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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.