1. Literacy Partner 2007 – 2008 The literacy partner supports student learning by collaborating with teachers and administrators to model best practices and research-based teaching strategies.

2. Hastings and Prince Edward District School Board Literacy Partner Guidelines 2007 - 2008 Support intervention strategies and instruction for staff of students who are determined to be at - risk in their literacy development. (Focus on students in grades SK to grade 2) Support the analysis and interpretation of student performance data to determine instructional strategies to support student learning.

3. Hastings and Prince Edward District School Board Literacy Partner Guidelines 2007 - 2008 Deliver literacy instruction through the modelling of research-based instructional strategies through direct contact with students and staff based on flexible grouping size (full class, a small group, individual). Work collaboratively with the school administration within a professional learning community to improve student achievement by supporting program and instruction as determined by system and school goals.

4. Hastings and Prince Edward District School Board Literacy Partner Guidelines 2007 - 2008 Use effective communication skills to build capacity within professional learning communities. Evaluate, select, and promote learning materials that support the learning of students and staff.

5. Literacy Partner Responsibilities 2007 - 2008 Year-At-A-Glance Management Responsibilities Student Support Responsibilities Staff Support Responsibilities Communication with Staff, Parents, and Community Responsibilities

6. Assessment & Data Collection Data-based decisions to assess for learning in the classroom should be evident. In the school improvement planning process, these actions should support school and system goals in order to support the literacy learning of our students. Literacy interventions required for September 2007 in consultation with staff will be set in June 2007.

7. Where do I begin? become familiar with assessment tools, locate professional resources, support with running records, data collection..) Talk to your principal/ LP and get them to share the history of literacy instruction currently at the school. (This is important especially if there is a new administrator in the school, or a literacy partner who is new to the role.)

8. Where do I begin? Determine the method of communication for the staff with the principal. (key messages, responsibilities, timetable) Time tables of other staff in order to arrange LP schedule looking at common prep periods and literacy blocks. Copy of class lists - identify students who are already known to be at-risk.

9. Where do I begin? Introducing your role to the staff 1. Consider the first impression you want to share with the teachers you will be working with. 2. Think about the way you are going to present your role. Are you an expert, a support system, a resource? 3. Identify that expertise in literacy instruction is shared by all, each bringing various strengths to instruction-sharing best practices and supporting instructional needs based on the school needs, divisional needs and professional goals of individual teachers

10. Where do I begin? 4. Be prepared to describe your role in a few words. Suggested….. The literacy partner supports student learning by collaborating with teachers and administrators to model best practices and research-based teaching strategies to support student learning and school improvement goals for Kindergarten through Grade 6.

11. Timetables Research shows that students at risk need significant and planned support prior to Gr. 3 to be successful later in school and life. Reading intervention supporting the instruction of at risk readers will be the focus of the literacy partner’s schedule. The majority of the timetable (80 - 90%) must be on classroom- based support and intervention focusing on students in grades SK- 2 as required.

12. Timetables Support for grades 3 - 6 should also focus on students who are at risk and performing below grade level expectations in beginning in grades 3 and upward. This support may be for consultation with teachers, resource support (acquisition and organization), providing effective high yield strategies and building capacity during staff development opportunities.

13. Learning Team Days The school principal, in consultation with the literacy partner, will determine how these days can support students and staff in literacy. Use of this time may include lesson planning with teachers, data analysis and assessment to inform instruction, modelling lessons for teachers, supporting teachers to network or observe a colleague’s literacy instruction using high yield strategies.

14. Learning Team Days Collaborating with teachers to prioritize the skills requiring literacy intervention for at-risk students. Maintaining regular communication with teachers to discuss any students of concern, will be a priority. Stop, Start, continue ….. Reflection.