literacy coach training application · section 2: literacy coach and principal information ......

1/1/2019

Literacy Collaborative The Ohio State Universitylc.osu.edu

Literacy Coach Training Application

Application Deadline:June 14, 2019

Send two copies of application and required information on pages 11 & 12 to:

Diann Guy ([email protected])Literacy Collaborative

1100 Kinnear Road, Suite 102Columbus, OH 43212

Name of Literacy Coach Applicant ___________________________________________

School ________________________________________________________________

Address ________________________________________________________________

School Telephone ________________________________________________________

Applying for: _____Primary Training

_____Intermediate Training

_____Middle Level Training

For office use only.

(Date and/or check)

__________ Application received

__________ Interview completed by __________________________________________________________________

__________ Team Planning _______________ Reading Recovery _______________Leveled Literacy Intervention

Decision: Accept ______________________ Defer one year _________________Reject _____________________

mailto:guy.81%40osu.edu?subject=LC%20Training%20Application

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OHIO STATE TRAINING DATES FOR 2019-2020Literacy coach training consists of the equivalent of 35 days of course work distributed throughout the year. The training is a blended model consisting of face-to-face meetings at The Ohio State University (1100 Kinnear Rd., Columbus, Ohio) and online learning experiences. The dates are:

Primary Schedule intermediate & middle level Schedule

Online Meetings— Online Meetings— (all-day sessions– times to be communicated to trainees) (all-day sessions– times to be communicated to trainees)

Aug. 20, 2019 Aug. 22, 2019 Sept. 10, 24, 2019 Sept. 5, 19, 2019 Oct. 8, 22, 2019 Oct. 3, 17, 31, 2019 Nov. 5, 26, 2019 Nov. 7, 26, 2019 Dec. 10, 2019 Dec. 12, 2019 Jan. 7, 21, 2020 Jan. 2, 16, 2020 Feb. 4, 18, 2020 Feb. 13, 27, 2020 Mar. 10, 24, 2020 Mar. 12, 2020 Apr. 7, 2020 Apr. 9, 23, 2020May 5, 2020

Face-to-Face Training Face-to-Face Training at 1100 Kinnear Rd.— at 1100 Kinnear Rd.— Aug. 5-9, 2019 Aug. 5-9, 2019 Sept. 30 - Oct. 4, 2019 Oct. 7-11, 2019 Jan. 27-31, 2020 Jan. 27-31, 2020 Apr. 20-24, 2020 May 4-8, 2020

Literacy Leadership Team PD: Nov. 4, 2019 or Jan. 9, 2020:The school literacy team is instrumental in supporting the effective implementation of Literacy Collaborative. Bring your team one of these days to gain tools and learn about collaborative goal-setting, systems thinking, the role of stakeholders, and school culture and climate.

Those in training must have release time from their teaching responsibilities to fully participate in online learning. Literacy coaches must be prepared to attend all scheduled training sessions and be willing to adjust their personal and professional schedules accordingly.

Basic Distance Learning Requirements (see Appendix IV pages AIV-1 thru AIV-12 for complete required materials list):

• Reliable Internet connection (wired connections are typically faster and more reliable than wireless connections)

• Up-to-date desktop or laptop computer (Mac or PC)

• Latest version of Adobe Flash installed

• Latest version of Internet Explorer, Firefox, or Safari

• Install latest AdobeConnect® Add-In.

• USB Headphones & Microphone (we recommend Logitech ClearChat Comfort USB Headset H390—Manufacturer part # 981-000014)

• Webcam (if you do not have a built-in webcam we recommend Logitech HD Pro Webcam C920—Manufacturer part # 960-000764)

• Full HD protable webcam(we recommend Logitech Full HD protable webcam)

• Telephone (it is important to have a backup means of communication for troubleshooting during classes)

Note: We require a live test where each class member attends a brief online session ahead of the first online class to become familiar with the meeting space and to troubleshoot any technical issues. It is important to conduct this test from the location and computer that attendees will use in the actual training class.

You may need to coordinate with your district’s network administrator to ensure you can access the meeting web sites.

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PLEASE TYPE OR PRINT NEATLY AND ASSURE

THIS APPLICATION IS COMPLETED IN FULL.

Section 1: School District and Personnel Information

School District/Bldg. _____________________________________________________

Street Address __________________________________________________________

City _____________________ County________________ State _______ Zip _______

Telephone (____) _____________________Fax (____) __________________________

School District Website ____________________________________________________

List the person responsible for all fiscal matters.

Name __________________________________________________________________

Title/Position ____________________________________________________________

Work Address ___________________________________________________________

City _____________________________________ State _______ Zip ____________

Telephone (____) ________________Fax (____) _______________________________

E-Mail ________________________________________________________________

List the person responsible for implementation of Literacy Collaborative in the school/district. (site coordinator).

Name __________________________________________________________________

Position ________________________________________________________________

Telephone (____) ________________E-Mail __________________________________

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Section 2: Literacy Coach and Principal Information

Literacy Coach __________________________________________________________

School _________________________________________________________________

School Address __________________________________________________________

City _____________________________________ State _______ Zip ____________

Telephone (____) ________________ Fax (____) ______________________________

School E-Mail __________________________________________________________

Home Address ___________________________________________________________

City _____________________________________ State _______ Zip ____________

Telephone (____) _________________Fax (____) ______________________________

Home E-Mail ___________________________________________________________

Current Teaching Assignment: ______________________________________________

Expected Teaching Assignment for 2019-2020 (teaching daily literacy block required):

_______________________________________________________________________

The school site where Literacy Collaborative will be implemented:

School _________________________________________________________________

Principal _______________________________________________________________

School Address __________________________________________________________

City _____________________________________ State _______ Zip ____________

Telephone (____) ________________ Fax (____) ______________________________

Principal E-Mail _________________________________________________________

Please provide the following information about this school, based on expected 2019-2020

enrollments:

Total number of classrooms: K ____ 1st ____ 2nd ____ 3rd ____ 4th ____

5th ____ 6th ____ 7th ____ 8th ____

Current enrollment: K ____ 1st ____ 2nd ____ 3rd ____ 4th ____

5th ____ 6th ____ 7th ____ 8th ____

Total school enrollment: ________________________________________

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***If a Reading Recovery teacher is selected to train as a literacy coach, please note the following information:

During Year 1, the literacy coach may work as a Reading Recovery or reading teacher as long as he/she teaches the literacy block in a classroom one half day IN ADDITION to his/her one-on-one work with Reading Recovery or reading students. After Year 1, however, the literacy coach will not have sufficient time to fulfill the duties of both programs. Therefore, in subsequent years, the literacy coach cannot serve as a Reading Recovery or remedial reading teacher.

SAFETY NETS

Literacy Collaborative requires that a safety net be in place for K–2 students who are at-risk of reading failure. Literacy Collaborative recommends that every school where Literacy Collaborative is implemented have Reading Recovery services available for first grade students who are at-risk of reading failure. It also highly recommends Leveled Literacy Intervention (LLI), a small group intervention that aligns most closely with classroom instruction, be made available for students at-risk in grades 3–8.

Safety Net for K–2 at-risk students (check one):

_____Reading Recovery (for first grade students)List the name(s) of all Reading Recovery teachers who will serve at least four students in one-on-one Reading Recovery lessons each day: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

_____Leveled Literacy Intervention (LLI)List the name(s) of all teachers who will serve students in small group Leveled Literacy Intervention lessons each day: ________________________________________________________________________ ________________________________________________________________________

_____OtherProvide name, description and grades appropriate: _________________________________ ________________________________________________________________________ ________________________________________________________________________

Safety Net for 3–8 at-risk students (check one):

_____Leveled Literacy Intervention (LLI)List the name(s) of all teachers who will serve students in small group Leveled Literacy Intervention lessons each day: ________________________________________________________________________ ________________________________________________________________________

_____OtherProvide name, description and grades appropriate: _________________________________ ________________________________________________________________________ ________________________________________________________________________

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Approximate Fees Paid to Literacy Collaborative

COSTS for LITERACY COLLABORATIVE LITERACY COACH TRAINING 2019-2020

Approximate totals for each year are listed below. Fees beyond Year 1 are projections and are subject to change.

Fees paid to Literacy Collaborative

Year 1 Training

Year 2 Training &

Implementation Year 3 Year 4

Year 5 (and

beyond)

N/A N/A N/A N/A

N/ A$750/day

(if needed)

$25,260

$1,600 $1,600 $1,600 $1,600$260

$2,250(Fall & Spring;1.5 days each)

$750/day(if needed)

LC Training Instructional Fee

LC Site Affiliation Fee*

Site Visits Fee: 3 days @ $750/day for Year 2; 1 day @ $750/day for Year 3 or after (if needed or requested)

$25,520 $3,850 $2,350

$750/day(if needed)

$2,350 $2,350

Related Expenses (will vary from school to school):

1. Release time for literacy coach professional development; 2. Ohio State trainer travel expenses for site visit(s) (two visits during Year 1; three days during Year 2; one day during Year

3 and beyond if needed); and

East-Coast Maximum Travel $785.00 per person/per day

Franklin County Maximum Travel $58.00 per person/per day

In-State (Ohio) Maximum Travel $321.00 per person/per day

Mid-West Maximum Travel $599.00 per person/per day

North-West Maximum Travel $618.00 per person/per day

South-East Maximum Travel $600.00 per person/per day

South-West Maximum Travel $579.00 per person/per day

Southern Maximum Travel $595.00 per person/per day

West-Coast Maximum Travel $789.00 per person/per day

3. Literacy coach travel expenses** a. Primary: 20 days in Year 1; 6 days in Year 2 and beyond b. Intermediate: 20 days in Year 1; 6 days in Year 2 and beyond c. Middle Level: 20 days in Year 1; 6 days in Year 2 and beyond 4. Materials: a. Primary: approximately $4,000 (required material list on pages AIV-2 thru AIV-4) b. Intermediate: approximately $5,000 (required material list on pages AIV-5 thru AIV-8) c. Middle Level: approximately $5,000 (required material list on pages AIV-9 thru AIV-12)

5. Graduate Credit: Approx. $4,000 (4 hours in Year 1); each literacy coach is required to enroll in 4 semester hours (2 hours each in Spring & Summer 2020) during Year 1; tuition fees are paid directly to the OSU Bursar’s Office— NOT TO LITERACY COLLABORATIVE.

Note: Anyone who has never taken a Graduate Course at OSU will have to apply to the Graduate School as a non-degree student and pay a $60 non-refundable application fee.

Note: Registration cancelled prior to or on the first training day of the first training week is subject to a full refund. Registration cancelled on the second training day of the first training week or later results in no refund of affiliation fees and no pro-rating of instructional fees. If you have any questions, please contact Marsha Levering at [email protected].

*****All fees subject to change*****

N/A = Not Applicable* Affiliation fee includes national and Ohio State affiliation, 6 days of professional development, information updates, and administrative

support. ** Final invoices INCLUDE travel. OSU will NOT pro-rate any fees; pre-paid travel expenses will NOT be reimbursed by OSU.

For discounts on Columbus, OH area hotel and car rental, refer to http://www.lcosu.org or call 1-800-678-6486.

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Section 3: Assurances

Directions: Please read the following assurances carefully and obtain the appropriate signatures below.

Literacy Collaborative at The Ohio State University is a comprehensive approach to literacy instruction in elementary through middle level grades. Literacy Collaborative highly recommends Reading Recovery as a one-to-one intervention for the most at-risk first grade readers. It also highly recommends Leveled Literacy Intervention (LLI), a small group intervention that aligns most closely with instruction in the classroom and instruction in Reading Recovery.

As a participant in Literacy Collaborative, ________________________________________________(school/district) agrees to the following commitments and assigns _______________(site coordinator) to facilitate the fulfillment of these responsibilities.

Participation in Literacy Collaborative requires a long-term commitment and participation at a high level by virtually all staff members. Professional development, in-class coaching, and assessment of student achievement are hallmarks of the program. School staff members also conduct regular self-assessment of classroom and school implementation to document their progress. In this application, the school staff makes a commitment to an implementation period (see Appendix I).

The signature of the District Superintendent and the School Principal indicate that each:

• Has read this entire document;

• Approves of the application;

• Agrees to support the implementation of The Ohio State University Literacy Collaborative at the school listed on page 4;

• Intends for the district to comply with the assurances listed in this document;

• Understands the requirements/responsibilities as presented in Appendix I; and

• Purchases ALL MATERIALS on required list PRIOR TO beginning of training (see Appendix IV).

District Superintendent (Please Print)_______________________________

Signature ___________________________________ Date _____________

School Principal (Please Print)____________________________________

Signature ___________________________________ Date _____________

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Part 1: Commitment —Literacy Coach & Administration

The success of Literacy Collaborative depends on the commitment of the literacy coach to fully participate in intensive training at The Ohio State University, guided meetings in the district, and subsequent implementation of Literacy Collaborative in their building/district. Please refer to “The Responsibilities of a Literacy Coach” in Appendix I.

I, the applicant, have read and understand the responsibilities of a literacy coach in The Ohio State University Literacy Collaborative as outlined in Appendix I of this document. I have reviewed the Literacy Collaborative Standards (available at: http://www.lc.osu.edu/standards.html). I understand that I am committed to implementing this model with my district and at the school listed on page 4.

Literacy CoachPrint Name _____________________________________________________________

Signature ___________________________ Date ______________________________Note: My signature indicates that I have read and understand the Literacy Collaborative Standards (available at: http://www.lc.osu.edu/standards.html).

We nominate and support the above applicant’s involvement in The Ohio State University Literacy Collaborative and agree to follow the requirements as outlined in Appendix I.

District SuperintendentPrint Name _____________________________________________________________


Building Principal

Print Name _____________________________________________________________


Person responsible for fiscal mattersPrint Name _____________________________________________________________


http://www.lc.osu.edu/standards.html






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Part 2: Commitment —Building Staff

Successful implementation of The Ohio State University Literacy Collaborative depends upon an involved and committed staff. The members of the staff clearly understand and be willing to participate in the on-going staff development associated with Literacy Collaborative. The Literacy Collaborative staff development includes:

Participation in professional development led by the coach during Year 2 (40 contact hours) followed by a 20–hour course in Year 3 and a 10–hour course in years 4 and beyond for in-depth study of literacy teaching and learning. Participation in classroom coaching sessions to refine instructional practices.Ongoing data collection.Potentially serving on the Literacy Team.

Teachers also agree to implement the Literacy Collaborative Framework as appropriate for the students they are teaching. As part of the application process, The Ohio State University Literacy Collaborative staff requests that teachers who agree to participate in the staff development offered by the literacy coach and who agree to implement the Literacy Collaborative Framework sign below.

As an additional support for implementation, the cooperating teacher (the teacher who is sharing a class with the literacy coach during the training year) is expected to attend a portion of the first face-to-face training week with the literacy coach. If the literacy coach is not sharing a class with a teacher, the principal and coach may select another literacy teacher to attend this portion of the training.

I, as a member of ____________________ School staff, clearly understand and willingly agree to support the implementation of Literacy Collaborative through my participation as outlined above. I have read and understand the Literacy Collaborative Standards (Appendix II for K–6: pages AII-1 thru AII-9 & Appendix III for Middle Level: pages AIII-1 thru AIII-8).

Please type or print neatly.

Name of Staff Member Position Signature

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Name of Staff Member Position Signature

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Section 4: Literacy Coach Application

Note: Application requirements are:

· A minimum of three (3) years teaching experience at the K–2 grade level for primary applicants, at the 3–5/6 grade level for intermediate applicants, and at 5–8 grade level for middle level applicants.

· A master’s degree or its equivalent.

In addition to the requirements, consider whether the applicant:Demonstrates ability to work collaboratively with adult learnersConsiders himself/herself a learnerShows commitment to rigorous year-long training and implementation in the second yearHonors the work of othersDemonstrates ability to be reflective about literacy theory and practiceApproaches problem-solving with a positive stanceCommunicates clearly and effectively with students and adultsDemonstrates flexibility

Please complete the following five parts of this form. This information will be used during

the interview process.

Part 1: Name of literacy coach applicant: _____________________________

Part 2: Attach a complete resumé or VITA, which must include educational background.

Part 3: Describe your TEACHING EXPERIENCE:

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Part 3 continued:

Part 4: Provide a DESCRIPTION OF YOUR COURSE WORK IN READING/

LANGUAGE ARTS (include number of undergraduate and graduate courses).

Part 5: Describe your LEADERSHIP EXPERIENCE.

• Emphasize the strengths you have in working with adults.

• Describe how these strengths will support you in providing leadership as a literacy coach within your building and district (i.e., awards/recognition for teaching, experiences with staff development programs, leadership positions in education or in related activities).

Send two copies of application and required information on pages 11 & 12 to:

Diann Guy ([email protected])Literacy Collaborative

1100 Kinnear Road, Suite 102

Columbus, OH 43212

mailto:guy.81%40osu.edu?subject=LC%20Training%20Application

AI-11/1/2019

Appendix I: Responsibilities of a Literacy Coach

Year 1: Literacy Coach Training1. Participate in 4 weeks of face-to-face training at OSU and all scheduled online sessions.

2. Enroll in four (4) hours of graduate credit from The Ohio State University.

3. Attend and successfully complete assignments associated with training: readings, multiple videotaped lessons, written reflections, guided meetings, various research-based projects, and professional development presentations.

4. Implement The Ohio State University Literacy Collaborative Framework in the same classroom for at least two and one-half hours per day, five days per week. Note: Middle Level schedules will vary.

5. Collect and maintain data on children in accordance with The Ohio State University Literacy Collaborative Standards for evaluation.

Year 2: Field Year1. Develop and implement a long-term staff development program for teachers within one building.

a. During Years 2 and beyond, teach a course for teachers (40 contact hours during Year 2; 20 contact hours during Year 3; 10 contact hours during Years 4 and beyond); and

b. Arrange a schedule to coach all teachers who are members of the class.

2. Work with children in a regular classroom setting for at least two and one-half hours per day, five days per week, implementing Literacy Collaborative Framework. Note: Middle Level schedules will vary.

3. Make presentations on the model to interested groups, including parents and the board of education.

4. Continue data collection and evaluation in accordance with the district and Literacy Collaborative Standards.

5. Attend six (6) days professional development sponsored by Literacy Collaborative at The Ohio State University.

AI-21/1/2019

Years 3 and beyond 1. Continue staff development as described in the Literacy Collaborative Standards.

2. Work with children on a daily basis implementing The Ohio State University Literacy Collaborative Framework.

3. Continue data collection and evaluation in accordance with the district and The Ohio State University Literacy Collaborative Standards.

4. Attend six (6) days professional development sponsored by Literacy Collaborative at The Ohio State University each year following the training year.

AII-1

1K–6 Standards © September 2013 Literacy Collaborative Trademark Committee

K–6 StandardsLiteracy Collaborative®

K–6 Standards

Introduction

Definitions

Standards for Literacy Collaborative Schools

Standards for Literacy Coaches

Policy for Requesting a One-Year Exemption

from Standards

References

2

3

4

6

9

9

1/1/20191K–6 Standards © September 2013 Literacy Collaborative Trademark Committee


K–6 Standards

Introduction

Definitions




from Standards

References

2

3

4

6

9

9

Appendix II: Literacy Collaborative K–6 Standards

AII-21/1/2019



K–6 Standards

Introduction

Definitions




from Standards

References

2

3

4

6

9

9


Introduction

Literacy Collaborative® is a comprehensive model designed to provide a school-wide approach for improving the reading and writing achievement of students. Literacy Collaborative includes 10 essential design elements:

1. a school leadership team;

2. a school-based literacy coach;

3. initial and ongoing professional development for teachers and literacy coaches;

4. in-classroom coaching for classroom teachers;

5. research-based classroom instructional practices;

6. classroom assessment that informs instruction;

7. materials to support the implementation;

8. multiple levels of intervention to support differentiated classroom instruction (strongly recommended—Reading Recovery® and Leveled Literacy Intervention);

9. a school/home partnership program; and,

10. research on student achievement and implementation.

Schools that implement the model according to the standards described in this document are registered as Literacy Collaborative schools and affiliated with an approved Literacy Collaborative university training center.

Adherence to the following standards is essential to maintaining a high-quality implementation that results in improved student outcomes in literacy achievement.

AII-3



K–6 Standards

Introduction

Definitions




from Standards

References

2

3

4

6

9

9

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Definitions

The Literacy Collaborative Standards are intended to inform and support personnel who are responsible for the implemen-tation and maintenance of Literacy Collaborative schools and classrooms.

Standards as outlined in this document are requirements that must be met in order to maintain use of the Literacy Collaborative® trademark. Standards are based on research of effective practice and are essential for assuring quality implementation of Literacy Collaborative. Sites that meet the standards are members of the Literacy Collaborative network.

The Literacy Collaborative Trademark Committee is composed of model developers from Lesley University and The Ohio State University. This committee is charged with maintaining the integrity of the model as outlined in these standards, as well as with protecting the investment of educators in implementing Literacy Collaborative.

The trademark for Literacy Collaborative at the primary (K–grade 2) and/or intermediate (grades 3–5/6) is granted by Les-ley University and The Ohio State University to schools, district training sites, and university training sites on a royalty-free basis subject to meeting the standards as described in this document. Use of the trademark is subject to annual renewal.

No set of standards can provide for the unique settings of all schools or districts. A procedure for requesting temporary departures from these standards is available at the end of this document.

Year 1- Literacy Coach training year

Year 2- Field year (Literacy Coach leads initial 40-hour professional development)

AII-41/1/2019



K–6 Standards

Introduction

Definitions




from Standards

References

2

3

4

6

9

9


I. Standards for Literacy Collaborative® Schools

1.1 The school will employ a full-time literacy coach(es) in the school (see Standards for Literacy Coaches).

Rationale: The key delivery system for Literacy Collaborative is a professional development program led by a literacy coach. With a trained literacy coach on site, the school builds capacity for continuous improvement.

1.2 Teachers in the school will successfully complete a minimum of 60 hours of professional development provided by their school-based literacy coach over a two-year period (e.g., 40 hours during Year 1 and 20 hours in Year 2) as defined by the syllabus. This training is recursive until all faculty responsible for teaching literacy (K–2 or 3–5/6) have completed training.

1.3 Teachers in the school will participate in ongoing professional development sessions led by their school-based literacy coach following the initial two-year training. This ongoing training consists of a minimum of 10 hours yearly and is spaced across the school year.

Rationale: Teachers need time for professional development that supports them in taking on new understandings, linking theory to practice, and planning for instruction around student needs, with increased student achievement as a goal. A large body of research has revealed that ongoing teacher training is the critical factor in making a difference in students’ learning.

1.4 Teachers in the school will engage with their literacy coach in ongoing, regularly scheduled coaching sessions (14-18 coaching sessions per teacher each year, adjusting for school size).

Rationale: Reflection strengthens instruction. Through coaching with a literacy coach, teachers learn to reflect on the effectiveness of their teaching. Coaching supports classroom teachers as they apply knowledge, develop skills, polish techniques, and deepen their understandings. We recognize that the number of coaching sessions per teacher will depend on the size of school and the number of literacy coaches.

1.5 Teachers in the school will collect, analyze, and use classroom assessment data to inform teaching decisions on a regular basis.

Rationale: Teachers assess students to monitor the effectiveness of their teaching and the implementation of the Literacy Collaborative language and literacy framework. This informs the teachers’ instruction, helps them to provide interventions, and equips them with strategies for school improvement.

1.6 The school will ensure that the literacy coach, school leadership team, and classroom teachers collaborate to collect classroom assessment data and assessments required by their district/state. Schools will use this information for school-level program evaluation and to design ongoing professional development. Leadership teams will review school data each year and submit a Fidelity of Implementation report to their university training center by the established due date.

Rationale: An essential part of membership in a research-based project is data collection, analysis, and use. Teachers collect and use data in order to monitor the effectiveness of the Literacy Collaborative implementation.

1.7 Teachers in the school will implement the language and literacy framework for at least 150 minutes of daily instructional time. For schools with half-day kindergarten programs, the standard is 90 minutes.

Rationale: Literacy achievement is linked to the instructional time students spend reading and writing. Two-and-one-half hours of daily instruction in reading and writing through various contexts supports students as readers and writers. In ad-dition, teachers need to apply what they are learning during professional development to achieve deeper understandings and link theory to practice.

AII-5



K–6 Standards

Introduction

Definitions




from Standards

References

2

3

4

6

9

9

1/1/2019


1.8 The school will establish and support an active school leadership team that meets monthly to guide and monitor the implementation of Literacy Collaborative. Team members must include the principal/assistant princi-pal and the literacy coach. Additional members may include the reading specialist, a Reading Recovery teacher (primary team), and one classroom teacher per grade level.

Rationale: Educational improvement requires teamwork, a common vision, systemic change, and ongoing professional development.

1.9 The school will inform and educate parents/guardians about Literacy Collaborative and create a school/home partnership to support students’ literacy development.

Rationale: Research indicates the importance of home support for literacy learning. Students benefit when parents/guard-ians read aloud to them and support their reading, writing, and word study. Researchers have found an important relation-ship between home reading and scores on standardized tests.

1.10 The school will acquire an adequate and varied selection of books and materials to implement all elements of the Literacy Collaborative language and literacy framework. In addition, the school will provide the professional books and materials needed for initial training and ongoing professional development.

Rationale: Oral language development, reading, writing, and word study are the foundations of the Literacy Collaborative language and literacy framework. By engaging students with a variety of well-chosen texts, they will not only learn to love stories and reading, but they will also learn about written language. Reading and writing are interrelated; what is learned in one area makes it easier to learn in the other. Additionally, word study provides the important interplay between writ-ing and reading. The professional books and materials are used extensively by teachers during training sessions to learn about the framework; these materials also serve as a resource for further study.

1.11 It is strongly recommended that the school will provide Reading Recovery® services for first grade and Leveled Literacy Intervention for grades K–5/6.

Rationale: Literacy Collaborative, as a comprehensive literacy reform model, provides for layers of instruction (classroom and intervention) to assure the successful literacy achievement of all students. In addition to good first teaching, multiple layers of intervention are provided that are theoretically aligned and research-based. Literacy Collaborative schools pro-vide systematic small group and individual interventions for students reading below expected levels.

Reading Recovery provides a safety net through one-on-one tutoring for first grage students who are having extreme difficulty in learning to read. Research indicates that Reading Recovery works powerfully in connection with high-quality classroom teaching.

The Leveled Literacy Intervention (LLI) model, as described in When Readers Struggle: Teaching that Works A–N (Pinnell & Fountas, 2009) and When Readers Struggle: Teaching that Works L–Z (Pinnell & Fountas, in press), have been de-signed to be the small group intervention for kindergarten through grades 5/6 as it is theoretically consistent with Literacy Collaborative, incorporates data tools, and provides for systematic progress monitoring. LLI has been found to be highly effective with students who struggle with literacy learning and complements the Reading Recovery program as implement-ed.

Literacy Collaborative training and annual professional development includes in-depth and ongoing study of When Read-ers Struggle: Teaching that Works (Pinnell & Fountas, 2009). Literacy Collaborative schools, with the support of a trained literacy coach (and possibly with the support of Reading Recovery professionals) provide LLI professional development for teachers.

AII-61/1/2019



K–6 Standards

Introduction

Definitions




from Standards

References

2

3

4

6

9

9


II. Standards for Literacy Coaches

2.1 Qualifications

2.1.A The Literacy Coach’s role is a full-time position in the school.

2.1.B The Literacy Coach candidate provides evidence of successful teaching appropriate for his/her assignment.

2.1.C The Literacy Coach candidate will have a master’s degree or equivalent experience.

2.1.D The Literacy Coach candidate will be interviewed and accepted by a university or district training site.

Rationale: Literacy Collaborative training is rigorous and equivalent to a demanding graduate-level program. As such, it requires a literacy coach candidate who has successful experience with this level of work and a willingness to take on new learning. Further, the literacy coach will serve as a classroom teacher as well as a teacher educator, providing course work and in-class coaching for teachers for which graduate credit may be awarded. These responsibilities comprise a full-time position.

2.2 TrainingThe goal of the training of a literacy coach is to develop a site-based leader who is instrumental in bringing about systemic change in a school’s literacy program. The opportunities and experiences as outlined by these standards create a unique context for constructing new knowledge and extending understandings.

The in-training literacy coach will:

2.2.A Successfully complete the literacy coach training program at a Literacy Collaborative university or district training site. During this training, the literacy coach will:

2.2.A.1 Teach students in the same classroom for the school year using the Literacy Collaborative language and literacy framework for a minimum of 150 minutes each day at an appropriate grade level (K-2 or 3-5/6).

Rationale: The demands of the in-training literacy coach role are such that a person needs to be able to provide good models of instruction as well as prepare to coach and train teachers following their training year. Literacy coaches-in-train-ing need consistent and sustained time to link theory to their practice in the classroom and to reflect on those connections, so that paradigm shifts can occur in their understanding.

2.2.A.2 Complete required graduate level course work (specific to each university) successfully as defined by these standards. The minimum is 230 contact hours led by Literacy Collabora-tive trainers across face-to-face and online learning experiences (both synchronous and asynchronous). Guided meetings and site visits are in addition to the minimum.

Rationale: Through the rigor of graduate-level course work, the literacy coach acquires deep conceptual understandings about the reading and writing processes, about how students and adults learn, and about how to create opportunities for students and adults to learn effectively.

2.2.A.3 Participate in a minimum of two site visits with a Literacy Collaborative university or district trainer.

Rationale: Conceptual knowledge is developed and deepened through conversation about a shared experience. The school visit serves a dual purpose—it provides the shared experience around which coaching, reflection, problem solving, and refinement of classroom practice occur, and it provides the opportunity to support effective school-wide implementa-tion.

AII-7



K–6 Standards

Introduction

Definitions




from Standards

References

2

3

4

6

9

9

1/1/2019


2.2.A.4 Work with the school leadership team that meets monthly to guide and monitor the imple-mentation of Literacy Collaborative.


2.2.B The trained literacy coach will:

2.2.B.1 Provide school-based initial training for no more than 10 teachers with a minimum of 60 contact hours within a two-year period (e.g., 40 hours during the field year, 20 hours the following year) and provide regularly scheduled in-class coaching sessions for teachers an average of twice every month.

Rationale: Taking on new learning of the elements of the Literacy Collaborative language and literacy framework is a complex process requiring time for instruction, practice, and reflection. Teachers need support as they engage in this new learning; a maximum of 10 teachers in a class ensures sufficient time for the literacy coach to coach and support each teacher.

2.2.B.2 Follow the 60 hours of school-based initial training over the first two years with school-based professional development sessions (a minimum of 10 hours spaced across the school year in approximately 2-hour intervals) and provide regularly scheduled coaching sessions for teachers an average of once every month. Cluster coaching in addition to one-on-one coaching may be used beginning in Year 3.

Rationale: A research-based model includes ongoing inquiry that informs designs for instruction. Over time, classroom practices will be refined, thus requiring teachers to receive ongoing professional development so that they can continually update their knowledge and skills. Coaching supports teachers’ understandings and their application of new learning.

2.2.B.3 Years 1 and 2: Literacy Coaches teach students in the same classroom daily for the school year using the Literacy Collaborative language and literacy framework for no less than 150 minutes at the appropriate grade level (K–2 or 3–5/6) to continue to develop literacy coach’s skills as teachers of students.

Year 3: The teaching done by literacy coaches may be completed in 90 minutes each day, with the classroom assignment changing during the second semester of the school year.

Years 4 and beyond: Teaching can vary to include regular whole class and/or small group leveled reading and guided writing instruction to maintain and develop expertise in class-room teaching and differentiated literacy instruction. This flexibility will allow for additional coaching time as needed. Teaching plans for Years 3 and beyond are designed in collabo-ration with the university liaison.

Rationale: Literacy coaches need consistent and sustained classroom teaching time to link theory to their practice and to develop the expertise they need to teach others. It is highly recommended that literacy coaches gain a range of experi-ence across the grade levels (primary or intermediate), which may require teaching several different grade levels over time.

2.2.B.4 Plan for and participate in a minimum of two site visits by a district or university Literacy Collaborative trainer during the field year. Site visits are also recommended beyond the field year to support a high quality implementation.

Rationale: Conceptual knowledge is developed through conversation about a shared experience. The school visit serves a dual purpose—it provides the shared experience around which coaching, reflection, problem solving, and refinement of classroom practice occur, and it provides the opportunity to support effective school-wide implementation.

2.2.B.5 Participate in ongoing professional development by attending sessions required by their training site.

Rationale: A research-based model includes ongoing inquiry that informs designs for instruction. Over time, classroom practices will be refined, thus requiring literacy coaches to receive ongoing professional development so that they can con-tinually update teachers’ knowledge and skills. This professional development deepens literacy coaches’ understandings of all aspects of their role and provides them with current information on research and the national initiative.

AII-81/1/2019



K–6 Standards

Introduction

Definitions




from Standards

References

2

3

4

6

9

9


2.2.B.6 Provide training for the teachers in the school on the administration, scoring, and analysis of the required and recommended classroom assessments to inform instruction.

Rationale: Because Literacy Collaborative is a research-based project, it is essential that classroom data be collected on every student. To provide reliable information on student progress, the faculty must be trained in systematic assessment procedures. These data are analyzed at the school level by the literacy coach and school staff. The school leadership team uses the results to monitor student progress, to improve instruction, to create an annual school report, and to reach goals for student achievement in literacy.

2.2.B.7 Work monthly with the school leadership team to guide and monitor the implementation of Literacy Collaborative.


AII-9



K–6 Standards

Introduction

Definitions




from Standards

References

2

3

4

6

9

9

1/1/2019


Policy for Requesting a One-Year Exemption from Standards

These standards are to be used as the basis for planning decisions and for monitoring the status of implementation of Literacy Collaborative. No set of standards can provide for the unique settings of all schools or districts. Therefore, it is possible to apply for a one-year exemption from certain standards when unusual conditions prevail, although an exemption may or may not be granted. In any case, the university training center will work with the local administration to achieve the best implementation possible.

The procedure for requesting exemptions is as follows:

1. Any issues of compliance with standards should first be discussed by the literacy coach and the school-based literacy team.

2. If a decision is made to request an exemption from a standard, a written request should be addressed to the affiliated university training site. The request must include a plan for compliance within one year. Literacy coaches trained by district trainers must discuss the waiver request with the district trainer, who will then submit the request, including a statement of rationale and support from the district trainer, to the affiliated university training site.

3. If the issue cannot be resolved through negotiation between the training site and key persons at the school, the exemption request will be forwarded to the chair of the Literacy Collaborative Trademark Committee accompanied by a letter from the university training site.

4. Final granting or denial of a one-year exemption will be made by the Literacy Collaborative Trademark Committee. This decision will be communicated to all parties by the Trademark Committee.

References

Peterman, R.L., Grehan, A.W., Harrison, L.W., & Dexter, E. (2008). An Evaluation of the Leveled Literacy Intervention in an Urban District 2005-06. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

Peterman, R.L., Grehan, A. W., Gallagher, B. & Dexter, E. (2009). An Evaluation of the Leveled Literacy Intervention in an Urban District 2007-08. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

AIII-11/1/2019

1Middle Level Standards © November 2015 Literacy Collaborative Trademark Committee

Middle Level StandardsLiteracy Collaborative®

Middle Level Standards

Introduction

Definitions




from Standards

References

2

3

4

6

8

8




Introduction

Definitions




from Standards

References

2

3

4

6

8

8

Appendix III: Literacy Collaborative Middle Level Standards

AIII-21/1/2019




Introduction

Definitions




from Standards

References

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3

4

6

8

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Introduction

Literacy Collaborative® is a comprehensive model designed to provide a school-wide approach for improving the reading and writing achievement of students. Literacy Collaborative includes 10 essential design elements:

1. a school-based leadership team;

2. a school-based literacy coach;

3. initial and ongoing professional development for teachers and literacy coaches;

4. in-classroom coaching for literacy teachers;

5. research-based classroom instructional practices;

6. systematic assessment that informs instruction;

7. materials to support the implementation;

8. multiple levels of intervention to support differentiated classroom instruction (strongly recommended—Leveled Literacy Intervention);

9. a school/home partnership program and,

10. research on student achievement and implementation.

Schools that implement the model according to the standards described in this document are registered as Literacy Collaborative schools and affiliated with an approved Literacy Collaborative university training center.

Adherence to the following Standards is essential to maintaining a high quality implementation that results in improved student outcomes in literacy achievement.

AIII-31/1/2019




Introduction

Definitions




from Standards

References

2

3

4

6

8

8


Definitions

The Literacy Collaborative Standards are intended to inform and support personnel who are responsible for the implemen-tation and maintenance of Literacy Collaborative schools and classrooms.

Standards as outlined in this document are requirements that must be met in order to maintain use of the Literacy Collaborative® trademark. Standards are based on research of effective practice and are essential for assuring quality implementation of Literacy Collaborative. Sites that meet the standards are members of the Literacy Collaborative network.

The Literacy Collaborative Trademark Committee is composed of model developers from Lesley University and The Ohio State University. This committee is charged with maintaining the integrity of the model as outlined in these standards, as well as with protecting the investment of educators in implementing Literacy Collaborative.

The trademark for Literacy Collaborative at the middle level grades 7 and 8 (A middle level may also include grades 5 and 6 in the building) is granted by Lesley University and The Ohio State University to schools, district training sites, and university training sites on a royalty-free basis subject to meeting the standards as described in this document. Use of the trademark is subject to annual renewal.

No set of standards can provide for the unique settings of all schools or districts. A procedure for requesting temporary departures from these standards is available at the end of this document.

Year 1- Literacy Coach training year

Year 2- Field year (Literacy Coach leads initial 40-hour professional development)

AIII-41/1/2019




Introduction

Definitions




from Standards

References

2

3

4

6

8

8


I. Standards for Literacy Collaborative® Schools

1.1 The middle level will employ an English/Language Arts teacher as a full time literacy coach who will imple-ment the language and literacy framework for at least 45 minutes of daily instructional time. Two periods of 45 minutes to an hour are recommended to engage in daily reading and writing workshops. It is also recommended that English/Language Arts teachers engage students who are below grade level in small group instruction, guided reading, and writing, at least three days a week.

Rationale: During the training year of the coach she is learning how to implement both the reading and writing workshops. Being able to engage the same group of students in these two workshops daily provides the coach the best opportunity to take transfer what she is learning in the training and apply it to her classroom. Similarly the coach will need ample op-portunity to engage in small group instruction with students as she is learning guided reading and guided writing in the training.

1.2 English/Language Arts teachers in the school will successfully complete a minimum of 60 hours of profes-sional development provided by their school-based literacy coach over a two-year period (e.g., 40 hours during Year 1 and 20 hours in Year 2) as defined by the course syllabus. This training is recursive until all faculty respon-sible for teaching literacy (5/6-8) have completed training. Teachers of content areas will receive 20 hours of initial training.

1.3 English/Language Arts teachers in the school will participate in ongoing professional development with their school-based literacy coach following the initial two-year training. This ongoing training consists of a minimum of 10 hours yearly and is spaced across the school year. Maintaining 20 hours of ongoing professional development is strongly recommended. Teachers of content area will receive ongoing training as needed.

Rationale: Teachers need time for professional development that supports them in taking on new understandings, linking theory to practice, and planning for instruction around student needs, with increased student achievement as a goal. A large body of research has revealed that ongoing teacher training is the critical factor in making a difference in students’ learning.

1.4 Teachers in the school will engage with their literacy coach in ongoing, regularly scheduled coaching sessions (14-18 coaching sessions per English/Language Arts teacher each year).

Rationale: Reflection strengthens instruction. Through coaching with a literacy coach, teachers learn to reflect on the ef-fectiveness of their teaching. Coaching supports teachers as they apply knowledge, develop skills, polish techniques, and deepen their understandings.

1.5 Teachers in the school will collect, analyze, and use systematic assessment data for students who are performing below grade level as readers and writers to inform teaching decisions on a regular basis.

Rationale: Teachers assess students to monitor the effectiveness of their teaching and the implementation of the Literacy Collaborative language and literacy framework. This informs teachers’ instruction, helps them to provide interventions, and equips them with strategies for school improvement.

1.6 The school will ensure that the literacy coach, school leadership team, and literacy teachers collaborate to collect assessment data and assessments required by their district/state. Schools will use this information for school-level program evaluation and to design ongoing professional development. Leadership teams will review school data each year and submit a Fidelity of Implementation report to their university training center by the established due date.

Rationale: An essential part of membership in a research-based project is data collection, analysis, and use. Teachers collect and use data in order to monitor the effectiveness of the Literacy Collaborative implementation.

AIII-51/1/2019




Introduction

Definitions




from Standards

References

2

3

4

6

8

8


1.7 English/Language Arts teachers in the school will implement the language and literacy framework for at least 45 minutes of daily instructional time. Two periods of 45 minutes to an hour are recommended to engage in a daily reading and writing workshop. It is also recommended that English/Language Arts teachers engage students who are below grade level in small group instruction, guided reading, and writing, at least three days a week.

Rationale: Literacy achievement is linked to the instructional time students spend reading and writing. Regular instruction in a reading and writing workshop that includes a variety of instructional components supports students as readers and writers. In addition, teachers need to apply what they are learning during professional development to achieve deeper understandings and link theory to practice.

1.8 The school will establish and support an active school leadership team that meets monthly to guide and monitor the implementation of Literacy Collaborative. Team members must include the principal/assistant prin-cipal, literacy coach, and one literacy teacher per grade level. Additional members may include other administra-tors, content area teacher, or faculty involved with literacy instruction such as the reading specialist, English Language Arts supervisor.


1.9 The school will inform and educate parents/guardians about Literacy Collaborative and create a school/home partnership to support students’ literacy development.

Rationale: Research indicates the importance of home support for literacy learning. Students benefit when parents/guard-ians support students’ reading and writing. Researchers have found an important relationship between home reading and scores on standardized tests.

1.10 The school will acquire an adequate and varied selection of books and materials to implement all elements of the Literacy Collaborative language and literacy framework. In addition, the school will provide the professional books and materials needed for initial training and ongoing professional development.

Rationale: Oral language development, reading, writing, and word study are the foundations of the Literacy Collaborative language and literacy framework. By immersing students with a variety of well-chosen texts, they will not only learn to love reading, but they will also learn about written language. Reading and writing are interrelated; what is learned in one area makes it easier to learn in the other. The professional books and materials are used extensively during training sessions to learn about the framework and serve as a resource for further study.

1.11 It is strongly recommended that the school will provide Leveled Literacy Intervention.

Rationale: Literacy Collaborative, as a comprehensive literacy reform model, provides for layers of instruction (classroom and intervention) to assure the successful literacy achievement of all students. In addition to good first teaching, multiple layers of intervention are provided that are theoretically aligned and research-based. Literacy Collaborative schools pro-vide systematic small group and individual interventions for students reading below expected levels.

The Leveled Literacy Intervention (LLI) model, as described in When Readers Struggle: Teaching that Works A–N (Pin-nell & Fountas, 2009) and When Readers Struggle: Teaching that Works L–Z (Pinnell & Fountas, in press), have been designed to be the small group intervention as it is theoretically consistent with Literacy Collaborative, incorporates data tools, and provides for systematic progress monitoring. LLI has been found to be highly effective with students who struggle with literacy learning.

Literacy Collaborative training and annual professional development includes in-depth and ongoing study of When Read-ers Struggle: Teaching that Works (Pinnell & Fountas, 2009). Literacy Collaborative schools, with the support of a trained literacy coach provide LLI professional development for teachers.

AIII-61/1/2019




Introduction

Definitions




from Standards

References

2

3

4

6

8

8


II. Standards for Literacy Coaches

2.1 Qualifications

2.1.A The Literacy Coach’s role is a full-time position in the school.

2.1.B The Literacy Coach candidate provides evidence of successful teaching appropriate for his/her assignment.

2.1.C The Literacy Coach candidate will have a master’s degree or equivalent experience.

2.1.D The Literacy Coach candidate will be interviewed and accepted by a university or district training site.

Rationale: Literacy Collaborative training is rigorous and equivalent to a demanding graduate-level program. As such, it requires a literacy coach candidate who has successful experience with this level of work and a willingness to take on new learning. Further, the literacy coach will serve as a classroom teacher as well as a teacher educator, providing course work and in-class coaching for teachers for which graduate credit may be awarded. These responsibilities comprise a full-time position.

2.2 TrainingThe goal of the training of a literacy coach is to develop a site-based leader who is instrumental in bringing about systemic change in a school’s literacy program. The opportunities and experiences as outlined by these standards create a unique context for constructing new knowledge and extending understandings.

The in-training literacy coach will:

2.2.A Successfully complete the literacy coach training program at a Literacy Collaborative university or district training site. During this training, the literacy coach will:

2.2.A.1 The middle level will employ an English/Language Arts teacher as a full time literacy coach who will implement the language and literacy framework for at least 45 minutes of daily instructional time. Two periods of 45 minutes to an hour are recommended to engage in daily reading and writing workshops. It is also recommended that English/Language Arts teachers engage students who are below grade level in small group instruction, guided reading, and writing, at least three days a week.

Rationale: The demands of the in-training literacy coach role are such that a person needs to be able to teach the same group of students to affect change over time as well as coach and train teachers. Literacy coaches-in-training need consis-tent and sustained time to link theory to their practice in the classroom for paradigm shifts to occur and to reflect on that link.

2.2.A.2 Complete required graduate level course work (specific to each university) successfully as defined by these standards. The minimum is 230 contact hours led by Literacy Collabora-tive trainers across face-to-face and online learning experiences (both synchronous and asynchronous). Guided meetings and site visits are in addition to the minimum.

Rationale: Through the rigor of graduate-level course work, the literacy coach acquires deep conceptual understandings about the reading and writing processes, about how students and adults learn, and about how to create opportunities for students and adults to learn effectively.

2.2.A.3 Participate in a minimum of two site visits with Literacy Collaborative trainers during the in-training year and during the field year.

Rationale: Conceptual knowledge is developed and deepened through conversation about a shared experience. The school visit serves a dual purpose—it provides the shared experience around which coaching, reflection, problem solving, and refinement of classroom practice occur, and it provides the opportunity to support effective school-wide implementation.

AIII-71/1/2019




Introduction

Definitions




from Standards

References

2

3

4

6

8

8


2.2.A.4 Work with the school leadership team that meets monthly to guide and monitor the imple-mentation of Literacy Collaborative.


2.2.B The trained literacy coach will:

2.2.B.1 Provide school-based initial training for no more than 10 teachers with a minimum of 60 contact hours within a two-year period (e.g., 40 hours during the field year, 20 hours the following year) and provide regularly scheduled in-class coaching sessions for teachers an average of twice every month.

Rationale: Taking on new learning of the elements of the Literacy Collaborative language and literacy framework is a com-plex process requiring time for instruction, practice, and reflection. Teachers need support as they engage in this new learn-ing; a maximum of 10 teachers in a class ensures sufficient time for the literacy coach to coach and support each teacher.

2.2.B.2 Follow the 60 hours of school-based initial training over the first two years with school-based professional development sessions (a minimum of 10 hours spaced across the school year in approximately 2-hour intervals) and provide regularly scheduled coaching sessions for teachers an average of once every month. Cluster coaching in addition to one-on-one coaching may be used beginning in Year 3. 20 hours of ongoing professional devel-opment is strongly recommended.

Rationale: A research-based model includes ongoing inquiry that informs designs for instruction. Over time, classroom practices will be refined, thus requiring teachers to receive ongoing professional development so that they can continually update their knowledge and skills. Coaching supports teachers’ understandings and their application of new learning.

2.2.B.3 Teach students daily for the school year using the Literacy Collaborative language and literacy framework for no less than one 45-minute period at the appropriate grade level (5-8) to continue to develop their skills in literacy. Two periods of 45 minutes to an hour are highly recommended to engage in daily reading and writing. This should include an op-portunity to teach students who are below grade level at least three times a week in small group work, guided reading, and guided writing.

Rationale: Literacy coaches need consistent and sustained classroom teaching time to link theory to their practice and to develop the expertise they need to teach others.

2.2.B.4 Plan for and participate in a minimum of two site visits by Literacy Collaborative trainers during the field year. Site visits are also recommended beyond the field year to support a high quality implementation.

Rationale: Conceptual knowledge is developed through conversation about a shared experience. The school visit serves a dual purpose—it provides the shared experience around which coaching, reflection, problem solving, and refinement of classroom practice occur, and it provides the opportunity to support effective school-wide implementation.

2.2.B.5 Participate in ongoing professional development by attending sessions required by their training site.

Rationale: A research-based model includes ongoing inquiry that informs designs for instruction. Over time, classroom practices will be refined, thus requiring literacy coaches to receive ongoing professional development so that they can con-tinually update teachers’ knowledge and skills. This professional development deepens literacy coaches’ understandings of all aspects of their role and provides them with current information on research and the national initiative.

2.2.B.6 Provide training for the teachers in the school on the administration, scoring, and analysis of the required and recommended assessments to inform instruction for students perform-ing below grade level in reading and writing.

Rationale: Because Literacy Collaborative is a research-based project, it is essential that classroom data be collected on every student. To provide reliable information on student progress, the faculty must be trained in systematic assessment procedures. These data are analyzed at the school level by the literacy coach and school staff. They work together to use the results to monitor student progress, to improve instruction, and to reach goals for student achievement in literacy.

2.2.B.7 Work monthly with the school leadership team to guide and monitor the implementation of Literacy Collaborative.


AIII-81/1/2019




Introduction

Definitions




from Standards

References

2

3

4

6

8

8


Policy for Requesting a One-Year Exemption from Standards

These standards are to be used as the basis for planning decisions and for monitoring the status of implementation of Literacy Collaborative. No set of standards can provide for the unique settings of all schools or districts. Therefore, it is possible to apply for a one-year exemption from certain standards when unusual conditions prevail, although an exemption may or may not be granted. In any case, the university training center will work with the local administration to achieve the best implementation possible.

The procedure for requesting exemptions is as follows:

1. Any issues of compliance with standards should first be discussed by the literacy coach and the school-based literacy team.

2. If a decision is made to request an exemption from a standard, a written request should be addressed to the affiliated university training site. The request must include a plan for compliance within one year. Literacy coaches trained by district trainers must discuss the waiver request with the district trainer, who will then submit the request, including a statement of rationale and support from the district trainer, to the affiliated university training site.

3. If the issue cannot be resolved through negotiation between the training site and key persons at the school, the exemption request will be forwarded to the chair of the Literacy Collaborative Trademark Committee accompanied by a letter from the university training site.

4. Final granting or denial of a one-year exemption will be made by the Literacy Collaborative Trademark Committee. This decision will be communicated to all parties by the Trademark Committee.

References

Peterman, R.L., Grehan, A.W., Harrison, L.W., & Dexter, E. (2008). An Evaluation of the Leveled Literacy Intervention in an Urban District 2005-06. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

Peterman, R.L., Grehan, A. W., Gallagher, B. & Dexter, E. (2009). An Evaluation of the Leveled Literacy Intervention in an Urban District 2007-08. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

AIV-11/1/2019

Appendix IV: Required Materials Lists

The following pages contain required materials lists. ALL MATERIALS on appropriate required list MUST be purchased PRIOR TO beginning of training.

1. Primary pages AIV-2 to AIV-4

2. Intermediate pages AIV-5 to AIV-8

3. Middle Level pages AIV-9 to AIV-12

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Middle Level

4

AIV-131/1/2019

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