Literacy Design Collaborative (pre-K-12, but with a HS focus)
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LDC provides practical supports and common tools to help develop high quality assignments, instructional modules and courses, which will increase college and career readiness. The assignments require students to read, analyze and comprehend texts and media related to essential disciple-specific content and then write arguments, explanations or narratives in the subjects they are studying. Here we will identify components of LDC, develop task for use in discipline and score student work.
Building Blocks of Literacy include the following components: oral language, phonological awareness, phonics and word study, accuracy and fluency, vocabulary, comprehension and writing. Here we will identify and reflect on key skills and components of early literacy development and identify the components of effective literacy environment. We will use SAS and PA Comp. Lit. Plan as tools to support literacy instruction and develop connections between components and environment.
RA is a researched-based instructional framework geared for middle and high schools. It assists teachers in making instructional shifts by providing a common language for literacy instruction in content classrooms, incorporating formative assessment in the daily routines of the classroom and including students as partners in their literacy development. Here we will describe each component of RA framework, identify examples of what RA looks like in a classroom and understand the connections between RA, the PA Comp. Lit. Plan and Common Core standards.
When parents/families are involved, students have higher grades, increased motivation, better adaptation to school and fewer instances of substance abuse and violent behavior. Family engagement in education is twice as predictive of student success as socioeconomic status (Michigan Dept. of Ed., 2002). Here we will look at research, articulate the role teachers can play in impacting children's and parents' self-efficacy beliefs about themselves as learners, explore different practices of effective family engagement and identify strengths, weaknesses, gaps and devise action steps.
Successful Transitions along the Literacy Continuum (pre-K-12)
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Components of an effective transition process for students include alignment of school, family and student expectations. Families constitute an important partner in the transition process and in the support of their student's academic success. Challenges to this transition process include socio-economic status, cultural differences and language barriers. Here we will identify components of successful transitions based on research, identify key transition times and align educational components, describe challenge areas and analyze strategies to transition process.
When building comprehensive literacy plan, we must consider the perceptions in literacy instruction for ELLs, use technology to create a student-centered environment and make culturally responsive connections for ELLs. Here we will identify characteristics of the nature of reading as it relates to ELLs, identify challenges and roadblocks to comprehension for ELLs in a text and develop strategies.
Using Data for Literacy Decision-Making (pre-K-12, August 28 in-service)
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We are creating a culture of data-driven decision-making by understanding Victoria Bernhardt's data model, which includes demographics, school process, perceptual and student learning measures. Here we will assist teachers in developing an understanding of using data-based decision-making for improving literacy achievement and progress and identify where the four measures of data will be used for planning.
Universal Design for Learning (pre-K-12, Oct. 8 in-service)
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UDL is a framework that allows teachers to address all learners by meeting their diverse needs and abilities through the three principles that are based on brain research: multiple means of representation, multiple means of action and expression and multiple means of engagement. Here we will develop a common understanding of UDL, identify examples and resources and apply these to lesson plans.
Supporting Learners with Special Needs (pre-K-12, Jan. 21 in-service)
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An educational priority for Pennsylvania is improving literacy outcomes for disadvantaged students. Here we will identify how educational structures support all students. We will develop an understanding of general assistive technology, supports and accommodations to support student reading needs and develop an understanding of how children learn to read and areas where some children have difficulty.
