J.E.

Aaron
Pittsburgh Public Schools Director of K-12 Literacy
Blueprint for First 90 Days
Jennifer E. Aaron
The following is a tentative 30-60-90 day plan to address issues raised in the Review of
Curriculum and Instruction Programs document for Pittsburgh Public Schools. Its a blueprint for
30-, 60- and 90-day steps, best fleshed out with members of the Literacy Team in order to draw
on multiple areas of expertise. Bolded headings are issues identified in the Review, followed by
the proposed plan of action.
First 30 Days: Defining Who We Are as Literacy Learners

Lack of philosophy and inconsistency in curriculum across elementary, middle and
secondary:
Disseminate the states definition of language arts (Pennsylvania State Code 483, 2011) and
further define a balanced literacy framework: read aloud, guided reading, shared reading,
independent reading, word study, interactive writing, shared writing and independent writing. It
is crucial that all educators adopt a common language to discuss literacy instruction.
Need for curricular and instructional non-negotiables:
With the state definition distributed and a framework established, the Department of Curriculum
and Instruction begins developing curricular non-negotiables.
PD as professional growth:
Literacy Team generates a list of workshops around the components of a balanced literacy
framework for K-12 teachers across content areas. PD for grades 6-12 should aid the
incorporation of literacy in all content areas to foster better-rounded learners. The team should
start developing a PD calendar.
Unclear early literacy understandings:
Literacy Team begins evaluation of the districts early literacy model.


First 60 Days: Using Instruction and Data to Reach All Learners

Examine the curriculum:
Literacy Team develops a protocol for evaluating and implementing current and future
curriculum and program decisions.

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Using accumulated data in a timely manner:
Through PD and in-school support, teachers and teacher leaders learn to analyze and use data to
make adjustments to instruction as needed. It is important that teachers understand what
information the data provides and how best to use that information to drive instruction.
Examine the role of data in instructional planning:
Equip teachers with methods to collect and analyze data on a day to day basis, such as running
records, on-demand writing, and conference notes. Methods should be normed as much as
possible, at least within individual schools. These tools will help establish measurable
benchmarks to help struggling learners.
Examine the quality of intervention programs:
Evaluate budgets and determine personnel resources available to best support struggling learners,
as well as evaluate RtI tier 2 and tier 3 service consistencies in and across schools.
Professional development to develop capacity:
Once a basic understanding of each of the components of a balanced literacy framework is
established, implement a system for administrators and teachers to individualize PD schedules
and subjects based on teacher/school needs and interests. A combination of workshops, study
groups/PLCs, inter-visitations and book clubs should be available, with turnkey presentations for
disseminating information back to schools.
First 90 Days: Understanding, Acknowledging and Supporting Our Differences;
Establishing a Culture of Collaboration and Sharing
Strengthen and accelerate efforts to improve cultural relevance:
Use established partnerships with the ASPEN Institute, Center for Educational Leadership and
the Institute for Learning to investigate how other urban districts are being culturally responsive.
Through PD and in all programming decisions, address diversity by drawing on the Funds of
Knowledge the historically accumulated and culturally developed bodies of knowledge and
skills essential for household or individual functioning and well-being (Moll, Amanti, Neff, &
Gonzalez, 1992, p. 133) that students bring to school, ensuring that struggling learners and
English language learners are taught using an enrichment model rather than a deficit model.
More comprehensive gathering of information related to curriculum, fostering innovation
(contingent on IT support):
Redesign the academics page of the PPS website, consolidating and augmenting the districts
literacy materials, providing educators with a comprehensive information resource.

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Develop a Best Practices Network:
- Establish an online discussion board for teachers to share information across the system.
- To complement discussion board, initiate private Twitter feed for Just tried! and This totally
worked! tweets.
- Establish a professional library (real and/or virtual) with resources to help improve teacher
practices.
- Facilitate cross-district/cross-discipline book groups for educators to read professional texts and
discuss implementing ideas in their classrooms and schools.
Beyond:
As this plan, or any other, is enacted it will be crucial to get feedback from those already familiar
with the district. While I have focused on some areas to address disparities in achievement, many
others are in play and must be considered in conjunction with the blueprint for the first 90 days.
As the plan is implemented it will be vital to tailor instruction in consideration of student race,
language and culture.
----References
Academic Standards for Reading, Writing, Speaking, and Listening, 4 Pa. Code 4.83
Retrieved from http://www.pacode.com/secure/data/022/chapter4/ 4.83.html

(2011).

Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for
teaching: Using a qualitative approach to connect homes and classrooms. Theory Into
Practice, 31(2), 132-141.