Literacy Collaborative Program
The Lesley University Literacy Collaborative is a comprehensive model for school reform between Lesley University and elementary schools. It is a long-term professional development program designed to provide a school-wide approach to literacy instruction in kindergarten through grade six. The goal of the program is to assure successful literacy achievement for every child. Research has proven that effective implementation of Literacy Collaborative will enable schools to increase their students' reading and writing performance and, just as important, meet their state's language and literacy standards.
Components of the Literacy Collaborative
The Literacy Collaborative (LC) model includes all of the essential components of school reform organized in several major categories; language and literacy instructional framework, Reading Recovery, school-based leadership team, professional development, home school connection and assessment and research.
The language and literacy framework is a child centered literature based approach to teaching reading and writing. The instructional framework consists of a number of contexts that provide multiple opportunities of authentic reading and writing. A key principle of instruction is that students engage in meaningful experiences that range from a high level of teacher support to independence. Below is a breakdown of framework components and how they are incorporated into the school day:
• Primary (K - 2):
- 30-60 Minutes Language/Word Study
- 45-60 Minutes Guided Reading
- 45-60 Minutes Writing Workshop
• Intermediate Grade (3 - 6):
- 30-60 Minutes Language / Word Study
- 60 Minutes Reading Workshop
- 60 Minutes Writers Workshop
History of LC at the BBCPS
Phase 1-2 - In the 2002-2003 academic school year the Benjamin Banneker Public Charter School implemented phases I and II of Literacy Collaborative. During Phase I, the primary and intermediate leadership teams attended training at Lesley University. This training allowed the teams to begin the necessary planning for the school wide implementation of Literacy Collaborative. Phase 2, required a primary and intermediate coordinator to participate in an intensive year long training while also teaching the literacy framework in two classrooms.
"The systematic collection and analysis of student assessment data is essential to successful whole school change. When data is methodically and consistently collected and analyzed, the results show indicators of effective implementation and point to areas that need further development. More importantly, systematized data collection generates in-depth performance information about every student to help schools identify trends in program effectiveness. Specifically, a number of informal literacy assessments are administered in the fall of each grade and a standardized assessment is administered in the spring of grade two and the spring of grade five.