Center for Reading Recovery and Literacy Collaborative at Lesley University

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Approved Priority Partner Categories

Leadership, Shared Responsibility and Collaboration; High Quality Core Instruction

Overview

The Center for Reading Recovery and Literacy Collaborative (CRRLC) at Lesley University trains school-based literacy coaches, teachers, principals, interventionists, and school leadership teams in a comprehensive literacy model that meets the diverse needs of all learners in grades Pk-8.  The model's instructional framework maximizes time on learning by providing a structure for whole group, small group, and individual teaching in reading, writing, and word study.  Professional learning offerings include seminars and courses in:  effective literacy leadership for coaches, principals, and leadership teams; instructional workshops for teachers in guided reading, readers' workshop, writers' workshop, and phonics; and training for interventionists in Leveled Literacy Intervention.  Other professional learning focused on assessment and curriculum planning using the Fountas and Pinnell Literacy Continuum and Benchmark Assessment System.

Contact

Phone:  617-349-8424
Email:  literacy@lesley.edu

HILL for Literacy

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Approved Priority Partner Categories

1. Leadership, Shared Responsibility and Collaboration

2. High Quality Core Instruction

3. Academic Supports and Interventions for Students

4. Organization the District for Successful Turnaround

Overview

The HILL partners with districts to assess literacy needs, implement research-based training, and deliver data-driven instruction so all students can achieve the literacy skills needed to be successful. We customize our training and consultation to meet the unique needs of the school district centered around the following goals:

1. Implement leadership routines and systems necessary to institute evidence-based literacy practices within a tiered instructional model and build capacity to ensure sustainability of the school-wide literacy model.

2. Implement research-based instructional programs and resources within a multi-tiered system of support framework.

3. Create a consistent knowledgebase and common language among teachers that is based on the overview of reading, current reading research, and evidence-based practices in reading instruction.

4. Establish a framework and process for using scientifically-based dynamic assessments to make instructional decisions at the district, school, grade, classroom, and individual student levels.

Contact

Dr. Darci Burns
Phone: 888-860-0190 x1
Email: info@hillforliteracy.org

Engaging Schools

Engaging Schools logo

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School Climate and Social-Emotional Supports

Overview

Full implementation of our Schoolwide Discipline and Student Support service in a school takes place over three years. It includes a review and revision of schoolwide policies, protocols, and practices to align with the school’s vision, mission, core values, and beliefs. This review is led by a School Climate-Discipline Team (SCDT) in collaboration with Engaging Schools. The service also includes training and support for creating Engaged Classrooms that are safe, orderly, caring, and well managed. Engaging Schools’ approach to instruction, classroom management, and discipline fosters academic, social, and emotional learning and development in all students, and establishes optimal conditions for learning. As a result, administrators, teachers, and ancillary staff more effectively provide academic and behavioral supports and interventions for all students that foster increased engagement in the classroom and increases in student self-directedness, social and self-awareness, and self-management, all of which contribute to significant reductions in unwanted behaviors. Activities to support the process include the following:

1. Four-Day Schoolwide Discipline and Student Support Leadership Institute

2. Four-Day Engaged Classrooms Institute

3. Ongoing On-site Support and Coaching

4. Student Support Team Retreats

Contact

Sarah Bialek, Director of District & School Partnerships
Phone:  617-492-1764 x 32
Email: sbialek@engagingschools.org

Generation Ready Partnering for School Success

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Approved Priority Partner Categories

• Leadership, Shared Responsibility and Collaboration

• High Quality Core Instruction

Overview

Working alongside teachers and principals, Generation Ready educational consultants provide customized professional development to help educators deliver student instruction that meets the evolving needs of today’s classroom. Our education consultants have at least 10 years of experience serving as superintendents, coaches, principals and teachers. We have an in-depth understanding of how to bring about effective change in schools in literacy, mathematics, leadership, cultural proficiency, school improvement and special education. Our results-driven professional development is made more effective by combining job-embedded consulting expertise with an evidence-based approach that is built upon the research of Dr. Richard Elmore, John Hattie, Robert Marzano, Charlotte Danielson, as well as Bruce Joyce and Beverly Showers.

Contact

Gianna Cassetta, Director, Literacy Services
Phone: 646-387-6402
Email: gianna.cassetta@generationready.com

City Year

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Approved Priority Partner Categories

Academic Supports and Interventions for Students

Overview

Diverse teams of City Year AmeriCorps members serve in Boston Public Schools as tutors, mentors, and role models for students most in need of additional individualized support at school. Our research-driven model focuses on three program areas proven to help students stay on track to high school graduation: consistent attendance, strong social-emotional skills, and improved academic coursework. As near-peers, City Year AmeriCorps members are uniquely positioned to form a strong bond with students to help them succeed. City Year AmeriCorps members support students in one-on-one and small group tutoring, support teacher-led classroom instruction, lead afterschool programs, and organize whole-school initiatives that promote a positive school culture and learning environment (e.g. attenDANCEs to celebrate students with strong attendance).

Contact

Heather Jenkins
Phone: 617-927-2408
Email: hjenkins1@cityyear.org 

Building Educated Leaders for Life (BELL)

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Approved Priority Partner Categories

Academic Supports and Interventions for Students

Overview

All children need opportunities to learn in order to fulfill their potential in school and in life. At BELL, we create high-quality, high-impact out-of-school learning opportunities for the children who need them most so that they, too, can develop the academic and social-emotional skills needed to excel. BELL builds the capacity of its school, district, and nonprofit partners to deliver evidence-based out-of-school-time programs that serve students, grades pre-K-8. BELL programs blend fun, hands-on enrichment activities with rigorous, standards-aligned academic instruction led by certified teachers    in math and English Language Arts. In BELL Summer and BELL After School programs, scholars experience academic success, gain self-confidence, and become more prepared and motivated to succeed in the classroom. The BELL model also supports teachers in learning and adopting effective instructional practices and helps parents become more engaged in their child’s education. Together, scholar success, teacher professional development, and parent involvement lead to stronger engagement, improved attendance, increased grades and test scores, and higher graduation rates.

Contact

Dan Dobin
Phone: 617-740-0439
Email: dan.dobin @experiencebell.org

Achievement Network

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Approved Priority Partner Categories

High Quality Core Instruction

Overview

As we know, there is no "quick fix" that can be applied to improving student outcomes.  Instead, we've found student achievement is the result of school-wide improvement and system-wide coherence.  Our support helps schools establish effective systems and structures that lead to stronger instruction.  We help system leaders, school-based instructional leadership teams and teachers all study the new standards.  Everyone needs to learn together what we're demanding of our students if we're going to create the system level coherence and understanding we need.  Instructional leadership teams can then develop teachers to deliver lessons based on those standards, assess how well students have mastered the material taught, and use data to identify how best to address the remaining gaps in student learning.  Establishing these practices in every school is a critical level to help us achieve the promise of the Common Core because it bolsters teachers' skill and judgment as educators, rather than simply training them to follow a new curriculum. 

To help schools achieve these goals, ANet provides our partner schools with a unique, integrated combination of tools and training:

• Tools: Interim assessments designed FOR learning, not OF learning; Online instructional platform

• Training: Job-embedded, school-based coaching; Group professional development and online learning; System-level alignment and coherence

Contact

Phone:  617-699-4492
Email:   Dorie Withey dwithey@achievementnetwork.org