Email: email@example.com 43rd St. S. #103
This 3 semester learning series covers three components with each one being a pre-requisite before advancing to the next component:
The project's goals are to familiarize with and implement research-based literacy strategies that will increase student achievement for ALL learners.
Building administrators will invite master teachers based on their expertise, leadership abilities and their willingness to be observed and give/receive feedback.
"Beginning this class at the start of school was very beneficial to me and my students. The changes I made to my instruction are quite significant and have benefitted my students and I think they've increased students' math vocabulary knowledge which in turn increases their understanding of the concepts and lessons. Thank you so much for the phenomenal instruction in vocabulary instruction."
"Thank you so much for such an amazing PD opportunity! We have done two of our own school-wide Learning Walks and are planning a third. Next year, our principal plans to have another group participate in the project. The Academic Literacy Proejct has been a career changing opportunity."
"To be a part of the Improving Academic Literacy Project has been a privilege and I am extremely thankful that my principal realized the impact this project will have on our school. I foresee some wonderful changes in our school--full of collaboration, engagement and student growth. Thank you to SEEC and Dr. Feldman for this wonderful opportunity!"
"Fantastic. Reinforces all things students need to succeed. Love the strategies and resources provided."
"I absolutely loved the content addressed and can't wait to implement it."
"I enjoyed every bit of this training and found it all to be very beneficial to bettering my professional career."
Director of Literacy
Professional Learning Specialist
Improving Academic Literacy Coordinator
(Grades K-3, What Works Clearinghouse)
This practice guide presents five recommendations that are supported by research. The fundamental assumption in this guide is that the objective of reading instruction is to give young readers the tools they need to understand increasingly sophisticated material in all subjects from elementary through later years of school. The practices recommended are therefore not an end in themselves, but the means to developing sound ability in reading comprehension. To be successful, these five recommendations must be implemented in concert, and clearly explained in a rich educational context that includes the following: a comprehensive literacy curriculum, ample opportunity for students to read and write while being coached and monitored by teachers, additional instruction and practice for students based on the results of formal and informal assessments, and adequate resources for students and teachers.
(Grades 4-12, What Works Clearinghouse)
This practice guide presents five recommendations that are supported by research. The NAEP data discussed in the overview make it clear that many adolescents lack the robust literacy skills they need for success in school and in the workplace. Many of these students can benefit tremendously when their classroom teachers adjust their instruction in ways that this practice guide recommends. The first four recommendations provide evidence-based strategies that can usually be implemented by regular classroom teachers, those who teach content areas to students.