ERIC Number: ED388954
Record Type: Non-Journal
Publication Date: 1995-Oct
Building Equity in Early Literacy: Two Case Studies on Improving the School Literacy Program. Literacy, Language, and Communication Program Report.
Responding to a need among Pacific Northwest schools for assistance in changing their literacy programs, this paper presents case studies of 2 schools that were part of the Equity in Early Literacy Development program, which supported the schools in moving from individual classroom literacy innovations to schoolwide practices consistent with current understandings of language and literacy development. The paper first outlines the components of the program--school teams participate in a summer institute and individual tailoring for each specific program being foremost. The first case study, "A Team Approach to Student-Centered Literacy Instruction: A Case Study of Cherry Valley School, Polson, Montana," discusses some lessons learned--that literacy program improvements are an on-going process, and that more training in child development is necessary to raise teachers' expectations for student learning. The second case study in the paper, "District Involvement in the Change Process: A Case Study of the McMinnville, Oregon, School District," describes: (1) the amount and impact of district-level support for school improvement plans; (2) relationship between individual schools' efforts and the district's work on alternative literacy assessment; (3) balance achieved between schools' autonomy and the district's leadership in overall literacy improvement; and (4) the impact of Oregon's school reform law on the district and school literacy program improvement agenda. Appended to the first case study are a status report form, a survey instrument, learning materials, and program guidelines; appended to the second case study are learner outcomes, timelines, and a status report form. (RS)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Northwest Regional Educational Lab., Portland, OR. Literacy, Language, and Communication Program.