elementary Mathematics Content, Instructional Practices and Assessment and includes:

• teacher understanding of mathematical content and conceptual relationships
• teacher instructional practice
• formative and summative assessment practice and
• teacher-parent communication

II. Division-Wide K- 6 Numeracy Assessment The Elementary Mathematics Professional Learning Resource also presents information and tools for Elementary Mathematics Assessement and includes:

• formative and summative assessment practice
• key understandings and resources
• strategies for assessment.

Elementary Mathematics Content, Instructional Practices and Assessment

The Alberta K-9 Mathematics Achievement Indicators provide teachers with examples of evidence of understanding that may be used to determine whether or not students have achieved a given outcome. Achievement indicators also help teachers form a clear picture of the intent and scope of each specific outcome.

Alberta K-9 Mathematics Achievement Indicators

“By developing positive connections… a sense of common purpose was fostered…. A key element of building partnerships was to encourage positive and purposeful joint working with a shared responsibility for student achievement” (Campbell, Fullan & Glaze, 2006, p.29).

In addition to designated daily literacy and numeracy blocks, it is essential to provide time for staff to work collaboratively to realize the implementation of the Rocky View Schools Literacy and Numeracy Framework and to provide effective literacy and numeracy programming. Some examples of providing time to support the implementation of effective literacy and numeracy programming include:

• collaborative meeting time to plan and work with colleagues
• time for staff to engage in professional conversations and learning

Increased understanding and commitment to excellence in literacy success occurs

when all stakeholders are provided with opportunities to learn about,

collaborate, and engage in supporting high levels of literacy and numeracy

learning. Establishing strong school-home relationships in support of literacy and

numeracy entails involving and supporting parents/guardians in contributing to

their child’s literacy and numeracy learning.

Family Literacy

Partnerships and engagement with non-profit organizations, post secondary

institutions and businesses can play a vital role in supporting K - 12 literacy and

numeracy.

Rocky View Reads

Rocky View Reads is a partnership with Calgary Reads and FortisAlberta

supporting Rocky View Schools with the goal to be a thriving reading community

where all children read with confidence and joy. Together we are enhancing

literacy skills and building the joy of reading in our school communities.

Essential Condition 6: Time

Time is provided to support implementation of effective literacy and numeracy programming.

Essential Condition 7: Community Engagement

School, home and community partnerships enhance literacy and numeracy learning.

REFERENCES

Alberta Education. (2009) Living Literacy: A Literacy Framework for Alberta’s Next Generation Economy. Retrieved March27, 2015 from http://eae.alberta.ca/media/219400/living%20literacy.pdf

Alberta Education. (2010a). Inspiring Education: A Dialogue with Albertans. Retrieved March 27, 2015 from http://education.alberta.ca/media/7145083/inspiring%20education%20steering%20committee% 20report.pdf

Alberta Education. (2010b). Literacy First: A Plan for Action. Retrieved March 27, 2015, from http://education.alberta.ca/media/4970645/literacyfirst.pdf

Alberta Education. (2013a ). Curriculum Development Prototyping Guide. Retrieved March 27, 2015 from http://education.alberta.ca/media/7779143/curriculum%20development%20protoypting%20guid e.pdf

Alberta Education. (2013b). Ministerial Order on Student Learning (#001/2013). Retrieved March 27, 2015, from http://education.alberta.ca/media/6951645/skmbt_c36413050707450.pdf

Campbell, Fullan, & Glaze. (Ed). (2006). Unlocking Potential for Learning: Effective District-Wide Strategies to Raise Student Achievement in Literacy and Numeracy. Retrieved March 27, 2015 from http://firstclass.wellingtoncdsb.ca/DistrictStrategies.pdf

Canadian Council on Learning. (2007). “State of Learning in Canada: Not Time for Complacency,” Report on Learning in Canada. Retrieved May 13, 2015 from http://www.ccl- cca.ca/pdfs/SOLR/2007/NewSOLR_Report.pdf

Canadian Education Statistics Council. (2009). Key Factors to Support Literacy Success in School-aged Populations: A Literature Review. Retrieved March 27,2015 http://www.lcssc.org/wp- content/uploads/Resources/key-factors-literacy-school-aged.pdf

Literacy and Numeracy Programming. (2015). Edmonton Regional Learning Consortium http://erlc.ca/resources/literacy_numeracy_programming/

ERLC. (2012). A Guide To Support Implementation. Edmonton: Edmonton Regional Learning Consortium.

ERLC. (2015). K-12 Literacy Guiding Document. Edmonton: Edmonton Regional Learning Consortium.

ERLC. (2016). K-12 Numeracy Guiding Document. Edmonton: Edmonton Regional Learning Consortium.

Fountas, I.C. & Pinnell, G.S.(1996). Guided Reading: Good First Teaching for all Children. Portsmouth, NH: Heinemann.