Creating a Systematic Literacy Framework for ALL Learners

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Creating a Systematic Literacy Framework for ALL
Learners

• An Overview of the Illinois Partnership in
  Comprehensive Literacy (IPCL)
• Presented by Pam Rosa, Dr. Mary Ann Poparad,
  and Carol Frericks

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The Illinois Partnership in Comprehensive
Literacy (IPCL) Overview Focuses Upon

• National-State-Local Foundations IPCL
• NCLB, IDEA, RtI Law, Policy Procedures
• IPCL Research-Based Framework Features
• CECs Partnership in providing a Continuum of
  Literacy Services and Supports
• IPCL Core Features Applied
• Session A Literacy Leadership
• Session B District and School-Based Coaching
• Session C Comprehensive Literacy In Action
• District Literacy Feed Forward for 2009-10

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What Does a GREAT Literacy System Look Like?

• As a district have you determined what a GREAT
  Literacy
• System looks like? Brainstorm key priorities
  that you consider ESSENTIAL to developing a GREAT
  Literacy System!

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A Comprehensive Intervention Model RtI Approach
through Waves of Literacy Implementation

• Effective and lasting change requires a dynamic,
  continuous process built upon commitment and
  collaboration at many levels. The greatest number
  of children will experience academic success when
  classroom instruction and supplemental
  interventions are comprehensive and
  complementary.
• Illinois Reading Recovery Center, National-Louis
  Universitys Center for Literacy Leadership,
  University of Arkansass Center for Literacy

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Shared Core Principles between NCLB, IDEA, RtI
IPCL

• ALL children can learn profit from high-quality,
  aligned literacy at all tiers of instruction that
  focus upon
• Intervening early to be most cost effective
• Providing multiple layers of service delivery
• Integrating instruction, assessment use of data
• District supported school-wide systems of
  collaboration skillful practitioners
• Monitoring student progress to inform instruction
• Merging General Education Special Education to
  Single Every Education System

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Illinois Partnerships in Comprehensive Literacy
Framework

• Vision To develop schools within districts that
  are committed to continuous learning improvement
  and system-wide change.
• Mission To develop an apprenticeship culture at
  all levels of learners, including students,
  teachers, building and district administration,
  that meets the needs of an ever changing, global
  society.
• Goal To develop self-regulated learners with
  the capacity to initiate, coordinate, and sustain
  school improvement and change.

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National Literacy School Improvement Framework

• Partnerships in Comprehensive Literacy Framework
  (PCL)
• School improvement model for elementary middle
  schools
• Piloted in 1997 with 7 Arkansas schools
• Expanded to over 150 schools in 13 states (AR,
  IL, IN, ME,
• KY, PA, MI, NC, NM, UT, WY, WA, Ca) and 6
  universities
• (Un of Maine Saint Marys College, CA Un of
  KY National-Louis Un, IL Shippensburg Un, PA
  Purdue Un, IN)

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National Literacy Models Tiers of Support
through Communities of Professional Learning

• Aligned Levels within Comprehensive Intervention
  Model (CIM)
• Tiered Support of a School Improvement Literacy
  Process
• 17 years of research
• Layered interventions that promote acceleration
• Replicated in hundreds of schools across U.S.

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CECs BHAG for IPCL.

• Increase Student Literacy Achievement through
• Development of Systemic District Literacy Models
  across Illinois based upon 3-year RtI Literacy
  Plan
• Create Regional IPCL Centers within model
  districts as clinical training and demonstration
  sites
• Support Communities of Professional Learning
• Ongoing Targeted Data Collection/Research
  Development

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First Things First Constancy of Purpose

• Integrated RtI approach to Literacy service
  delivery that encompasses general and special
  education.
• Single, well-integrated system that connects
  general, Title, and special education through 1)
  scientifically-based practices, 2) common
  measures, and 3) explicit decision-making
  procedures driven by child outcomes
• Identification, consolidation, supplement, and
  integration of human and fiscal resources

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CEC Literacy Framework for Success
Tier 3 Individualized Literacy Intervention for
At-Risk Learners (RR or Comprehension,
Vocabulary, Fluency/Readability)

• Key Points To Remember
• All Students are involved in CORE Learning Block.
• Grade Level CORE Curriculum Aligned Assessments
  will guide instruction in CORE
• Key Professional Learning Sharing will guide
  implementation
• Tier 2 and 3 aligned interventions for additional
  student support

1 - 3
Tier 2 Small Group Literacy Intervention outside
of Literacy Block (Comprehension,
Vocabulary, Fluency/Readability, Writing)
7 - 9
Tier 1 All Students will receive CORE Literacy
Block every day (Core Components of Literacy)
90 of Your Students

• ALL STAFF are responsible and involved in the
  learning success of ALL Students.

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The IPCL Framework is Not

• A Quick FixIt is a Systematic Framework that
  requires careful, purposeful development by the
  District and School Leadership Team
• One Size Fits All. There are common components
  of IPCL that each District and School Must
  Personalize to their Learning-Teaching Process

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IPCL Feature Focus 2, 4, 5, 6

• Room 145
• Session A Administrative Literacy Leadership.
  This session will focus upon the key priorities
  of administrative leadership in development of a
  comprehensive literacy framework at district and
  school levels. Specific components of a district
  and school level comprehensive literacy plan will
  be discussed and self-assessed.

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IPCL Feature Focus 2, 6, 7

• Room 201
• Session B District and School-Level Literacy
  Coaching. This session will share the design of
  the National Louis University Coaching-Interventio
  nist Training. Specific components and
  requirements for training/implementation of this
  teacher literacy leadership process will be
  provided.

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IPCL Feature Focus 3, 4, 6, 7

• Room 203
• Session C Comprehensive School-Based Literacy
  In Action - Quincy District 172. This session
  will share what the Comprehensive Literacy
  process looks like in action in CORE and Tier II
  instruction. Specific examples and strategies
  will be shared regarding development of literacy
  leadership at the classroom and school level.

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What Do Best Performing School Districts Do

• Common priorities were observed in Best
  Performing School Systems
• District High Expectations for ALL students
• Recruit and continue to train high quality
  teachers
• Systematic district-based teacher learning
• Embed Professional Learning into Daily Work
• Support Collaborative Team Time
• Nurture shared Administration-Teacher
  School-based Learning Culture
• International Study of Top 25 Industrialized
  Education Systems from McKinsey Report, 2007

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ARRA additional funds through Title I and IDEA
provide that schools

• train highly effective teachers to serve as
  instructional leaders
• build teachers capacity to address academic
  achievement problems
• provide professional development to teachers on
  the use of data to inform and improve
  instruction
• train literacy coaches to provide professional
  development for teachers
• provide intensiveprofessional development for
  special education and regular education teachers
  that focuses on scaling-upproven and innovative
  evidence-based school-wide strategieshttp//www.e
  d.gov/policy/gen/leg/recovery/factsheet/title-i.ht
  ml

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International Reading Association RtI Taskforce

• Instruction prevent language and literacy
  problems by optimizing instruction
• Responsive Teaching and Differentiation
  differentiated and intensified
  instruction/intervention in language and
  literacy.
• Assessment- assessment that can inform language
  and literacy teaching.
• Collaboration dynamic, positive, and productive
  collaboration among professionals
• Systemic and Comprehensive PreK-12 approach to
  language and literacy assessment and instruction
• Expertise CORE and supplemental instruction
  from professionals specifically prepared to teach
  literacy.

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3 Key Priorities of District Literacy Leadership

• Driver Triad Features These features are the
  foundational components of a comprehensive
  literacy framework
• Brain Center Features These features focus upon
  using data and results to inform and guide
  literacy process, which include demographic,
  process, perception, and student learning data
• Work Core Features These features focus upon
  the human and organizational processes that drive
  and improve the learning system

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Administrative Literacy Leadership

• What are the first steps for the District and
  School Leadership in developing systemic literacy
  learning?
• Assess District and/or Schools Current Literacy
  Process in relationship to 10 Features of IPCL
  through Drivers Triad, Brain Center, and Work
  Core
• What features are currently in place?
• What is missing?
• Where are the greatest opportunities for capacity
  building?
• Develop 3-5 year District and/or School Literacy
  Plan for Implementation and Sustainability

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Literacy Feed Forward for 2009-2010 School Year

• Literacy Speaker Series
• Literacy Compact Deep Think Sessions
• District Site Visits
• Administrative Academy Strands
• Illinois Partnership in Comprehensive Literacy
  Audit
• Specific District Needs

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CEC Feedback