Literacy Coaching and Collaboration

1. Literacy Coaching and Collaboration Session 6 EDUC 611

2. Session 6 Objectives In Session 6, you will: • Review Session 5 Content • Develop an understanding of Literacy Collaboratives • Examine the ten characteristics of a Collaborative School • Examine a Literacy Collaborative Model: The Kentucky Project • Evaluate two videos on Guided Reading • Participate in Threaded Discussion questions Benedictine University

3. EDUC 611 Session 6 Session 5 Review Benedictine University

4. Session 5 Review • Four “Temperaments” identified by Keirsey: • Guardian, Artisan, Rational, Idealist • As a Literacy Coach, use awareness of temperament types to better meet the needs of instructors and students • Use individuals’ temperament types to select approaches, tasks and functions that best fit their personalities • Brainstorming reveals problem-solving possibilities • Being too close to a problem may limit potential solutions • Collaborative participants bring a set of “lens” experiences and cultures to a collaboration • Exercises, activities, games can aid in effective group problem solving Benedictine University

5. EDUC 611 Session 6 Literacy Collaborative Benedictine University

6. What is Literacy Collaborative? • A Literacy Collaborative is a comprehensive school reform project designed to improve the reading, writing, and language skills of all children • One important component of a Literacy Collaborative is long-term professional development • Coordinators are trained in research-based methods • The curriculum includes a wide range of individual, small-group, and large-group reading and writing activities… • Guided by ongoing assessment • Consistent with recommended national standards for K-6 literacy education Benedictine University

7. Purpose of Literacy Collaborative • “Literacy CollaborativeSM” is a comprehensive school improvement project designed to improve the reading and writing achievement of students in pre-K through 8th grade • According to the Literacy CollaborativeSM website (http://www.literacycollaborative.org/), schools that adopt Literacy CollaborativeSM gain: • A comprehensive instructional framework for all students in all grades that includes Guided Reading, Writing Workshop, and Language and Word Study • A well-trained school-based literacy coach who provides professional development and in-class coaching to other teachers in the school • A school leadership team that supports and facilitates the school improvement process Benedictine University Web Source: http://www.literacycollaborative.org/

8. Literacy Collaborative Model • The language and literacy framework, the instructional core of the Literacy Collaborative Model, includes components which address the five essential elements of reading instruction: • Phonemic awareness • Phonics • Fluency • Vocabulary • Comprehension - as identified by the National Reading Panel Benedictine University

9. Literacy Collaborative Framework • Literacy CollaborativeSM provides a research-based instructional model that is: • Student-centered • Language-based • Process-oriented • The model incorporates research-based methods of instruction while focusing on the complex strategies and skills of reading, writing, and using oral language Benedictine University Web Source: http://www.literacycollaborative.org/about/framework/

10. Literacy Collaborative… Meets RtIGuidelines • Literacy CollaborativeSM provides a tiered instructional model that meets Response to Intervention (RtI) guidelines • This tiered model meets the needs of all learners • A research-based instructional framework and excellent classroom teaching provide the foundation for all students • Small-group and one-to-one interventions support students who need additional assistance • Ongoing assessment provides teachers with data on student progress Benedictine University Web Source: http://www.literacycollaborative.org/about/characteristics/

11. Literacy Collaborative Literacy CollaborativeSM has been a ‘Service Mark (SM)’ of the Ohio State University since 1998 Currently Ohio State University, Leslie University, and Georgia State University continue training, researching, and developing in the area of Literacy Collaborative processes The Collaborative University network has trained over 850 literacy coordinators and 35 district trainers across the United States Benedictine University Web Source: http://www.literacycollaborative.org/

12. EDUC 611 Session 6 Literacy Collaborative Schools Benedictine University

13. What is a Literacy collaborative School? Ten Essential Characteristics of Literacy Collaborative School: • Teachers in classrooms implement the range of research-based approaches that are included in a language and literacy framework, either at primary grades or at all grades of the elementary school • The framework includes instruction in reading, writing, language, and word study • A high priority is placed on time for teaching and learning, with at least two-and-one-half hours designated daily for the language and literacy framework in all classrooms • One hour of uninterrupted time is available for reading and one hour for writing • The school has a literacy coordinator who has successfully completed the initial training program at a Literacy Collaborative university or district-level training site • The literacy coordinator is based in the school and provides professional development for teachers • The literacy coordinator also teaches children for part of the day • There is a school-based leadership team that includes the principal, the literacy coordinator(s), teachers representing the grade levels involved, and other literacy professionals Benedictine University Web Source: http://www.literacycollaborative.org/about/characteristics/

14. What is a Literacy collaborative School? Ten Essential Characteristics of Literacy Collaborative School: Teachers in the school participate in comprehensive training and are coached in their classrooms by the literacy coordinator After initial training, teachers participate in a variety of ongoing professional development opportunities including, but not limited to regular meetings, coaching, study groups, and action research Sufficient materials and supplies are provided to support literacy instruction, which may include a school book room that houses an extensive collection of leveled books for guided reading, as well as rich classroom collections of children’s literature Reading Recovery is provided as a safety net for first-graders who need extra, intensive tutoring in addition to good classroom instruction; other services are provided at various grade levels There is a home-school connection that includes home support activities and books to promote home reading Benedictine University Web Source: http://www.literacycollaborative.org/about/characteristics/

15. EDUC 611 Session 6 Kentucky Reading Project: A Literacy Collaborative School Benedictine University

16. What is the Kentucky Project? Kentucky Reading Project is a professional development initiative for Kentucky public school elementary (P-5) teachers It is designed to improve student achievement and emphasize family involvement in literacy More than 2200 teachers representing more than 140 school districts have been trained in KRP Benedictine University Web Source: http://www.literacycollaborative.org/about/characteristics/

17. Kentucky Reading Project Mission • The mission of Kentucky Reading Project (KRP) is to increase student achievement and family involvement in literacy by empowering P-5 teachers to: • Design and implement comprehensive and research-based instruction • Driven by the on-going assessment of diverse learners' needs • KRP is committed to four core values: • Achieving proficiency in literacy • Promoting an atmosphere for reflective evaluation of teaching and learning • Encouraging collaborative learning communities • Fostering lifelong learning Benedictine University Web Source: http://www.kentuckyliteracy.org/krp/

18. KRP Lessons Learned • The KRP has provided a number of researched-based resources for schools • A key outcome is professional development programs such as: • A yearlong, graduate level reading course that consists of: • A two-week summer institute • Four follow-up sessions during the year, and • At least one coaching visit to each teacher • A ‘Literacy Action Plan’ template that focuses on a balanced approach that improves teachers’ knowledge and instructional practices in literacy Benedictine University Web Source: http://www.kentuckyliteracy.org/krp/

19. KRP’s Literacy Action Plan Participants in the Kentucky Reading Project develop and implement the Literacy Action Plan (LAP) during the yearlong graduate course • The objectives for completing this plan include: • Using school and state assessments to determine schools’ priority needs • Implementing a comprehensive reading approach during the entire school year • Becoming a school leader through understanding and application of the Comprehensive School Improvement Plan format • Using impact checks as the focus for the school visits by a KRP Mentor Benedictine University Web Source: http://www.kentuckyliteracy.org/krp/

20. KRP’s Literacy Action Plan The Literacy Action Plan includes five elements that are to be comprehensively documented: Priority Need: identifies the data sources that inform the priority need listed and the goal that addresses the priority need Causes(s) / Contributing Factors: both the positive and negative factors are to identified based on needs analysis. This section also includes the objective/s with measurements of success for each factor Documentation of the theory and research that supports the goals, objectives and activities of the literacy action plan Benedictine University Web Source: http://www.kentuckyliteracy.org/krp/

21. KRP’s Literacy Action Plan The Literacy Action Plan includes five elements that are to be comprehensively documented: [Cont.] • Activities or strategic sequence of activities to achieve the Literacy Action Plan objectives • Section IV includes the person responsible, resource needs, target date for completion and evidence of implementation • Comprehensive implementationand impact check • This section is meant to self-evaluate, amend and update the Literacy Action Plan Benedictine University Web Source: http://www.kentuckyliteracy.org/krp/

22. KRP’s Literacy Action Plan The Literacy Action Plan is a key resource which Reading Specialists should save and use as a reference The five sections in the action plan can be helpful for developing an effective reading program Familiarity with the five sections of the action plan provides a conceptual understanding of a research-based reading program A copy of the KRP Literacy Action Plan is located in Session 6 Resource Guide Benedictine University Web Source: http://www.kentuckyliteracy.org/krp/

23. EDUC 611 Session 6 Session 6 AssignmentsDue Session 7 Benedictine University

24. Session 6 Assignments???? • Read:Read: • Toll – Chapter 9 • IRA Reading and Literacy Coaches Study PDF [located in Session 6 Resource Folder] • Practicum Experience • Interview Practicum project due session 7 • Journal Article Folder due Session 8 • Survey Presentations due Session 8 Benedictine University

25. EDUC 611 Session 6 Session 6 & 7 Objectives Benedictine University

26. Session 6 Objectives In Session 6, you have: • Reviewed Session 5 Content • Developed an understanding of Literacy Collaboratives • Examined the ten characteristics of a Collaborative School • Examined a Literacy Collaborative Model: The Kentucky Project • Evaluated two videos on Guided Reading • Participated in Threaded Discussion questions Benedictine University

27. Session 7 Objectives In Session 7, we will: • Review Session 6 Content • Examine an IRA Reading Survey • Read, analyze, and synthesize questions and answers from Toll – Chapter 9 • Evaluate teacher/coach conferences • Evaluate examples of effective questions to use during a coach/teacher conference Benedictine University

28. Literacy Coaching and Collaboration Session 6 EDUC 611 See you in Session 7