Literacy Academy

A Snapshot ViewBy Ellen OdermanCoordinator, Office of Special ProgramsWest Virginia Department of Education

Teachers learning together

…together.

Teachers analyzing instruction

Teachers analyzing strategies

Article from Intervention, May 2011 By: Elizabeth Swanson, Meaghan S. Edmonds, Angela Hairrell, Sharon Vaughn, and

Deborah C. Simmons at the University of Texas

Quote from the article abstract: “Upper elementary content-area teachers often face the

challenge of how to make content-area text more accessible and learnable for their students.”

Applying a Cohesive Set of Comprehension Strategies to Content-

Area Instruction

Teachers uniting around a

COMMON CAUSE

We all want students to BE better readers and writers and to USE these literacy skills to learn.

STRATEGIC TEACHING FOR ADOLESCENT ACHIEVEMENT

Learning Strategies

Collaborative Groups Peer Processing

How to… Steps Scaffold

Use to… Connect to prior

knowledge Apply to

meaningful/relevant content

Feedback Self Evaluate/Reflect

o Students o Teachers

Socialize

Analyze

Contextualize

Personalize

Teachers learning new strategies…

…students can use to learn from text.

Teachers… • can help each other learn (and like to do it.)• learn by observing and analyzing models of

exemplary instruction. • who analyze learning strategies are more prepared

to personalize instruction to meet students’ needs• learning deepens when they conduct action research

and talk about their lessons learned• can use technology to be more connected.

What are the BIG IDEAS?

– Special educators working with students in grades 4-8• Individuals• District teams• School teams• Grade level teams – cross content areas

– Co-teaching teams of SE and GE teachers

– Anyone and everyone who can relate to the common cause:

Who should participate?

• More student engagement• More time focused on effective instruction• More teacher ownership for results• More belief in the value of collaboration• More learning community support for teachers• Three hours of non-degree graduate credit from

Marshall U. for teachers who complete the 23 hours

What are the rewards?

• “It was a good start.” - 81%• “I look forward to practicing/applying the

knowledge/skills in my classroom.” - 85%• “The PD was very closely aligned with

school’s/program’s goals for instructional improvement.” – 69% + (27% somewhat aligned)

What are current participants saying?

• “This training was very helpful and gave methods and skills which will coincide with the curriculum already being used with my students.”

• “I really enjoyed the interactive/intimate environment provided. I can remember the activities we did together the best.”

• “The informal feedback from the presenters was very beneficial in helping me envision how these strategies will fit into my classroom.”

What are current participants saying?

1.Work with WVDE staff to schedule time for teachers to participate

2.Pay substitutes or stipends as needed3.Provide or arrange space for face-to-face PD4.Support teachers’ risk-taking as they make

changes

What are the district/school level responsibilities?

How flexible is the design?

1. Look at the hall display2. Look at the break-down of the module 3. Talk to principals about the content of the PD

to confirm local relevance 4. Look at calendars to identify possible dates5. Email Ellen Oderman @

coderman@access.k12.wv.us

What are the steps for scheduling

teacher participation?

How many will you help find their way to the surface?

LITERACY ACADEMY