Running head: FINAL LITERACY PROGRAM DESIGN PROJECT
Final Literacy Program Design Project
David Schlag
Concordia University
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FINAL LITERACY PROGRAM DESIGN PROJECT
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Table of Contents
Introduction…………………………………………………………………………………….….3
Philosophy of Literacy Instruction………………………………………………….……………..5
School Setting…………………………………………………………………………….……….6
Literacy Coaching Menu………………………………………………………………….…….....7
Intervention Plan………………………………………………………………………….……….9
Professional Development Plan……………………………………………………………….…12
Conclusion………………………………………………………………………………….……14
References……………………………………………………………………………….……….16
FINAL LITERACY PROGRAM DESIGN PROJECT
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Introduction
The purpose of this Literacy Program Design is to explain the role of a literacy coach, set
up a framework for student interventions, and explain how the staff will move forward to
increase student achievement through professional development.
The role of a literacy coach is that of a collaborator who assesses the literacy needs of the
school by reviewing student data and curricular goals, identify instructional practices of strength
and areas of improvement, and learn about the instructional needs of the staff outside of
evaluation process (Walpole and McKenna, 2013). The coach is used by the teachers as a
resource and can link teachers to the most current research in the field of literacy. Literacy
coaches need to support teachers as they choose tools and curriculum materials that support
instructional strategies to meet the needs of their students (Wepner, Strickland, and Quatroche,
2014).
The intervention plan needs to meet the needs of all students based on data, as well as,
take into consideration the school’s demographics and culture. Understanding the background of
the students in a school setting is important so teachers understand the diverse needs of their
students and can then create a plan to meet those needs. It is recognizing the cultural heritage of
different ethnic groups, students' dispositions, attitudes, and approaches to learning, and content
to be taught in the curriculum (Gay, 2010). The intervention plan describes the system the school
currently implements based on student academic strengths and weakness. The plan describes the
Tier 2 and Tier 3 interventions used for students who are not making adequate progress with the
core or small group differentiation provided by the teacher based on common school wide
assessments (Wepner, Strickland, and Quatroche, 2014). The potential targets for Tier 2 and Tier
3 instruction may include fluency, vocabulary, comprehension, decoding, and phonological
FINAL LITERACY PROGRAM DESIGN PROJECT
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awareness (Walpole and McKenna (2013). Meetings run by the literacy coach will allow teachers
to check their students’ progress based on the progress monitoring of their current intervention,
then make changes to student grouping and intervention supports as needed. It is the
responsibility of the literacy coach to gather the necessary data for the teachers and lead data
teams. The literacy coach will also provide insight to match the school’s current intervention
resources to the specific needs of the identified students.
Professional development is designed to enhance the professional knowledge, skills, and
attitudes of educators, so they might, in turn, improve the learning of students Guskey, 2000).
The three-year plan is based on teachers improving their reading practices. First, by
understanding the requirements of the CCSS, then by practicing researched based strategies. The
coach should be a curriculum expert and work with teachers to evaluate instructional material for
researched based standards and help find new material which better match the CCSS. Literacy
coaches need to support teachers as they choose tools and curriculum materials that support
instructional strategies to meet the needs of their students (Wepner, Strickland, and Quatroche,
2014). Schools with strong programs have strong grade level teams that work together, plan and
reflect on instruction and student outcomes. Coaches work with the teachers throughout this
process in a non-evaluative manner through modeling, observations, reflections, and
conversations. The literacy coach must have strong subject matter knowledge of the reading and
writing process, vocabulary, developmentally appropriate reading practices, comprehension
strategies, and critical thinking skills. Literacy coaches should explicitly understand the five
major components of reading and be able to provide staff professional development on best
practices in these areas. (Wepner, Strickland, and Quatroche, 2014). Teachers will be given time
to learn, practice, and implement new practices with shared support and risk-free guidance.
FINAL LITERACY PROGRAM DESIGN PROJECT
Philosophy of Literacy Instruction
I believe students need explicit reading instruction in phonemic awareness, phonics,
fluency, vocabulary, and comprehension using developmentally appropriate, current, high
quality, engaging, easy to challenging fiction and non-fiction text; while using research-based
strategies to meet the rigorous curriculum based on the CCSS including differentiated and
culturally responsive practices.
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FINAL LITERACY PROGRAM DESIGN PROJECT
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School Setting
The school described in this literacy program design is located on the outskirts of a major
metropolitan city and is a suburban city surrounded by rural farmland. The city was settled by
Euro-Americans and incorporated in 1872 making it the first city in the county. There is a major
university 3 blocks away from the school. Several students from the university volunteer on a
regular basis and many complete their practicum and student teaching experiences in the school.
Based on the school’s last state report card there are 497 students enrolled.
Socioeconomically, the students range from poverty to upper middle class. Of the 497 students,
40% of the students are considered to be economically disadvantaged. Fourteen percent of the
students are identified as having disabilities and there is a mobility rate of 12.5 %.
The school is not a Title 1 school so it does not have a reading specialist or literacy
coach. However, using the RTI model, the teachers have monthly 100% or 20% meetings were
data is analyzed and students are discussed and ordered from low-risk, some-risk, and high-risk.
Interventions are assigned based on the high-risk student’s needs and progress monitoring
procedures are established. Interventions are run by trained IA which are overseen by a district
literacy coordinator. The some-risk students may also be placed in interventions based on the
classroom teacher’s data and recommendations.
There are 6 different languages spoken at the school with 9% of the students receiving
ELL services. Culturally the population of the school is 2% Asian, 2% Black/African American,
26% Hispanic/Latino, 7% multi-racial, and 63% white. Communication from the school to the
parents go out in English and Spanish and interpreters are provided when needed for
conferences.
Literacy
Coaching Menu
​
Hello my wonderful Colleagues! My
name is David Schlag and my role
this year is to help and support your
literacy efforts!
David Schlag
dg_schlag@comcast.net
This menu of coaching ideas is just a
few of the possible ways I can assist
you. I am here for all staff members
and I look forward to getting to
know each of you personally and
professionally. If you have any
questions or need help outside what
is listed, please just ask!!
Instructional Strategies
Teacher Support
Professional Development
My role is to help and support you
implement best practices in literacy to
increase student achievement.
My role is to help provided you with the
resources you need to be successful.
My role is to develop quality, ongoing
professional development for teachers
and staff on a variety of instructional
topics based on your needs.
● Comprehension and Vocabulary​: I
can help model and provide
strategies to effectively teach
comprehension strategies identified
by the CCSS and provide ways to
make vocabulary instruction
authentic.
● Small Group​: I can assist with
various grouping strategies and
provide differentiation strategies for
your groups.
● Direct Instruction​: I can help
provide student engagement
activities and effective questioning
techniques during direct
instruction.
● Fluency and Accuracy​: I can model
and provide instruction on effective
ways to teach these strategies.
● Whatever​: Whatever your need
instructionally, I will research and
find ways to focus your instruction.
● Gather Resources​: I can locate
those hard to-find materials for your
lesson.
● Classroom Coverage​: I can cover
your class so that you may observe
another colleague in the building
and reflect on the observation.
● Demonstrate a Lesson​: I can model
a lesson in your classroom so you
can see the concept in action.
● Positive Observations​: If you are
trying something new in the
classroom and would like some
feedback I can watch you teach.
Together we will reflect on the
lesson. NO JUDGEMENT!! You can
also show off what you are doing
well!!
● Teaming​: I can help create a scope
and sequence for each grade level
and help with planning lessons at
grade level meeting.
● Sounding Board​: I will confidentially
listen to your frustrations and fears
as you move forward
instructionally. I want to you take
risks in a supportive atmosphere.
● Book Club​: Is there a topic you
might want to read and learn more
about? I can facilitate a book club.
● Standards​: I can help facilitate the
unpacking of the ​CCSS at each
grade level, create common grade
level assessment, and collect
resources to fill in the gaps of the
missing standards.
● Learning​: I can lead the faculty on
building level initiatives or any
identified needs. I can also find
local or national conferences the
faculty can attend.
Data Analysis
My role is to collect and analyze data to
guide your instruction.
● Now What?​ I can help you figure out
the who, what, when, where, and
how of the data. Based on the
results of the data, I can help make
an instructional plan to act on the
data to increase student success.
● Calendar​: I can schedule school
wide assessments and train
teachers on implementation.
● Consistency​: I can help with
calibration​ ​of rubrics and
assessments
INTERVENTION PLAN
Time and
location
Materials or
Curriculum
Personal
Delivery
Evidence of
Effectiveness
Rational
English
Language
Learners
ELL Room
during mutually
agreed upon time.
Push-in or Pullout support as
needed.
ODE and District
Approved Core
created by district
ELD teachers
ELD
Specialist
Small
group
ELP Testing,
Dibels Next
We use a systematic ELD model for English
Language Learners. This model provides
students with instruction and practice in
English, which includes reading, writing,
vocabulary, and oral language.
Special
Education
SPED Room
during
mutually
agreed upon
time. Push in
or pull out
support as
needed.
Depends on
student IEP,
Kendor, PCI
reading, and the
same core as
teachers
SPED
Teacher
Small
group, one
on one
In program
assessments and
assessment done
with the
classroom teacher
SPED instruction is used for students found
eligible with identified learning disabilities,
including dyslexia, behavioral, social,
emotional, or academic disabilities.
Kendor is a game based, multisensory
approach that builds on the six elements,
phonology, sound-symbol association,
syllable instruction, morphology, grammar,
and vocabulary with student who have
dyslexia and other reading disabilities.
The PCI Reading Program is a
scientifically research-based curriculum
created specifically to teach students with
developmental disabilities, autism, and
significant learning disabilities to read.
Classroom
Interventions
Classroom
during literacy
time
Core curriculum:
Reading Street
level readers
Classroom
teacher
Small
group
Weekly progress
monitoring with
Dibels Next and
monthly with,
easyCBM, STAR
literacy, DRA
Tier 1 interventions done as a way to
differentiate instruction. This may include
changes to the core to allow for student
success. This usually consist of ways to
differentiate instruction improve upon
phonics, fluency, vocabulary, and
comprehension.
Tier 2
interventions
Outside of
literacy block
in SPED pod
area
K-4: HD Word,
Kendor, Phonics
for Reading
ECRI Tier 2,
Reading Mastery
Rewards
Tier 3
interventions
Outside of
literacy block
in SPED pod
area
K- 4: My
Sidewalks,
Reading Mastery,
corrective reading
And Tier 2
interventions
Talented and
Gifted
Classroom
during literacy
block
Core curriculum
with advanced
readers, Junior
Great Books.
Home
Literacy Night
Committee ideas
Intervention
teacher
Small
group
Weekly progress
monitoring with
Dibels Next and
monthly with,
easyCBM, STAR
literacy, DRA
Tier 2 intervention are used for students who
are not making adequate progress with the
core or small group differentiation provided
by the teacher based on assessments.. Tier 2
intervention may provide specialized
instruction and target, phonological
awareness, alphabet knowledge, decoding,
fluency, vocabulary, comprehension, and
composition. The purpose it to remediate and
deficiencies and find a way for the student to
perform at grade level.
One on
one, small
group
Weekly progress
monitoring with
Dibels Next and
monthly with,
easyCBM, STAR
literacy, DRA
Tier 3 intervention are used for students who
are not making adequate progress with Tier 2
instruction. Tier 3 instruction increases
intensity in either the length of the
intervention time or the by increasing the
number of times the intervention takes place
during the week. Potential instruction focuses
on the same instructional strategies stated in
Tier 2. However social, emotional,
motivational or behavioral needs may need to
be addressed and an evaluation for SPED may
be appropriate.
Classroom
teacher
Small
group
Trimester
progress
Monitoring with
easyCBM, STAR
literacy, DRA
Provides differentiate strategy to challenge
advanced student with comprehension and by
using higher level lexile texts or identified
needs. Provides an opportunity for students to
express themselves in more creative ways.
Principal,
All
Exit Ticket
SPED
teacher
Parent involvement makes a difference in a
Literacy
(an evening
event) which
takes place in
various space
throughout the
school, ie,
library,
cafeteria
using school and
community
resources
ESL
teacher,
Literacy
coach,
SPED and
classroom
teachers
students
and parents
(feedback survey) child’s school success. Literacy Nights allow
schools to develop a deeper understanding of
cultural and economic impact their clientele
and create school parent partnerships.
Literacy Nights provides a welcoming,
positive, and fun outreach to families in the
schools community and give an opportunity
for the parents to learn how to help their child
with literacy at home and maybe even for
themselves. Literacy Nights allow students
and teachers to show off what is being taught
in the school and builds pride for the
community. It demonstrates to the students
and community that literacy is important.
Literacy Nights provides opportunities for
parents to become involved in the school and
is a chance for the school to connect its
families to local support services if needed.
YEAR 1
YEAR 2
YEAR 3
Shared Vision
Create a Structure & Process
Feedback & Evaluation
Make Resources Available
Collection of Data:
Gather Team
Based on teachers’ feedback from conversations the
administration, literacy coach, and leadership team
we have decided to focus on our core instruction
(whole group and small group instruction)
implementation through researched based
strategies. The goal is to create a culture of
learning.
Provide online tools and curriculum materials to
support the desired instructional strategies the
teachers need. Bring in books around instructional
strategies and find conferences for teachers to
attend. Bring in experts in the field to teach and
model.
Data should be collected throughout year 2 and 3
implementation. Collect student data based on our
school’s current assessments: easyCBM, DRA,
STAR reading, SBAC, and new common
assessment for student growth and trends. Data in
year three should be compared to the data in year
one to show growth in student achievement.
Support and Modeling
Objectives:
To increase teacher pedagogy while focusing on the
CCSS.
Materials and Curriculum:
CCSS printed out by grade level and current
available teaching materials used to teach the
CCSS.
Desired Outcomes:
Increase student achievement through purposeful,
focused literacy instruction based on best practices
the teachers are focusing on like vocabulary,
comprehension, or phonics.
Conduct Survey:
The coach or expert presenters will model lessons
and provide time for reflection. Positive, nonevaluative feedback and reflection will take place
after teacher observations. We can videotaped
modeled lessons to share with the faculty.
Offer Time and On-going Development
Surveys should be done at the end of every
year or throughout the year. Surveys for
teachers should provide opportunities for
feedback based on the PD training they
received and growth they see in their students.
What could the literacy coach have done
better? Were the teachers’ needs met? What do
teachers need moving forward?
Regularly scheduled PD times will be provided.
Teachers will have time to learn, implement,
reflect, and reimplement the learned strategies. Peer
Sharing of Resources:
observations and reflection will take place. Time
will be given for teachers to have focused
conversations based on their new learning and share Teachers should share the resources and
materials they found effective with each other
their successes and perceived failures. Teachers
will be paid for time if needed.
and with other grade levels throughout the
Assessment Support
entire three year process.
Reflection/Celebration:
Need’s Analysis
Conduct Survey:
Provide an on online survey for the teachers with
questions around their current instructional
strengths and needs, strategies they would like to
learn or be willing to share to increase their
pedagogy around instruction. Provide space for
teachers to share concerns and ask questions about
the vision.
Collection of Data:
Collect student data based on our school’s current
assessments: easyCBM, DRA, STAR reading,
SBAC, and classroom assessment to find the
current students’ strengths and weaknesses.
Research PD Options:
Share the data analysis with the faculty. First,
provide PD for vertical and horizontal alignment of
the curriculum so teachers have a clear
understanding of the standards they need to teach at
their own grade level and what teachers are
responsible for teaching in the other grades. Once
teachers know what they need to teach, they can
focus on the researched based strategies needed,
based on the results of the survey, to increase
student achievement. This will be the target of year
two.
Success will be determined by school wide
common assessments created by the teachers which
are aligned with the desired outcomes based on the
CCSS. The literacy coach will help create or find
common assessments for teachers to use.
Establish Norms
Norms should be established in year one, revisited
and revised in year two. Expectations of all
members will be defined, including the
administration, literary coach, and special area
teachers. A 90 minute literacy block should be
established with interventions taking place outside
of this time.
Reflection should take place throughout the
entire three year process and celebrations
should take place as soon as possible. Can can
happens when the staff takes time to reflect on
their work. Celebration allows for teachers to
share in individual, group, or whole faculty
successes. This helps build buy in, reducess
teachers’ stress, and helps them overcome their
fear of change.
Reflection and Celebration in year three should
be a big party to celebrate everyone's hard
work and success.
Next Steps:
Using the year 3 survey, create a new plan for
teacher needs. Use teacher reflections to make
changes if needed in the 3 year process.
FINAL LITERACY PROGRAM DESIGN PROJECT
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Conclusion
The purpose of this literacy program is for teachers to develop highly focused, researched
based lessons to increase student achievement for all students regardless of culture, background,
or socioeconomic status.
By implementing the program design, strong partnerships should develop between the
literacy coach and teachers, teachers and teachers, as well as, between teachers and students.
Trust and risk taking in a judgement free environment must exist. The coach needs to provide
time for practice, reinforcement, observation and reflection that support the changes in teacher
pedagogy. Staff development is focused on implementing student-centered, research-based
literacy instruction with a clear understanding of the CCSS which includes strategic and timely
interventions and ongoing assessment.
The intervention plan uses school wide data from common assessments to analyze
student performance as it is related to explicit instruction in phonemic awareness,
phonics, vocabulary, fluency, and comprehension. This instruction is differentiated to meet the
needs of unique learners and grounded in evidence-based practices with focus on the CCSS.
During implementation of the staff development plan, feedback and surveys need to be
given so the coach can make changes to better serve the teachers' needs throughout the entire
process. Literacy instruction should focus on teaching foundational reading skills through
explicit, tiered instruction that is evidence-based designed with vertical and horizontal
alignments throughout the grades. Staff development led by the literacy coach is focused on
research-based strategies around phonemic awareness, phonics, fluency, vocabulary, and
comprehension strategies.
FINAL LITERACY PROGRAM DESIGN PROJECT
By nature, teachers want students to be successful and to do this, teachers need to be
supported as they learn, experiment with, and implement researched based practices. Allowing
the teachers to become students in a risk-free environment allows for change to happen.
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FINAL LITERACY PROGRAM DESIGN PROJECT
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References
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New
York, NY: Teachers College Press.
Guskey T. (1999). Evaluating professional development. Thousand Oaks, CA: Corwin.
Walpole, S., & McKenna, M. C. (2013). The literacy coach’s handbook: A guide to researchBased practice (2nd ed.). New York, NY: Guilford Press.
Wepner, S. B., Strickland, D. S., & Quatroche, D. J. (Eds.). (2014). The administration and
supervision of reading programs (5th ed.). New York, NY: Teachers College Press.