Literacy Program Review
A comprehensive literacy program review by the IU13 literacy team includes the collection of evidence and analysis of findings in relation to five key components of an effective literacy program articulated by the Pennsylvania Comprehensive Literacy Plan.
These components directly relate to the overall quality of a district's literacy program. For each of these components, central criteria identified through research-based frameworks are used to focus the collection of evidence and analysis of the findings. Commendations, recommendations, and priorities for action are provided.
IU13 literacy consultants can provide both comprehensive literacy program reviews as well as more customized reviews based on your district's needs.
Comprehensive literacy program reviews include the following five components:
1. Standards and Curriculum
Curriculum documents are collected and reviewed based on alignment to PA Core Standards for English Language Arts and/or Literacy in Science or Social Studies, and clarity and usefulness of the written curricula.
Classroom literacy learning visits are conducted and evidence of literacy practices is collected. The quality of instruction is then analyzed based on Danielson’s Framework for Teaching Clusters (2015):
- Clarity of Instructional Purpose and Accuracy of Content
- Safe, Respectful, Supportive, and Challenging Learning Environment
- Classroom Management
- Student Intellectual Engagement
- Successful Learning by All Students
In addition, lesson plans are collected and reviewed for quality literacy instructional planning.
Common assessments, assessment practices, and available school-wide/district assessment data are analyzed for quality based on the following criteria:
- Alignment to PA Core Standards for English Language Arts or PA Core Standards for Reading and Writing in Science and/or Social Studies
- Level of Cognitive Rigor
- Congruence to the Curriculum
- Student Performance (Achievement and Growth) on District Assessments
4. Professional Learning & Practice
A teacher professional development survey and available school/district professional development plans are reviewed for professional learning practices for literacy based on Learning Forward’s Professional Learning Standards.
5. Literacy Leadership
Administrative interviews are conducted, as well as a review of all available organizational documents (district literacy plans, building schedules, assessment plans, etc.) to review the quality of literacy leadership.
For more information, please call 717-606-1809 or email Literacy.