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West Virginia Department of EducationOffice of Special Programs
West Virginia’s Focus on LiteracyWest Virginia’s Focus on Literacy
Instructional Leadership for Instructional Leadership for Literacy:Literacy:From Vision to ImplementationFrom Vision to Implementation
Strong leadership from both administrators and teachers is an essential
building block in constructing a successful literacy program, but the
role played by the principal is key to
determining success or failure of the program.
(Creating a Culture of Literacy: A Guide for Middle and High School Principals, 2008)
LiteracySchool Improvement Cycle
Action Steps for the Literacy Action Steps for the Literacy LeaderLeader1. Determine school’s capacity for literacy improvement
2. Develop a Literacy Leadership Team (LLT)
3. Create a collaborative environment that fosters sharing and learning
4. Develop a schoolwide organizational model that supports extended time for literacy instruction
5. Analyze assessment data to determine specific learning needs of students
6. Develop a schoolwide plan to address professional development needs
7. Create a realistic budget for literacy needs
8. Understand and embed literacy strategies across the content areas
9. Demonstrate your commitment to the literacy program
“The philosophy that if we teach children to read by
third grade we don’t have to worry anymore is definitely
NOT true.”
(Melvina Phillips, author of Creating a Culture of Literacy)
Reading Acquisition and Reading Acquisition and ProficiencyProficiency
At K-3 students learn to read; at 4-12, students read to
learn.
While reading becomes an important tool for helping
students expand their knowledge after grade 3,
learning to read hardly comes to an abrupt halt.
K-3 LiteracyK-3 LiteracyInfrastructure Improvements
Instructional Improvements
1. Extended time for literacy
2. Professional development
3. Ongoing, balanced
assessments
4. Teacher teams
5. Leadership
6. A comprehensive and
coordinated literacy program
1. Direct, explicit instruction in:
phonemic awareness,
phonics, fluency, vocabulary
and comprehension
2. Research-based instruction
3. Use of data to inform
instruction
4. Balanced assessments
5. Fidelity to core program
6. A technology component
7. Motivation and active
engagement
Key Elements for Improving K-Key Elements for Improving K-3 Literacy3 Literacy
Center on Instruction Center on Instruction ResourcesResources
http://www.centeroninstruction.org/index.cfm
Teaching All Students to Read in Elementary School
Using Student Center Activities to Using Student Center Activities to Differentiate Reading InstructionDifferentiate Reading Instruction
Intensive Reading Interventions for Intensive Reading Interventions for Struggling Readers in Early Elementary Struggling Readers in Early Elementary GradesGrades
A Comprehensive K-3 Reading A Comprehensive K-3 Reading Assessment PlanAssessment Plan
Literacy instruction must not stop as students enter
middle school, but rather be a vital component of a student’s educational
experience from kindergarten to graduation.
“While it is clear that content area teachers cannot be
expected to teach struggling readers basic reading skills,
they can help students develop the knowledge, reading
strategies, and thinking skills to understand and learn from
increasingly complex text in their content areas.”
(Adolescent Literacy Walk-throughs for Principals, 2009)
Adolescent Literacy ElementsAdolescent Literacy Elements
Infrastructure Improvements
Instructional Improvements
1. Extended time for literacy2. Professional development3. Ongoing summative
assessments of students and programs
4. Teacher teams5. Leadership (LLTs)6. A comprehensive and
coordinated literacy program
7. Monitoring/accountability system
1. Direct, explicit comprehension instruction
2. Effective instructional principles embedded in content
3. Motivation and self-directed learning
4. Text-based collaborative learning
5. Strategic tutoring6. Diverse texts7. Intensive writing8. A technology component9. Ongoing formative
assessment of students
Key Elements for Improving 4-12 Key Elements for Improving 4-12 LiteracyLiteracy
http://wvde.state.wv.us/instruction/aim_literacy.html
“The challenge for the Literacy Leadership Team, then, is to set goals
that can be enacted by all stakeholders, measured for progress
and revisited yearly for revision.”
JoAnne Allain (2008)
Building a Strong LLTBuilding a Strong LLT
Select 5-8 faculty members who represent the range of grades and the curriculum in the school
Selected members should be highly skilled, motivated and committed to improving literacy for all students
Suggested members include: Principal/Curriculum leader
Reading/Instructional coach
Special educators
Content area teachers
Identifying Strengths and Identifying Strengths and ChallengesChallenges Literacy Capacity Survey
Give the Literacy Capacity Survey
Collect results
Use as a planning guide for LLT
Assess Student Needs
Which assessment(s) will we use?
o Large group tests as a “first cut”
o Assess all struggling students beyond the WESTEST to determine specific needs (Tier 2 and 3)
Place students in appropriate tiers
Determine movement among tiers
http://wvde.state.wv.us/instruction/aim_literacy.html
Teach 21 includes
important resources for
the LLT
Literacy Leadership Team Literacy Leadership Team ChecklistChecklist
Select LLT membersDevelop LLT meeting scheduleCommunicate LLT roles/responsibilities to all staff Complete Literacy Capacity SurveyIdentify and prioritize literacy needs of studentsIdentify and prioritize professional development
needs of teachersProvide resources and strategies to support
change
Change begins with a vision…a vision that grows out of the mind of the school
leader and into the hearts of others.
Take a minute to imagine your school as it might appear with a well-designed adolescent literacy
plan in place…
http://carnegie.org/fileadmin/Media/Publications/PDF/tta_Main.pdf
Effective Instruction for Adolescent Struggling Effective Instruction for Adolescent Struggling ReadersReaders
Assessments to Guide Adolescent Literacy Assessments to Guide Adolescent Literacy InstructionInstruction
The literacy leader is like a football coach or a
conductor; the principal must skillfully pull the
literacy elements together to achieve the
ultimate goal of improved student
literacy achievement.
A Principal’s Reading Walk-Through is a systematic way to collect real-time teaching and learning
data.
A Principal’s Reading A Principal’s Reading Walk-Through (PRWT) Walk-Through (PRWT) is not an evaluation. is not an evaluation.
Everyone can learn from objective
comments about their practice.
Elements of an Adolescent Elements of an Adolescent Literacy Walk-through for Literacy Walk-through for Principals (ALWP)Principals (ALWP)
Instructional Practices Vocabulary and content
knowledge instruction
Comprehension strategy instruction
Discussion of reading content
Motivation and engagement
Elements of an ALWP for Elements of an ALWP for Intervention (Grades 4-5 and Intervention (Grades 4-5 and 6-12)6-12)
Advanced word study instruction
Reading fluency instruction
Intervention protocols
Instructional materials
Three Uses of Walk-through DataThree Uses of Walk-through Data
Observation and reflective practice support a school’s
evolution into a professional learning
community.
The point is to observe instruction, take notes,
and open dialogue.
Teachers who feel enabled to succeed with students are
more committed and effective than those who feel
unsupported in their teaching and in their practice.
The Principal’s Reading Walk-Through helps track trends
• over time,• by teachers,• by grade level,• by indicator,• by category.
http://wvde.state.wv.us/osp/LiteracyCulture.htm l
http://wvde.state.wv.us/osp/LiteracyLeadershipContents.html
Principal's Reading Walk-through: Principal's Reading Walk-through: K-3 K-3
Adolescent Literacy Walk-through for Adolescent Literacy Walk-through for PrincipalsPrincipals
Reading Walk-Through Checklist for 1st Grade Classrooms
Reading Walk-through for Grades 4-5 Reading Walk-through for Grades 4-5
Reading Walk-through for Grades 6-12 Reading Walk-through for Grades 6-12
Guiding Questions for Literacy Guiding Questions for Literacy LeadersLeaders
How has my leadership supported literacy efforts?
What do our assessment scores reveal about literacy practices?
What do I consider the key elements of the professional development plan?
Are teachers skilled at integrating literacy strategies into their daily lessons?
What support do we provide for students who are below grade level in literacy?
Remember, success begins with the principal. The staff
will look to their building leader to determine his or her support for a literacy program.
A lack of commitment by either words or actions will kill the program before it begins.
Creating a Culture of Literacy: A Guide for Middle and High School Principals (2005)
Contact InformationContact Information
Phyllis Veith, Assistant Director, Office of Special Programs
Linda Palenchar, Coordinator, Office of Special Programs
