Policy into Practice is a series of briefs created in collaboration with the Ohio Resource Center to support districts’ efforts to achieve the Ohio Third Grade Reading Guarantee. Each brief focuses on a question about literacy teaching and learning and provides a response to the question, implications for teaching, questions for further discussion, and suggested readings. Policy into Practice briefs are intended to support conversations among educators leading to quality instruction and increasing literacy achievement.
What Is Reading? (PDF) | Dr Pat Scharer
How Can Teachers and Librarians Partner to Support the Third Grade Guarantee? (PDF) | Dr Christina Orr
What Do Classroom Teachers Need to Know About Nonfiction for Children? (PDF) | Dr Barbara Keifer
A Poem A Day Can Keep Fluency Problems at Bay (PDF) | Dr Timothy Rasinski & Dr Belinda Zimmerman
What Can Literacy Teams Do for You and Your Readers? (PDF) | Dr Polly Collins
How Should We Teach Vocabulary? (PDF) | Dr Evangeline Newton & Dr Nancy Padak
How Can Schools and Teachers Target the Prevention of the "Summer Slide"? (PDF) | Anita Gonzalez
Does the Transition to Kindergarten Impact Students' Third Grade Reading Performance? If So, How Do We Help Facilitate a Smooth Transition? (PDF) | Dr Cynthia Bertelsen & Dr Susan Peet
How Can We Make Vocabulary Instruction Authentic and Fun? (PDF) | Dr Timothy Rasinski
Intermediate Cross-training will prepare previously trained Primary Literacy Coaches to support Intermediate teachers and their students with a literacy framework designed specifically for intermediate readers and writers.
Prepares individuals to coach teachers in reading, writing, and word study. Participants will learn how to work with teachers to help them become more effective in their classroom practice.
Topics will include: writing workshop, working with resistant teachers, implementation of the Common Core State Standards, and fine-tuning “What do you see? What will you say?” You must complete Academy for Literacy Coaches I before you can attend Academy for Literacy Coaches II
(All prices are subject to change.)
Schools that have implemented Literacy Collaborative are well on their way to fulfilling the requirements of the 2004 Individuals with Disabilities Education Improvement Act (IDEIA). It allows the use of RtI, a different approach to identifying and assisting children who may have learning disabilities. It also allows the use of funds for early intervention services without the determination that a child has a learning disability.
Literacy Collaborative is a comprehensive school reform project designed to improve the reading, writing, and language skills of elementary and middle school children. The cornerstone of this project is dynamic, long-term professional development. School-based literacy coaches are trained in research-based methods; provided with ongoing professional development as they continually implement research-based approaches in their own classrooms; and supported as they provide on-site training for the teachers in their schools. The goal of this comprehensive effort is to significantly raise the level of achievement for all students.
The Literacy Collaborative incorporates all of the elements of effective schools to support improved literacy instruction and student achievement through:
Providing a research-based instructional model that is language-based, student-centered, process-oriented, and outcome-based;
Creating in-school and in-district leadership through the training and support of school-based literacy leadership teams, administrators, and literacy coaches;
Establishing long-term site-based development for every member of the school’s literacy faculty; and
Helping schools monitor the progress of every student through systematized assessment, data collection, and analysis.
Read the Literacy Collaborative Brochure for further information.
OSU Literacy Collaborative Trainer Jenny McFerin offers an overview of the K-2 literacy framework teaching and learning.
Wendy Sheets, A Workshop Approach for Intermediate Learners: Watch a recording of Wendy's webinar here.
Sherry Kinzel, Literacy Workshop for Middle School: Watch a recording of Sherry's webinar here.
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Helping Children Notice and Use Print When They Are Reading and Writing:
K-Talk — Supporting ESL Kindgartners in Language and Literacy Learning:
Literacy Collaborative Training Blends Traditional & Online Training:
Boosting the Instructional Value of Keep Books:
Reading, Writing, and Books, Oh My!:
Book Club for Boys: motivating Readers with Good Books & Good Times:
Reading, Writing, and Books, Oh My!:
Keep Books, My Own Keep Books, & Young Authors:
Literacy Collaborative’s Effects on Teaching and Student Learning
Large-scale federally funded study finds Literacy Collaborative raises rates of learning by 32%
"Assessing the Value-Added Effects of Literary Collaborative Professional Development on Student Learning" in The Elementary School Journal, Volume III, Number I, reports on a 4-year longitudinal study of the effects of Literacy Collaborative. Results demonstrated increasing improvements in student literacy learning during LC implementation, and the benefits persisted through subsequent summers. Findings warrant a claim of substantial effects on student learning for the LC coaching model.
Pat Scharer, our Literacy Collaborative faculty director, became President of the Board of Reading Recovery Council of North America in June! Pat is a major contributor to the scholarship and leadership of Literacy Collaborative. Not only does she lead, she continues to be involved with training and supporting literacy coaches.
Read the article about Pat in EHE News, the news magazine of the College of Education and Human Ecology at The Ohio State University.
Diane Wieland, Principal of Wickliffe Elementary School, writes that ODE early literacy grant funding is enabling teacher Angie Burkholder to become a Literacy Coach. Angie says, "Attending the Literacy Collaborative brings the latest in educational research to our Wickliffe students."
Read the full article here (PDF — See Page 15)
Education Week reports that a study of the Literacy Collaborative approach to instruction finds that putting reading coaches in schools can yield strong gains.
This achievement was also featured in the College of Education and Human Ecology's 2010 edition of Inspire (p.17).
"The literature on teacher professional development stresses a number of the same points time and again. To be effective, experts say, teacher learning should be closely integrated with curriculum and educators' actual work in the classroom. It should be continuous and sustained over long periods. It should focus on evidence of student progress. And it should foster collaboration among faculty members and incorporate teachers' own expertise."
"... One viable example is the Literacy Collaborative, a coaching-based school-improvement model jointly run by The Ohio State and Lesley universities."
Click here to read the complete article in Education Week
Sherman Elementary School and Woodland Elementary School in Mansfield have been named High Progress Schools of Honor by the Ohio Department of Education, based on their 2012-13 Local Report Cards. Mansfield Superintendent Brian Gaverick, recognizes teacher hard work using the Literacy Collaborative framework, Reading Recovery, and the Algebra Project in achieving this honor.
Mansfield News Journal (November 18, 2010): "At the beginning of the school year, 35 percent of the students in Kimberly Johnson's kindergarten class knew most of the letters of the alphabet. Through the teaching plan she helped design, that number was up to 75 percent by October. Superintendent Dan Freund commended the work being performed by Mansfield teachers in partnership with The Ohio State University's Literacy Collaborative."
Click here to read the full article (external link)