Application for CCIRA Inc. Model Literacy Program Award
Instructions: Please read each part carefully. Write specific and concise responses to the questions. All applications are due October 10 by 10:00 p.m.
Do not hesitate to email or call for clarification. Jan Killick firstname.lastname@example.org or H-303-936-5396
Full Date of Application__________________________________________
PART 1: Literacy Instruction and Theoretical Framework (30 points)
1. Please describe your school’s philosophy toward reading. Which instructional strategies might a visitor notice across grade levels and/or content areas? What research informs your approach?
2. Please describe your school’s philosophy toward writing. Which instructional strategies might a visitor notice across grade levels and/or content areas? What research informs your approach?
3. How does the school support teacher development with the deep understanding of the theory behind the instructional literacy practices in this school? Include an overview of the professional development for literacy instruction.
PART 2: Student Assessment and Learning (25 points)
1. How is student reading growth measured? What approaches are used to support readers who struggle with decoding and comprehension? What approaches are used to support readers who are reading above grade level? How is student reading progress monitored?
2. How is student writing development measured? How is the mechanics of writing measured? Spelling? Grammar? Punctuation? Describe how teachers support students struggling with grade level expectations in mechanics and how teachers support students who have already achieved grade level expectations in mechanics.
3. How is writing content measured? How is growth in the craft of writing measured? (sentence structure, sentence length, use of dialogue, use of figures of speech, vocabulary usage). What are some specific instructional approaches used to support the development of writing? How is growth measured?
4. Describe the professional learning that supports writing instruction in both the mechanics of writing and the craft of writing?
PART 3: Student Reading (25 points)
1. On an average day, approximately how much total time do students engage in reading throughout the day at school? (Include in your estimation: independent reading, guided/small group reading instruction, shared reading, writing time, reading in content areas such as math, science, social studies, music, P.E, art.)
2. Is there a difference in time spent reading for students with varying abilities? How much time do struggling readers engage in reading throughout the day? How much time do grade-level readers spend reading throughout the day? How much time do advanced readers spend reading throughout the day.
3. Describe opportunities students have to discuss their reading throughout the day?
4. What kinds of books or reading material are most popular at your school? Why do you think these books or reading material are popular with your students?
5. What are some titles of quality literature that students read at each grade level or in content areas? List some of the literature read aloud to students at each grade level or content area? State some of the purposes for the selection of these pieces of literature used for read alouds.
6. Do students in all grades choose to read? What is the evidence that children choose to read as opposed to reading because it is required in class?
7. Do students read outside of school? Approximately how much? How do you know?
PART 4: Student Success (25 points)
1. What is the level of student reading success in your school? How do teachers, parents, and students know about their success?
2. What is the level of student writing success in your school? How do teachers, parents, and students know about their success?
3. Describe a reading/writing/literacy celebration at your school? Who participates in the celebration? What positive factors of the celebration support literacy growth?
PART 5: Listening, Speaking, Reading, Writing (25 points)
1. Describe the opportunities students at all grade levels have for reflective listening, speaking for effective communication, reading to learn or enjoy, and writing to express ideas or convey information each day in all grade levels.
2. How do teachers plan and implement time for listening, speaking, reading, and writing each day?
3. Describe the opportunities teachers and school staff have for reflective listening, speaking for effective communication, reading, and writing. How does this time refine their instructional practices?
PART 6: Literacy Leadership (25 points)
1. Describe how school administration provides time for professional development around data analysis and use of data for instruction?
2. Who are the formal and informal literacy leaders in your school? What do they do to support literacy growth and development in the school and/or community?
PART 7: Community Involvement (25 points)
1. Describe any partnerships your school has to promote literacy. Do any businesses or libraries support literacy events? How?
2. What role do community volunteers play in student growth in reading and writing?
3. Tell about any community resources available to your school that support student literacy learning. Police? Firefighters? Government agencies? Other?
4. How are parents involved in the literacy development of their own children as well as other children in the school? How does this school reach out to parents to involve them in positive ways in literacy learning?
PART 8: Highlight Your School (25 points)
Tell why your school is a model of literacy learning? What is your school most proud of? What can other schools and literacy instructors learn by reading about your school or visiting?
Signature of chief school officer Title
CRITERIA FOR APPLICATION FOR CCIRA MODEL LITERACY PROGRAM AWARD
1. All public, private or parochial elementary and secondary schools may apply for this award if the school has at least 2 members of CCIRA Inc.
2. The entire school is applying for this award, not a department or program within the school. All grade levels, special education, reading support are included in the application.
3. The application form must be fully completed and signed by the chief school officer.
4. The winning school program should serve as a model for other schools and teachers and should be available to a modest amount of visits or inquires.
5. Schools receiving the award are eligible to apply for the award five years from the year of receiving the award.
6. A school may not apply for this award if a CCIRA Inc. officer is employed at the school.
October 10 at 10:00p.m. Application due via email or regular mail.
October 10-24 Applications will be read and school visits scheduled
October 25-November 30 School visits
December 20 Contact winning school & send feedback and thank
you notes to all applicants by January 10.
February Present award to Model Literacy Program school
annual literacy conference.
March-May Publish highlights of Model Literacy Program in
Colorado Communicator (one of the spring months)
School visits will be 3 hours. Two hours will be spent observing classrooms at all grade levels and special support instructional groups. One hour will be spent in reflective conversation with school staff.
Prior to formal school visit, the chair of the Model Literacy Program Award will meet or call the school principal to set the schedule and expectations for the school visit.