The Foundation for
Comprehensive
Early Literacy Learning
Research Report
1994-2003
Stanley L.
Swartz, Ph.D.
Professor
of Education
California State University, San Bernardino
and
Foundation
Director
Note
to Readers
This summary
of research has been compiled to demonstrate the effectiveness of professional
development for teachers provided by the Foundation for Comprehensive Early Literacy
Learning.
The
research in this report used various designs, including random assignment
and quasi-experimental, and various sources of data. These included:
- publicly
reported accountability measures,
- self-studies
conducted by participating schools and districts,
- results
of student testing required as part of the training, and
- focus studies
requested by the Foundation and conducted by participating schools.
The material
provided for review includes a summary report that provides an overview of
the project and an analysis of the research.
A compendium of supporting documentation is also available upon request.
Introduction
The
Foundation for Comprehensive Early Literacy Learning was organized by Stanley
L. Swartz, Rebecca E. Shook, and Adria F. Klein in response to requests by
the public schools to provide high quality professional development for teachers.
Both Dr. Swartz and Dr. Klein are professors in the College of Education at
California State University, San Bernardino and trainers for the Foundation.
Ms. Shook was a staff developer for the public schools and is now a trainer
for the Foundation. Dr. Swartz serves as the director of the project. The
Foundation has trained more than 17,000 teachers in 1167 participating schools
since its inception in 1994.
The
Foundation for Comprehensive Early Literacy Learning provides professional development
designed to help teachers improve classroom practices with a particular emphasis
on the teaching of reading and writing. Research-based teaching methodologies
that implement the findings of the Report of the National Reading Panel (2001)
are organized into a framework for classroom instruction. Comprehensive Early
Literacy Learning (CELL) (PreKindergarten-Grade 3) training emphasizes that
the instructional focus in the primary grades is to teach reading and writing.
Extended Literacy Learning (ExLL) (Grades 3-8) training focuses on reading
and writing in the content areas while recognizing instruction in the intermediate
grades still includes intensive support for reading and writing development.
Second Chance at Literacy Learning (Grades 6-12) training supports secondary
English, content area, reading and special education teachers with both a
classroom best practices model and small group intervention.
The
programs are designed to help teachers meet the needs and strengths of each
individual student. The model stresses and encourages active participation
from each student regardless of his or her current level of literacy acquisition.
High progress students are encouraged to continue their rapid growth while
low progress students are guided through the process with continuous support
and an opportunity to accelerate their learning. The opportunity to try new
learning in a risk-free environment and practice new strategies throughout
the day is encouraged. Teachers are trained to use a gradual decline of teacher
support and a gradual increase in student independence based on demonstrated
student capability. This reduction of teacher support is based on observations
of individual student growth and understanding the process of literacy. The
students’ use of a variety of problem-solving strategies is supported
through good teacher decision-making about ways to assist each student toward
the goal of independence.
The
elements of the instructional frameworks are designed to help each student
and the whole class move together toward that goal. The frameworks have been
designed to structure classrooms that use literacy activities throughout the
day of every school day and emphasizes instruction in phonemic awareness,
phonics, fluency, vocabulary and text comprehension. Other curricular areas
are delivered using literacy activities as the method of instruction. The
frameworks include oral language, phonology, higher-order thinking skills,
reading and writing activities, and test-taking strategies. The individual
frameworks are aligned with adjustments made for higher grade levels and different
student needs.
CELL,
ExLL, and Second Chance have been developed with the strong belief that improved
classroom instruction and increased student achievement are best achieved
by providing more support and professional development for teachers. Helping
teachers become more effective in their work is the primary goal. The training
programs are based on a high level of confidence in the ability of teachers
to become more powerful in their teaching, given appropriate training and
long term support.
Program
Design
Comprehensive
Early Literacy Learning, Extended Literacy Learning and Second Chance share
a number of components that have been found important to their success and
essential to effective implementation.
CELL,
ExLL and Second Chance are comprehensive reading and writing training that
combine skills development with literature and language rich activities.
The teaching methods that are the focus of the professional development
were selected because they are both recognized as best practices and have
support in the research literature. These teaching methods also meet the
areas of instruction in phonemic awareness, phonics, fluency, vocabulary,
and text comprehension recommended by the National Reading Panel.
Teachers
and their classroom practices are the focus of the professional development
provided by the Foundation. No specific classroom materials are recommended
or required, rather the training helps teachers use whatever instructional
materials they have and organize their teaching for maximum result. High
quality teaching materials from a wide variety of sources are used during
the training. Professional books, including three specifically designed
to support the frameworks, and an extensive list of professional readings
are provided during training. Recommendations for students’ literature
books and texts for shared and guided reading are available. The effective
use of other materials, such as basal reading series, is also included in
the training.
Schools
who participate in these programs have identified the need to change how
they teach children to read and write. The professional development supports
the change process for individual teachers and for school faculties.
Teachers
are encouraged to consider literacy as how to teach, rather than what to
teach. Teachers are trained to use literacy best practices as the primary
teaching method regardless of the content area.
Massive
opportunities to read and write are needed throughout the curriculum. Without
minimizing the importance of other content areas, literacy learning is established
as the highest priority.
Teaching
faculties are trained to align their teaching practices and coordinate their
work at all grade levels. Achievement gains are enhanced when transition
from grade to grade is accompanied by teachers who use the same teaching
methods. Classroom instruction, early intervention, and special education
are also aligned.
The
programs have been designed to support English language learners. Participating
schools report that the frameworks have been effective with various instructional
models. Student book lists are available in both English and Spanish.
Special
education teachers are included in all phases of the training. Using the
same teaching methods from the frameworks facilitates the inclusion of special
needs students in regular classrooms. Students are supported in their learning
by this cooperation between special and regular education.
The
training model provides intensive professional development with follow-up.
Training for a School-Based Planning Team of teachers and administrators
and training for a school-based Literacy Coordinator are both year-long.
Follow-up support for the three to five year implementation is provided
through on-site training, class visits, and monthly professional meetings.
A capacity-building model that ensures long-term support is used. The School-Based
Planning Team and the school-based Literacy Coordinator both help establish
a system of support that continues year after year. Long-term support is
provided through continuing professional development opportunities during
periodic training updates and at the West Coast Literacy Conference and
regional literacy conferences.
Diagnostic
information is collected to inform instruction. Teachers are trained in
various assessment procedures to improve their observation of students to
better inform instruction.
Intensive
staff development and ongoing support should be a condition of teacher accountability.
Standardized test measures are used to track both individual student and
class achievement.
Training
Model
To
ensure schoolwide support, a School-Based Planning team participates in
a year-long series of planning activities and framework training sessions.
The School-Based Planning Team is composed of the school principal, a reading
specialist, a special education teacher, and a representative group of teachers.
The
teachers from each team receive initial training in the elements of the
framework and begin implementation of the framework immediately after the
first session. They receive feedback regarding their efforts at each subsequent
session. This format allows a school to begin partial implementation and
develop a resource for observation, demonstration, and support of the project.
The
Literacy Coordinator is the school-based staff developer who supports the
implementation of the frameworks. This individual has no supervisory responsibility,
but rather serves as a coach and mentor to colleagues on the instructional
team. There is a separate and distinct training for Literacy Coordinators
because of the varied needs of primary, intermediate and secondary teachers.
The
Literacy Coordinator-in-training participates in five full-week trainings
throughout the traditional school year. This training consists of observations
in classrooms, group meetings to reflect on the teaching and learning observed,
and seminars that combine theory and practice. Throught the year, the Literacy
Coordinator-in-training teaches a half-day in a classroom using the elements
of the framework and attends biweekly guided meetings. In addition to teaching
a half-day in their own classrooms, the Literacy Coordinators support the
continued learning of the School-Based Planning Team by observing in classrooms
half days and conducting informational sessions with the rest of the instructional
team.
Literacy
Coordinators also receive leadership training that focuses on peer coaching
and the construction of the staff development model. One of the major strengths
of the model is the effectiveness of peer coaching.
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