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Secondary Literacy Network

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To offer a wide array of activities such as network meetings, ... 'ripple effect' Forms alliance between special education, ESL, and regular content teachers ... – PowerPoint PPT presentation

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Title: Secondary Literacy Network


1
Secondary Literacy Network
Nancy L. Shanklin University of Colorado at
Denver Linda Fiorella Adams 12 Five Star School
District Stevi Quate University of Colorado at
Denver
2
SECONDARY LITERACY NETWORK (SLN)
  • School District
  • Literacy leaders
  • Staff developers
  • Principals
  • Literacy coaches
  • Master teachers
  • University
  • University faculty
  • Honorarium instructors

Teachers, School, District needs
3
Secondary Literacy NetworkWebsite Address
  • http//www.secondaryliteracynetwork.org

4
Vision
  • To link secondary literacy educators
  • To collaborate to build the knowledge and skills
    of teachers

5
Vision
  • To better meet the literacy needs of all
    adolescents in order to improve student
    performance
  • To offer a wide array of activities such as
    network meetings, conferences, a certificate
    program, special projects, study groups,
    coaching, action research, and a website

6
Vision
  • To conduct needed research in conjunction with
    teachers, schools, districts, the state and
    federal government, and other agencies
  • To conduct program evaluation in adolescent
    literacy
  • To be strategic around implementation of the
    Colorado Basic Literacy Act (CBLA) in Secondary
    Schools

7
Network Meetings
  • 4th Tuesday morning of the month from 930 A.M.
    1200 PM
  • Use the same central location each month
  • All interested literacy educators may attend
  • Have developed a listserv to announce meetings,
    post agendas and follow up notes

8
Network Meetings
  • We currently conduct the meetings the hope is
    eventually to use a rotating chair for each
    meeting
  • Time is spent in May and September to set
    directions for the year
  • A specific agenda for the next meeting is planned
    at the end of the previous meeting

9
Network Meeting Topics 00-01
  • School and district needs around secondary
    literacy
  • Curriculum for the certificate program
  • What schools and districts were doing to get
    ready for CBLA in middle schools
  • Working out assessments, formats, and procedures
    for Individual Literacy Plans within school
    districts

10
Network Meeting Topics 01-02
  • Professional development for CBLA
  • Interventions
  • Potential positive outcomes of CBLA in middle
    schools

11
Network Meeting Topics 02-03
  • Coaching models in secondary schools
  • Needs of literacy coaches
  • Intervention models
  • Using assessment data to guide instructional
    planning for students

12
Conferences
  • Launched the SLN with Spring 02 Conference Cris
    Tovani
  • Fall 02 Conference Jeff Wilhelm
  • Fall 03 Conference Laura Robb

13
Conference Format
  • Saturday, 800 AM 100 PM
  • Major Speaker
  • Two rounds of 10-15 breakout sessions

14
Adolescent Literacy Certificate
  • Series of 3 courses at the graduate level,
  • 3 credits each
  • Can be applied to state reading endorsement that
    meets IRA guidelines
  • Offered in near-by-schools, assignments geared to
    classroom and district needs, protocols used to
    discuss student work, on-line components

15
Adolescent Literacy, Part 1
  • Understanding the reading and writing processes
    and modeling for students
  • Understanding the strategies of proficient
    adolescent readers and writers
  • Integrating research-based strategies into the
    teaching of content

16
Linking Assessment and Instruction
  • Assessing and interpreting adolescents reading
    and writing difficulties
  • Targeting learners strengths and weaknesses to
    guide instruction
  • Increasing students abilities to do well on
    standardized tests
  • Developing classroom assessment programs
  • Implementing Individual Literacy Plans

17
Adolescent Literacy, Part 2
  • Specific strategies to meet the needs of
    struggling adolescent readers and writers
  • Using technology to support adolescent reading
    and writing
  • Individual teacher inquiry projects
  • Tuning units and reading programs to promote both
    content and literacy growth

18
Special Projects
  • Improving Writing Across the High School
    Curriculum Boulder, CO
  • Improving Writing Across the Middle School
    Curriculum Sheridan, CO

19
Accomplishments
  • Conference attendance from 150-300
  • Network Leaders Meetings are drawing educators
    from across the state
  • Participation in focus groups as part of research
    on implementation of CBLA in middle schools
  • 4 cohorts through Certificate Program

20
Goals for 03-04
  • To examine rewrites to the state proficiencies
    for middle and high school readers
  • To determine ways to examine the success of
    professional development on student achievement
  • To share interventions being used in secondary
    schools
  • To determine ways to assess the success of
    interventions on student achievement

21
Adolescent Literacy Certificate Program
  • Impact on
  • Schools and School Districts

22
Who Enrolls in the Program?
  • Language Arts Teachers
  • Reading Teachers
  • Content Area Teachers (Science, Social Studies,
    Math, World Language Teachers)
  • Special Education Teachers
  • ESL Teachers
  • Literacy Coaches
  • Media Specialists

23
Multiple Districts Represented
  • Adams County Districts 1, 12, 14, 50
  • Aurora Public Schools
  • Denver Public Schools
  • Douglas County Public Schools
  • Englewood Public Schools
  • Littleton Public Schools
  • St. Vrain Public Schools

24
What Impact Does This Program Have on Specific
Teachers?
  • Language Arts Teachers become more strategic in
    their teaching of literature
  • Content Area Teachers become more strategic when
    assigning written text
  • All Teachers become more aware of and more adept
    at matching books to readers

25
What Impact Does This Program Have on Specific
Teachers?
  • Helps create teacher leaders in schools
  • Helps special education teachers to utilize
    strategies that coordinate with other classes

26
Why does your district support this program?
  • Develop awareness and background on literacy
  • If we get staff members going through the
    program, it helps build capacity
  • With literacy plans moving into secondary
    schools, timing has been good
  • Helps to have prophet from OUTSIDE

27
  • Value in having classroom teachers in one school
    talking about the class--builds awareness from
    credible sources
  • University connection helps- especially with NCLB
    highly qualified requirements
  • Goes beyond district staff development classes
  • People feel its very helpful/practical

28
What about cost? Who pays?
  • Teacher/participant
  • School participant
  • District pays 80, participant pays 20
  • Cost IS an issue.It helps if school or district
    is able to pay part of tuition.

29
Additional Impacts
  • When a team participates, it builds capacity at
    the building level much more quickly-- ripple
    effect
  • Forms alliance between special education, ESL,
    and regular content teachers
  • Practicality Because work is embedded in actual
    practice, more likely to become normal part of
    curriculum

30
Curricular Areas of Impact
31
What Makes the BIGGEST Difference?
  • Embedding assignments in actual classroom
    practice
  • Having a team from the same school attend and
    work on in-common projects

32
SPECIAL PROJECTS
  • Custom designed projects

33
In response to district requests for support
  • Designed special projects that are tailored to
    the needs of the districts
  • Developed to avoid the one-shot workshop
  • Work over time
  • Work embedded into the culture of the
    district/school

34
The role of NSDC standards for staff development
  • Organizes adults into learning communities
  • Requires skillful school and district leaders
  • Requires support to support learning and
    collaboration
  • Uses data
  • Deepens educators content knowledge

35
Boulder Writing Across the Curriculum
  • Learning communities
  • Inservices built around collaboration
  • Follow up offers for more collaboration
  • School and district leaders
  • Principals meeting
  • Coaches meeting
  • Coaching support
  • Use of data
  • Role of CSAP
  • Use of student work
  • Content knowledge
  • Workshops/inservices throughout the year
  • Website filled with resources

36
Sheridan Middle School
  • Another approach to writing
  • Planning with the school and district leaders
  • Meeting monthly with teams of teachers
  • Topics based on identified needs
  • Blend of new knowledge and application of
    strategies
  • Focus on student work or teacher assignments
  • External Coach
  • Coach the coaches

37
Tweaking of the Adol. Lit. Certificate Program
  • Littleton Schools
  • Studying data and developing classroom
    assessments were focal points of previous
    district efforts
  • CSAP scores on writing were low
  • Therefore, we replaced a writing course with the
    assessment course

38
Current Statewide Need
  • Meeting the requirements of No Child Left Behind
    highly qualified teacher
  • Colorados requirements
  • Current endorsement
  • 24 hours in content area
  • Passing teacher licensure test

39
Special Projects Present and Future
  • Now
  • Versions of on campus courses
  • Audience language arts teachers or coaches
  • Soon
  • Online course(s)
  • Modules that address needs of districts (fluency,
    vocabulary, English Language Learners, role of
    the administrator, etc.)
  • Hybrid version of campus courses
  • A mix of courses and modules
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