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a
literacy audit by literacy experts |
The
Literacy Lens™
Audit Process
Custom Options
- zoom
- snapshot
- duplicate
- wide angle
The Literacy Lens Process (click image to
enlarge)
How
Schools & Districts Use the Results
Funding
Sources
Literacy
Review Team
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Brochure |
The Literacy Lens Audit
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What |
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Testimonial |
an objective,
third-party review
and analysis
of the literacy
environment, |
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practices, processes,
and policies in
a
school or
district |
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"Lebanon
Community Schools has |
Why |
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noticed
a vast improvement in our |
to identify area of
strengths and gaps in
your literacy program
for |
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instructional
delivery models and the |
defining data-driven
steps to improve the
literacy environment and |
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overall
effectiveness of our |
practices |
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corporation's
balanced literacy |
What For |
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program
since The Literacy Lens |
to improve test scores
and close achievement
gaps |
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audit." |
What You Get |
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Dr. Robert Taylor |
recommendations for
literacy improvement |
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Superintendent |
develop a comprehensive
K-12 literacy framework |
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Lebanon Community
Schools |
define professional
development needs |
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align curriculum across
and between grade levels |
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develop a common
literacy and improvement
language |
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Custom Options |
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-
zoom. a
focused review and
analysis that zooms
in on a specific
aspect of literacy
practices or
policies
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snapshot.
a snapshot
review and analysis
that focuses on
literacy practices,
environment, and
policies
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duplicate.
a
train-the-trainer
model in which the
Literacy Review Team
trains district
staff to use The
Literacy Lens
protocols - Learning
Unlimited provides
analysis and
recommendations
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wide angle.
a comprehensive
review and analysis
that provides an
in-depth examination
of the literacy
environment,
practices,
resources, and
policies
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How Schools and
Districts Move Forward
with the Results |
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Align
curriculum horizontally (across grade
levels) and vertically (between grade
levels)
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Define
short-term and long-term goals specific to
improving literacy instruction and
achievement
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Reallocate
resources - both personnel and budgetary
dollars
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Develop a
comprehensive literacy framework
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Clearly define
staff roles - e.g., literacy coaches
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Develop and
strengthen classroom libraries
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Select
curriculum based on literacy framework
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Develop
corporation or schoolwide literacy framework
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Define topics
for job-embedded professional development
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Strengthen
classroom and hallway literacy environments
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Develop
classroom libraries
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Funding Sources |
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Literacy Review Team |
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Kimberly Tyson,
Ph.D.
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earned
doctorate from the University of
Missouri-Kansas City in Reading Education
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teaching
experience ranging from K - college level
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listed in
Who's Who of America's Teachers and
Educators, 2007 edition
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has worked
with over 50 schools and corporations in
Indiana and nationally
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has worked
with over 50 schools and corporations in
Indiana and nationally
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currently
provides professional development nationwide
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active
professionally in the field of literacy
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Vice
President-elect of the Hamilton County
Reading Council (a division of the
International Reading Association)
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Past-President, Indiana National Staff
Development Council
Linda
Cornwell, M.S.
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graduate
degree in education
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expertise in
school and classroom libraries
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national
literacy consultant for Scholastic Classroom
Books
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school
experience as a media specialist and
secondary English/Language Arts teacher
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active in
professional associations
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listed in
Who's Who in American Education 2004, 2005,
and 2006
Ruth Swetnam,
M.A.
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postgraduate
degree from Ball State University
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postgraduate
work from New York University
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Certified
Training Consultant
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teaching
experience spans elementary through college
level
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former
Director of the Ball Sate University
Professional Development Schools Network
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former
Director of Curriculum and Asst. Director of
Special Education
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listed in
Who's Who of America's Women since 1989
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listed in
Who's Who in American Education since 2000
Carole
Erlandson, M.S.
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graduate
degree in reading
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graduate
degree in administration
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Principal's
license in Indiana
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former
district level PreK-12 Language Arts
Coordinator for a large urban school
district
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Language Arts
Coordinator for the Indiana Department of
Education
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developed
preschool curriculum
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Title I
Coordinator in a large urban school district
Karen
Wilkerson, M.S.
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classroom
English teacher for 27 years
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Department
English Chair, 10 years
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Teacher
Leadership Academy V, graduated June 2000
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Teacher
Leadership Academy IX, Facilitator
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Project SEAM
Language Arts Coordinator
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Indiana
Writing Consultant
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Cognitive
Coaching, Agency Trainer
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National
Staff Development Council Academy XVI
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Professional
Learning Communities Leader's Academy,
Graduate 2006
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Vanguard 6+1
Traits of Writing Trainer with Ruth Culham,
NWREL
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