Www2.ed.gov
|Grantee: |Children's Literacy Initiative |
|PR Award Number: |U396B100030 |
|Project Title: |Children's Literacy Initiative's Model Classroom Innovation for |
| |Raising Teaching Quality and Increasing Student Literacy |
| |Achievement |
|Project Director: |Kelly Hunter |
| |215-561-4676, ext. 141 |
|Amount of Award: |$21,726,296 |
|Length of Award: |5 years |
|Absolute Priority: |Effective Teachers and Principals |
|List of Partners (with states for each) |Camden City Public Schools (NJ) |
| |Chicago Public Schools (IL) |
| |Newark Public Schools (NJ) |
| |School District of Philadelphia (PA) |
|Project Website: | |
|Description of Evaluation: |The CLI Model Classroom Modeling Exemplary Literacy Instruction (MELI) |
| |project raises student literacy achievement by investing in teachers' |
| |instructional skills and by developing grade-level teams of teachers |
| |into collaborative professional learning communities. These teachers |
| |have access to the tools, training and support they need to effectively|
| |teach children from low-income neighborhoods how to read and write. |
| | |
| |In implementing the Model Classrooms, the Children's Literacy |
| |Initiative (CLI) will work with 456 kindergartens through third-grade |
| |teachers in 39 randomly selected public schools in four states. Model |
| |Classrooms will reach 45,600 students over the 5-year grant period. The|
| |goal is to increase the number of K-3 teachers who have the content |
| |knowledge and instructional skill needed to teach students to read on |
| |grade level by the end of third grade. |
| | |
| |Statistics show that teacher quality is the factor that has the highest|
| |impact on student achievement; therefore, CLI sees the teacher as the |
| |most powerful tool in the classroom. For this reason, through Model |
| |Classroom, CLI identifies recruits and develops one Model Classroom |
| |teacher per grade in every school. This teacher then receives intensive|
| |coaching and support to prepare him or her to help colleagues use best |
| |practices in literacy long after CLI’s intervention is complete. Model |
| |Classroom teachers raise expectations, standardize practices, and serve|
| |as mentors and resources to other district teachers. CLI also |
| |collaborates with school leaders to ensure that they know how to |
| |leverage their Model Classrooms to sustain and expand excellent |
| |literacy instruction. |
|Description of Evaluation Continued: |Each region where the i3 grant will be applied has been separated into |
| |two groups: Phase 1 (39 treatment schools) and Phase 2 (38 control |
| |schools). Phase 1 schools begin receiving services in the first 3 years|
| |of the i3 grant, and Phase 2 schools begin receiving services in the |
| |final 2 years of the grant. Phase 2 schools will serve as a control |
| |group for comparison to mark the progress of Phase 1 schools during the|
| |research study. Phase 1 schools are separated into three cohorts: |
| |Cohort 1 consists of third-grade teachers across the treatment schools,|
| |cohort 2 consists of kindergarten and first-grade teachers, and cohort |
| |3 consists of second-grade teachers. Training events, coaching and |
| |materials will be delivered to these three cohorts over a 3-year |
| |implementation period for each cohort. |
|Project Evaluator: |The results of the Model Classroom project will be externally evaluated|
| |by the American Institutes for Research (AIR), which will conduct a |
| |randomized controlled trial to measure the impact of Model Classrooms |
| |on student achievement and teacher instruction. The primary research |
| |questions are as follows: (1) What impact did the CLI Model Classroom |
| |treatments have on student achievement in early literacy? (2) What |
| |cumulative impact did providing multiple years of the CLI Model |
| |Classroom treatment have on student achievement in early literacy? (3) |
| |What impact did the CLI Model Classroom treatment have on teacher |
| |instruction in early literacy? |
|Organization: |Terry Salinger |
| |202-403-5387 |
| |American Institutes for Research |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- more than one half of children and adolescents are not
- children s reading and mathematics achievement in
- bilingual literacy development trends and critical issues
- the relationship between housing and children s literacy
- literacy rates continue to rise from one generation to the
- literacy facts stats children s literacy non profit
- virginia s foundation blocks for early learning
- the braille literacy crisis in america
- early childhood mathematics and numeracy book list
- intergenerational literacy programs for incarcerated