KCLC

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KCLC
Kentucky
Content Literacy Consortium
A STRIVING READERS GRANT
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Literacy, as defined by the KY Literacy
Partnership

• Literacy includes reading, writing, and the
  creative, and analytical acts involved in
  producing and comprehending text. Adolescent
  literacy is more than reading and writing.
• It involves purposeful social and cognitive
  processes
• It helps individuals discover ideas and make
  meaning
• It enables functions such as analysis, synthesis,
  organization, evaluation

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Reading Next Recommendations

• To Build Adolescent Literacy Skills
• Effective instructional principles
• Self-directed learning strategies
• Direct instruction
• Student collaboration
• Diverse texts
• Cross-disciplinary writing
• Extended time for literacy work
• Extended professional development
• Teacher teamwork
• Literacy technologies
• Responsive formative and summative evidence
  gathering
• Strategic intervention with struggling students
• Effective literacy leadership
• Comprehensive and coordinated approach

Reading Next, Alliance for Excellent Education,
2004
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• Federal Grant Goal
• The goal is to build a strong research base to
  determine program effectiveness and identify what
  works in improving literacy and reading
  achievement among students in grades 6-12.
• Kentucky Content Literacy Consortium (KCLC)
  Federally funded, 17 million dollar, 4-year
  professional development grant.

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• The grant is implemented in two ways 
• Implementing an effective school-wide literacy
  model at the middle and secondary level that
  helps students master high level content in all
  disciplines.
• Providing targeted intervention measures for
  struggling readers at grades
• 6 and 9.

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• Consortium School Districts
• Bullitt County Schools
• Danville Independent Schools
• Eminence Independent Schools
• Jessamine County Schools
• Pike County Schools
• Rowan County Schools
• Washington County Schools

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Content Literacy Sub-Domains
School-wide literacy Model
Content Literacy Overarching Concept

• There are literacy processes that, when brought
  to bear in a discipline-specific content
  environment, will support students in learning
  content at deep levels, and in continuing to
  develop their basic learning skills.

• Reading Comprehension
• Vocabulary Development
• Writing to Learn
• Writing to Use What We Know
• Verbal Fluency
• Academic Dialogue

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Professional Development

• Designed and supported by the Collaborative for
  Teaching and Learning, Amy Awbrey - Director of
  Literacy Initiatives
• Direct Teacher Training In Year 2, training for
  1,000 middle and high school teachers
• Focus on foundational research
• Modeling and application of core literacy
  strategies
• Planning for strategy integration across the
  disciplines
• Annual renewal training for all teachers
• School Coach Training and Mentoring 24 school
  literacy coaches
• Focus on foundational research
• Emphasis on two learning strands
• Reading Specialist Mindsets and Skill sets
• Peer Coaching Mindsets and Skill sets

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Bullitt Central High School
A word wall in a business class.  The students
created the word wall as well as organized the
word wall into categories.
A social studies teacher is going over a double
entry journal.  The lesson is about the different
types of economies. 
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North Bullitt High School
These are samples of Frayer Models that the
students have been working on in a science class.
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West Jessamine Middle School
This class is using words from their Word Wall in
a game.  It was a fun way to make the Word Wall
interactive.
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East Jessamine Middle School
A word wall from the art teachers classroom.
Students are completing a word wall activity
during the first week of class.
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Rowan County High School
The school-wide model has an emphasis on visual
literacy across the disciplines.
The cafe conversation strategy is being used in
an art class.
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Washington County Middle School
Sample student work from science classes using
café conversation to promote academic dialogues
during a lesson on the water cycle.
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Literacy Coach Responsibilities

• 50 of time Literacy Coaches work directly with
  teachers each day to support their implementation
  of the Collaborative Model for Content Literacy
  (School-wide Literacy Model)
• 50 of time Literacy Coaches work daily with
  targeted
  students (2 years or
  more behind in reading) to conduct the
  Learning Strategies Curriculum Model (SIMS
  Intervention)

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Targeted Intervention

• Learning Strategies Curriculum
• University of Kansas SIMS model
• Tricia Bronger, Certified Trainer,
• University of Louisville
• Specific intervention strategies for
  individualized student instruction
• Goal for struggling students to learn specific
  compensation strategies and apply them across the
  learning day
• School Literacy Coaches provide
• instruction, and are supported with
• ongoing training and mentoring

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Eminence Middle and High School
6th grade intervention students working on a
writing piece.
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Danville High School
In this intervention classroom, students are
using a variety of oral reading strategies to
build verbal fluency.
In this intervention class, paired students
discuss how they will read a poem together.
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Bernheim Middle School
In this intervention class, the students are
connecting prefixes, stems and suffixes on a word
wall as continued support of the DISSECT Strategy.
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Belfry Middle School
Intervention class performing the DISSECT cheer
to help them remember the mnemonic DISSECT.
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Washington County High School
Intervention students are working on vocabulary
cards for the LINCS vocabulary strategy.
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Literacy Coach Certification

• Designed and supported by the University of
  Louisville, Dr. Brenda Overturf
• Certification includes
• M. Ed. in Reading
• Kentucky Reading Writing Endorsement
• Kentuckys Reading Specialist Certification
• U of L Teacher Literacy Leadership Certification
• 36 credit hours
• Hallmark assessments
• Electronic portfolio
• PRAXIS for Reading Specialist

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Fiscal Agent/Project Management

• Danville Independent Schools
• Bob Rowland, Superintendent
• Kathy Belcher, Project Manager
• Oversee US DOE communications
• Manage grant budget and reporting
• Act as main liaison to districts

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Project Evaluator

• Collaborative Center for Literacy Development
• - Dr. Susan Cantrell, Principal Investigator
• - Dr. Margaret Rintamaa, Project Director
• Research Questions
• 1. What is the impact of the Learning
  Strategies Curriculum on struggling readers
  reading achievement, motivation, and strategy
  use?
• 2. What is the impact of the Collaborative
  Model for Content Literacy on students
  achievement, motivation, and strategy use?
• To what extent does the professional development
  model improve teacher practice and sense of
  teaching efficacy?
• Data Sources
• Standardized reading achievement test
• Student reading motivation and strategies
• survey
• Teacher observations and interviews
• Teacher survey

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Kentucky Department of Education Cindy Parker,
Project Liaison The Kentucky Department of
Education serves in an advisory and support
capacity.  The Kentucky Department of Education
provides reading and language arts
consultants to support development and
implementation of the project.
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From the KCLC Administrators

• Development of Literacy Team
• Professional Growth Plans
• Checking lesson plans
• Requiring the use of at least one strategy in
  each observation
• Coaching summaries
• Instructional non-negotiables include reading and
  writing expectations

• Walk-Throughs
• Observation of class time
• CSIP Reports
• Report to Central Office Personnel on a bi-weekly
  basis
• Quarterly Curriculum Reviews with each teacher

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From the KCLC Administrators
Administrators Survey
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From the KCLC Administrators
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Lessons Learned Year 1

• Teachers need content-specific models and
  training to support general project information
  and expectations.
• Coaches need modeling and regular support to
  learn how to better mentor their colleagues and
  encourage implementation of new strategies.
• Principals need support, tools, and strategies to
  increase expectations and accountability for
  teacher practice, monitor teacher improvement,
  and provide feedback to faculty.
• Time, training, and mentoring needed to support
  the work cannot be overestimated.

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The Non-Reader Begins to Read Again
This teacher monitors a café conversation group.
Writing about fractals for math class.