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A Collaborative Partnership: The Virginia Department of Education and the University of Kansas Center for Research on Learning: SPDG Coaching Webinar
Presented April 15, 2014
Diane C. Gillam, M.Ed., Project Manager, KUCRL
Patricia Sampson Graner, Ph.D., Director of Professional Development & Co-PI, KUCRL
Thomas Manthey, Ph.D., Project Director, VDOE
dgill
am@
ku.e
du; p
gran
er@
ku.e
du
Key Points for Today’s Webinar
We will discuss the eco-system promoted:• Through the adoption of the Content Literacy
Continuum™ (CLC), an academic framework, with the evidence-based practice, the Strategic Instruction Model™(SIM)
• Using coaching as a means to build collective capacity
• By applying a real-time analytic tool to impact decision-making at the instructional level
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VA State Improvement Grant (2004-07): Enhancing Access to the General Curriculum for
Middle and High School Students
• VDOE and KUCRL Partnership to adopt the Content Literacy Continuum™ for scale-up of an academic framework using the Strategic Instruction Model (SIM™), an evidence based practice.
• Outcomes for the SIG included:• Teacher Leaders/Literacy Leadership• VA SIM Network capacity built• Data driven decision-making• Demonstration sites across commonwealth• IHE Partnerships - 37 Education programs
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illam
@ku
.edu
; pgr
aner
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dgill
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ku.e
du; p
gran
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ku.e
du
State Personnel Development Grant (2007-12) Adolescent Literacy Partnerships: Meeting the
Needs of All Students
• VDOE and KUCRL Partnership continues with outcomes to include:• Scale-up CLC beyond divisions in SIG• SIM Network increased• Data based decision-making with Hoxie real-time
analytic tool• Partnerships with IHEs, VASSP,PEATC
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The Content Literacy Continuum
• Is a framework for guiding– Staff dialogue around literacy– Evidence-based professional development
including the Strategic Instruction Model (SIM)– Resource allocation– Data driven decision making
• Integrates instructional programs– From silos to synergy
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The Content Literacy Continuum
Because…
some students require more intensive, systematic, explicit instruction of content, strategies, and skills.
4/7/14 [email protected]; [email protected]
dgill
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ku.e
du; p
gran
er@
ku.e
du
Content Enhancement
Routines
LearningStrategies
Curriculum
Evidence-based Instruction
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dgill
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gran
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Shift: From Coaches to CoachING
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dgill
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ku.e
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49%
• What is helping most to sustain the CLC at your school?• Professional development including coaching
91%
• I have received coaching(e.g., one-to-one, group coaching) this year related to my instructional use of SIM-CER.
84%
• Instructional coaching for CER adds to the implementation of the CLC.
81%
• I have received coaching(e.g., one-to-one, group coaching) this year related to my instructional use of SIM-LS.
86%
• Instructional coaching for LS adds to the implementation of the CLC.
2013 Virginia Content Literacy Continuum Teacher Survey of 388 teachersConducted by the College of William and Mary Evaluation Team
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Real-time implementation analytics for schools and districts working with the Strategic Instruction Model™ and the Content Literacy Continuum™. Live data on your computer, tablet, or smartphone.
A School’s Hoxie Home PageData Elements MenuYear at a Glance
Site-based Coaches:Daily Availability
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Site-based Coaches:Coaching Session Report
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dgill
am@
ku.e
du; p
gran
er@
ku.e
du
Coaching Session Report
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On-site Coaching: Real-time data filtered for one month
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Literacy Leadership Team:SIM™ Collection Summary (fidelity check)
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Literacy Leadership Team:SIM™ Collection Trends and Next Steps
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The SIM Collection Process
dgill
am@
ku.e
du; p
gran
er@
ku.e
du
References
• Hoxie™ http://stratepedia.org/• CLC™ http://www.kucrl.org/clc/• SIM™ http://sim.kucrl.org/
• SIG Network www.signetwork.org/
• Graner, P., Ault, M., Mellard,D.,& Gingerich,R. (May 2012). Effective Professional Development for Adult Learners. University of Kansas Center for Research on Learning, Lawrence, KS.
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