a k‐12 model for continuous school improvement

PartnerUniversities

GeorgiaStateUniversity,Atlanta,GANational‐LouisUniversity,Lisle,ILShippensburgUniversity, Shippensburg,PAUniversityofKentucky,Lexington,KYUniversityofNorthernIowa, CedarFalls,IAUniversityMaine,Orono,ME

AK‐12ModelforContinuousSchool

Improvement

“Withoutcontinualgrowthandprogress,suchwordsasimprovement,achievement,andsuccesshavenomeaning.”

‐‐BenjaminFranklin

MarciaNyeBoody,DirectorMainePartnershipsinComprehensiveLiteracymarcia.boody@umit.maine.edu207/581‐2481MaryRosser,DirectorUniversityTrainingCenterforReadingRecoveryCoordinator,ProfessionalDevelopmentProgramsmary.rosser@umit.maine.eduUniversityClinicalCoaches:HeidiGoodwinAlidaGowellDawnJandreau

MAINEPARTNERSHIPSINCOMPREHENSIVELITERACY

TenFeaturesofthePartnershipsinComprehensiveLiteracy(PCL)Model

MainePartnershipsinComprehensiveLiteracyMainePartnershipsinComprehensiveLiteracy(MPCL)isacontinuousschoolimprovementmodeldedicatedtoincreasingstudentachievementforALLchildren.Themodelusesliteracyasatoolformeasuringschoolimprovementinfourrelatedareas:studentlearning,teacherperceptions,schoolclimate,andschoolprocesses.ProfessionalStandardsforTrainingLiteracyCoachesAnessentialelementoftheMPCLmodelisthetrainingofliteracycoaches.TheUniversityofMaineoffersaspecializedprogramofstudyforthepreparationofliteracycoaches.TheUniversityofMaineisanNCATE‐accrediteduniversitywhereteacherscanreceivetrainingforacertificatediplomaasaliteracycoach.ThetrainingmodelwhichmeetstheprofessionalstandardsoftheInternationalReadingAssociation,includespreparationinfourcriticalareas:(1)literacyinstructionandassessment,(2)supervisionandcoordinationofaschool'sliteracyprogram,(3)coachingandmentoringteachers,and(4)researchinlanguageandliteracy‐relatedareas.Usingacognitiveapprenticeshipmodel,literacycoachesworkinaschoolsettingatthesametimetheyarebeingtrained.TheMPCLteamconductsschool‐basedvisitstoobservetheliteracycoachinallaspectsofthecoachingrole:(1)teachingchildren,(2)coachingteachers,(3)conductingprofessionaldevelopment,and(4)analyzingandreportingonschooldata.DataAnalysisforContinuousSchoolImprovementIncomprehensiveliteracyschools,thedataarestudiedtodetermineprogressionovertimeinfourrelatedareas:demographics,perceptions,processes,andachievement.Literacyteammeetingsprovideacollaborativecontextforanalyzingschooldata,identifyingproblems,posingsolutions,evaluatingchoices,andmakingrecommendations.InterventionteammeetingsareusedtoreviewstudentdataandselectappropriateinterventionsthatincludeReadingRecovery®forthemosttangledfirstgradestudentsandsmallgroupservicesforotherneedystudents.Progressmonitoring,programevaluation,andschoolplansarecriticalcomponentsofacomprehensiveliteracymodel.

Feature1:AFrameworkforLiteracyUsesaworkshopapproachformeetingtheneedsofallstudentswithinanintegrated,inquiry‐basedcurriculum.

Feature2:CoachingandMentoringUsescontingentscaffolding,coachingcycles,andagradualreleasemodelforincreasingteacherefficiency.

Feature3:ModelClassroomsCreatesconstructivistsettingswhereteachersmeettogethertoapprenticeoneanotherinimplementingtheliteracyframework.

Feature4:HighStandardsBasedontheCommonCoreStandardsandprofessionalstandardsthatalignwithspecificbenchmarksalongaliteracycontinuum.

Feature5:ComprehensiveAssessmentSystemIncludesaschool‐wideseamlessassessmentsystemwithmultiplemeasuresforevaluatingsuccess.

Feature6:SystemInterventionsIncludesReadingRecovery®andsmallgroupinterventionsingradesK‐3andclassroomandsupplementalgroupinterventionsingrades4‐12.

Feature7:CollaborativeLearningTeamsUsesauthenticcontextsforlearning,includingstudygroups,bookclubs,peerobservations,clusterconferences,anddemonstrationlessons.

Feature8:Well‐DesignedLiteracyPlanIncludesshortandlong‐termgoalswithspecificbenchmarksforcontinuousliteracyimprovement.

Feature9:TechnologyforLearningUsestechnologytolearnabouttheworld,includingsearchingforinformation,communicatingwithothers,andcreatingnewproducts.

Feature10:SpotlightingandAdvocacyTechniquesfordisseminatinginformationonthemodel,includingnewsreleases,articles,schoolreports,andpresentations.