At the Academy of Public Relations, we believe that providing literacy support to our students is critical to meeting their academic success. It is our goal that all students graduate APR reading at or above grade level to be college and career ready.
To support literacy across content areas and ensure that all students improve their reading comprehension and writing skills, teachers will support student access to complex and challenging texts through deliberate teaching and modeling. Students will be given frequent opportunities to write and be taught strategies for planning, revising, and editing their written pieces (products) as well those of their peers. This will occur in classes across content areas. Additionally, teachers will provide students with culturally responsive multimodal texts to engage students and offer multiple entry points to deepen their thinking and discussion. Teachers will also take into consideration students’ literacy strengths, needs, and interests.
School leadership will support Strategic Reading Intervention classes by administering the Universal Screener Degrees of Reading Power (DRP) to identify each student’s reading level and then program them for homogenous reading instruction to meet their individual literacy needs. To support vocabulary acquisition students are exposed to 120 tier two words that prepare them for high school, college and career texts through the Word Generation Curriculum.
To build teacher capacity, school leaders allocate time for professional learning and teacher collaboration in both content area teams and inquiry teams once a week. Teachers will continue to engage in inquiry data cycles in which instructional decisions are made through careful analysis of student level data. To build student ownership of their DRP growth, students receive their DRP scores three times a year and Strategic Reading periods are reconfigured to reflect student growth. Students set goals based on their DRP scores and create an action plan for achieving their goals. To increase the partnership between our school and students’ families, the MSQI Coordinator will communicate several ways to continue supporting their child at home by receiving Word Generation vocabulary lists during parent-teacher conferences.
We want to see all teachers using this shared belief of literacy best practices to support student achievement.
Myriam Correa, General Education
Edward Heinnsen, General Education
Tom McConkey, General Education
Yaquira Marte, General Education/Bilingual
Alex Gutierrez, Special Education
Iris Payano, Special Educator
Justine Toledo, Special Educator
Lesly A. Miranda, Special Educator/Bilingual
Jessika Valdez, Special Educator/Bilingual