How to Use These Materials
This site is organized according to the six components of the Oregon K-12 Literacy Framework: Goals, Assessment, Instruction, Leadership, Professional Development and Commitment. Within each of these six components you will find one or more modules. The modules are organized into broad categories for quick reference. Each module includes:
- Several key concepts, that outline the main ideas within the topic
- A professional development presentation that uses a narrated multimedia sequence of content material
- Practice activities to help you understand the material and how to begin implementing the procedures being described, and
- A series of related resources, including links to related information and sources for further study of the subject.
We recommend that you use these materials with a group of colleagues in a collaborative learning arrangement such as a professional learning community (PLC), a grade level or cross-grade improvement team or a study and implementation group. Members of the group might view the online content either individually or as a group, then make plans for how to implement within their own classrooms and schools.
The essential key to successful implementation of the information is that two or more colleagues work together to assure that their use of these skills parallels the procedures found through research to be effective in improving students' reading outcomes. Implementing the procedures with fidelity and peer support greatly increases the likelihood that your students will benefit by way of improved reading skills.
The Assessment component begins by examining the importance of developing a schoolwide assessment plan. The various types of assessment needed to operate a schoolwide reading improvement initiative (screening, diagnostic and progress monitoring assessments) are then explored. Next, the topic of how to conduct grade level team meetings as a vehicle for using the data that are generated by these assessments is examined. Finally, the use of instructional profiles for effectively differentiating instruction for all students is examined, and the issues around how to group students for instruction that is both effective and efficient are described.