Literacy Coaching and Collaboration

SESSION 6EDUC 611

LITERACY COACHING AND COLLABORATION

SESSION 6 OBJECTIVESIn 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 2

EDUC 611Session 6

SESSION 5 REVIEWBenedictine University 3

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


EDUC 611Session 6

LITERACY COLLABORATIVE


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


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 7Web Source: http://www.literacycollaborative.org/

http://www.literacycollaborative.org/



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:

1. Phonemic awareness2. Phonics3. Fluency4. Vocabulary5. Comprehension - as identified by

the National Reading Panel


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 9Web Source: http://www.literacycollaborative.org/about/framework/

http://www.literacycollaborative.org/about/framework/

LITERACY COLLABORATIVE… MEETS RtI GUIDELINES

• Literacy CollaborativeSM provides a tiered instructional model that meets Response to Intervention (Rt I ) 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 10Web Source: http://www.literacycollaborative.org/about/characteristics/

http://www.literacycollaborative.org/about/characteristics/

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 11Web Source: http://www.literacycollaborative.org/


EDUC 611Session 6

LITERACY COLLABORATIVE SCHOOLS


WHAT IS A LITERACY COLLABORATIVE SCHOOL?

Ten Essential Characteristics of Literacy Collaborative School:1. 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

2. 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

3. The school has a literacy coordinator who has successfully completed the initial training program at a Literacy Collaborative university or district-level training site

4. 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

5. 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


http://www.literacycollaborative.org/about/framework/

http://www.literacycollaborative.org/about/phases/

http://www.literacycollaborative.org/about/phases/


Ten Essential Characteristics of Literacy Collaborative School:6. Teachers in the school participate in comprehensive training and are coached

in their classrooms by the literacy coordinator7. 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

8. 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

9. 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

10.There is a home-school connection that includes home support activities and books to promote home reading


WHAT IS A LITERACY COLLABORATIVE SCHOOL?

http://www.readingrecovery.org/


EDUC 611Session 6

KENTUCKY READING PROJECT: A LITERACY

COLLABORATIVE SCHOOL


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



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:1. Achieving proficiency in literacy2. Promoting an atmosphere for reflective evaluation of teaching and

learning3. Encouraging collaborative learning communities4. Fostering lifelong learning

Benedictine University 17Web Source: http://www.kentuckyliteracy.org/krp/

http://www.kentuckyliteracy.org/krp/

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



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


KRP’S LITERACY ACTION PLANThe Literacy Action Plan includes five elements that are to be comprehensively documented:

I. Priority Need: identifies the data sources that inform the priority need listed and the goal that addresses the priority need

II. 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

III. Documentation of the theory and research that supports the goals, objectives and activities of the literacy action plan



KRP’S LITERACY ACTION PLANThe Literacy Action Plan includes five elements that are to be comprehensively documented: [Cont.]

IV. 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

V. Comprehensive implementation and impact check This section is meant to self-evaluate, amend and update the

Literacy Action Plan



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



EDUC 611Session 6

SESSION 6 ASSIGNMENTSDUE SESSION 7


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


EDUC 611Session 6

SESSION 6 & 7 OBJECTIVES


SESSION 6 OBJECTIVESIn 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


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

SESSION 6EDUC 611

LITERACY COACHING AND COLLABORATION

See you in Session 7

Documents

Literacy Coaching and Collaboration