Keeping Connected to L4L
A Deeper Dive into the Lead for Literacy Framework
Keeping Connected to Lead for Literacy
Keeping Connected to Lead for Literacy Session 1 (November 10, 2020)
- Recap of Lead for Literacy Framework
- Roadmap and Evidence Based Practices
- Look For Tool
- Essential Elementals of Professional Learning
Link to Recording: https://sstr5.zoom.us/rec/share/tYgbK-xNx8Rt7ggslUHXaNvNoo-vUYUtVylQD7Vr6Tv6_ZlJrry8lKum0Q_S4Wys.QVjGhJWPHErBVF9t
Keeping Connected Session 2 (December 1, 2020)
Keeping Connected Session 3 - Interventions (February 8, 2021)
Topic: Keeping Connected to L4L Session 3 Recap & Application Interventions
Meeting Recording:
Keeping Connected Session 4 - Assessments March 30, 2021
Keeping Connected Session 5 - Leadership in MTSS May 11, 2021
Valuable Links:
- Choosing Literacy Curriculum K-5
- Literacy Academy On Demand (including PLC Planning Guides for each session)
- AIM Quick Guide for Reading Assessment
- NCTQ 4 Pillars for Reading Success
Ohio & Lead for Literacy - Committed to the Science of Reading
The Lead for Literacy Center (L4L), funded by the United States Office of Special Education Programs (OSEP), provides technical assistance to school and district leaders to improve teacher implementation of evidence-based literacy practices for educating students with, or at risk for, literacy-related disabilities. The Lead for Literacy Center is offering a highly interactive virtual professional development series for elementary school principals and school-based literacy leaders. Guided by the Lead for Literacy Center Framework (see the back of this page), the objectives of the Virtual Leadership Institute are to support school leaders in:
- Facilitating professional development and coaching through the use of evidence-based literacy and assessment practices to support learning for all students, including students with or at risk for disabilities;
- Developing education programming related to evidence-based literacy practices to improve reading outcomes for all elementary students, including students with or at risk for disabilities;
- Allocating resources efficiently and effectively so that students with, or at risk for, disabilities have access to literacy instruction and interventions that meet their individual needs; and
- Improving teacher implementation of evidence based reading instruction and intervention in their schools.