Leading A Schoolwide Literacy Reform

1
Leading A Schoolwide Literacy Reform

• Demonstration Sites for the Content
• Literacy Continuum
• VDOE State Personnel
• Development Grant
• Informational Meeting
• March 12, 2009

2
Virginia Content Literacy Continuum Initiative
3
Virginia State Improvement Grant

• Funded by the U.S. Department of Education
• 2004 to 2008
• Established 4 CLC Demonstration Site in Hanover
  and Botetourt Counties
• Established a Statewide Strategic Instruction
  Model Professional Development Network

4
Virginia Personnel Development Grant

• Replaced the State Improvement Grant
• 2007 to 2012
• Focused on Replication
• Integrated with RTI
• In-service Pre-service Professional Development
• Comprehensive Aligned Instructional System

5
Adolescent Literacy Partnerships Meeting the
Needs of All Students
6
The University of Kansas Center for Research on
Learning

• Founded in 1978
• Mission Dramatically improve the performance of
  adolescents (especially those at-risk for
  failure) in grades 4-12 through research-based
  instruction

7
Content Literacy
The listening, speaking, reading and writing
skills and strategies necessary to learn in each
of the academic disciplines.
8
Content Literacy
is the door to content acquisition
higher order thinking.
9
The Content Literacy Continuum
Level 1 Enhance content
instruction
Level 2 Embedded strategy instruction
Level 3 Intensive strategy
instruction
Level 4 Intensive basic skill instruction
Level
5 Therapeutic intervention
10
A Continuum of Literacy Instruction
Level 1 Enhanced content instruction
Level 2 Embedded strategy instruction
Level 3 Intensive strategy instruction STR
ATEGIC INSTRUCTION Level 4 Intensive
basic skill instruction
Level 5 Therapeutic intervention
INTENSIVE INTERVENTION
11
Content Enhancement Routines

• Tools for teachers to use in partnership
• with students to promote mastery of
• critical content and enhance
• background information necessary for
• literacy.

12
Economic Causes of Sectionalism in the U.S. in
1860
Study the economic conditions of the West in
1860, and create a list of characteristics to be
compared to the North South.
Good ports Good natural resources Good credit
with other countries
Quality of ports Quality of natural
resources Quality of credit
Primary source of labor Source of profits Quality
of land transportation
Economic conditions in the North and South in
1860 were alike because both had good natural
resources, ports, and credit. Their primary
sources of labor and profits were different, as
was the quality of their land transportation.
13

• Content Enhancement Teaching Routines

Teaching Concepts Concept Mastery
Routine Concept Anchoring Routine Concept
Comparison Routine
Planning Organizing Course Organizer Unit
Organizer Lesson Organize
Increasing Performance Quality Assignment
Routine Question Exploration Routine Recall
Enhancement Routine Vocabulary LINCing Routine
Exploring Text, Topics, Details Framing
Routine Survey Routine Clarifying Routine Order
Routine
14
Learning Strategies Curriculum
Tools for STUDENTS to become independent
learners By learning how to
learn
15

Self-Questioning Strategy
Attend to clues as you read Say some
questions Keep predictions in mind Identify the
answer Talk about the answers
Attend to clues a
16
Learning Strategies
Storage First-Letter Mnemonic Paired
Associates Listening/Note taking Vocabulary
Acquisition Word Identification
Summarizing Self-Questioning Visual Imagery
Interpreting Visuals Multipass
Expression of Competence Sentences
Paragraphs Error Monitoring Themes
Assignment Completion Test-Taking
17
The CLC says

• There are unique (but very important) roles for
  each member of a secondary staff relative to
  literacy instruction
• While every content teacher is not a reading
  teacher, every teacher instructs students in how
  to read content.
• Literacy coaches may be necessary but arent
  sufficient
• Some students require more intensive, systematic,
  explicit instruction of content, strategies, and
  skills

18
Additionally, the CLC ..

• Is a framework for guiding
• Staff dialogue around literacy
• Professional development
• Resource allocation
• Decision making
• Integrates instructional programs
• From silos to synergy

19
(No Transcript)
20
Four Phases of CLC Adoption

• Exploring- Awareness, Commitment,
  Buy-in
• Planning-Continue above Vision Communication
  Professional Development
• Implementation- Build capacity
• Sustaining-Refinement

21
Want to know more

• For Information on CLC SIM visit
• The University of Kansas Center for Research on
  Learning www.kucrl.org
• Contact information
• Diane C. Gillam-Project Coordinator
• dgillam_at_ku.edu

22
Central Academy Middle School
Principal Vaneta McAlexander
23
CAMS STATISTICS

• SIZE 453 Students
• GRADE LEVELS 6, 7, 8
• FACULTY 38
• COMMUNITY Rural
• STUDENT POPULATION
• 3 Minority
• 15 Special Education

24
VA State Personnel Development Grant
2008-2013 State Improvement Grant 2005 - 2008
25
Danny Pendleton Assistant Principal
Vaneta McAlexander Principal
CLC Leadership Team
Denise Sprinkle CLC School Teacher Leader
26
CLC Leadership Team
Cathy Cronise Teacher Leader Guidance
Pam Kettelson Teacher Leader Math
Susan Martin Teacher Leader Social Studies
Andy Bell Teacher Leader CTE
27
Sandi Witt Teacher Leader Language Arts
Suzie Mejia Teacher Leader Special Education
CLC Leadership Team
Susan Trumbo Teacher Leader Speech-Language
28
Our primary goal is to establish a coordinated
school-wide approach to improving literacy for
all students in secondary schools that will
enable students to meet higher standards.
-University of Kansas Center for Research on
Learning
29

Flexibility to meet student needs
Learning environment were in it together
30
(No Transcript)
31
(No Transcript)
32
(No Transcript)
33
(No Transcript)
34
Getting Started
35
Supporting CLC at the District Level

• SIM Professional Development
• Leadership Capacity
• Resources

36
SIM Professional Development

• Build PD days into calendar
• Assist schools in compiling data that could be
  used to make PD decisions
• Coordinate PD events in terms of site, materials,
  etc
• Refreshments for breaks
• Attend PD events

37
Leadership Capacity

• Stipend for SIM Professional Developers to
  prepare workshops
• Provide substitutes for coaches to carry out some
  coaching activities during the school day
• Meet monthly with SIM PDers
• Book studies
• Mock coaching sessions

38
Resources

• Provide substitutes not provided by grant
• Purchase supplementary materials that are
  necessary for the practice of certain strategies
  or routines
• Print some of the materials that are used in the
  instruction of certain strategies
• Provide an individual to carry out various
  activities associated with school-wide assessment

39
Actions speak louder than words!

• Attend every demonstration event
• Provide time in workdays for new teachers to
  receive overview of CLC SIM
• Include various aspects or principles of CLC
  SIM as part of our division pedagogy