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W hat is Partnerships in Comprehensive Literacy?
The Partnerships in Comprehensive Literacy (PCL) model is a national school improvement initiative dedicated to increasing student achievement developed by Linda Dorn at the University of Arkansas in Little Rock. The model uses literacy as a tool for measuring school improvement in four interrelated areas: student learning, teacher perceptions, school climate, and school processes. There are four essential components within the PCL model: classroom literacy framework, school-embedded professional development, intervention programs for struggling learners (CIM), and accountability and research. PCL represents a dynamic, continuous relationship between a school’s literacy program and the educational agencies and policies that influence school improvement. The power of the model is symbolized in a partnership design that acknowledges school change as a dynamic, continuous process that requires commitment and collaboration at many levels.
A goal of the Partnerships in Comprehensive Literacy model is to develop a seamless transition across school programs, curriculum approaches, and assessment systems. An emphasis is placed on creating professional communities within schools where teachers collaborate on teaching and learning issues. The PCL model supports student achievement across the grades and across all content areas.
The ten research based features of the Partnerships in Comprehensive Literacy model are outlined here.
PCL Intensive
The PCL Intensive is a 4-day professional development opportunity designed to support schools in implementing a seamless approach for comprehensive school improvement. The Framework for Literacy uses a workshop approach for differentiating instruction to meet the needs of all students, including whole-group, small group, and one-to-one conferences. Schedules and organization techniques are provided and literacy components are discussed, including guided reading, literature discussion groups, shared reading, mini-lessons, focus units, and other literacy-related topics. Other features include: literacy coaching, collaborative learning communities, intervention groups for struggling learners, and assessment walls for progress monitoring. Video examples and materials from PCL schools are used to illustrate how teachers are implementing comprehensive literacy components into the school day.
Speakers
Peter Afflerbach, Ph.D., Professor and Director of The Reading Center
University of Maryland
Peter Afflerbach is a professor of reading in the Department of Curriculum and Instruction at the University of Maryland. He began his teaching career as a Chapter One teacher in grades K-6, and he then taught remedial reading and writing in junior high school and high school English. He received his Ph.D. in Reading Psychology and his M.S. in Developmental Reading from the State University at New York at Albany.
Dr. Afflerbach’s research interests focus on reading assessmentand reading comprehension strategies. He has published in numerous research and practitioner journals, including The Reading Teacher, Journal of Reading, Journal of Adolescent and Adult Literacy, Elementary School Journal, Journal of Literacy Research, Reading Research Quarterly, and Cognition and Instruction. He is an associate editor of the journal Metacognition and Learning and an editor of the Handbook of Reading Research. He is the chair of the Reading Assessment Committee of the International Reading Association and has served for 14 years on the Reading Committee of the National Assessment of Educational Progress. His most recent book, Understanding and Using Reading Assessment, K-12, was published in 2007.
Linda Dorn, Ph.D., Professor of Reading and Director of the Center for Literacy
University of Arkansas
Linda Dorn is a professor of reading and director of the Center for Literacy at the University of Arkansas at Little Rock. She has 30 years of experience in education. Dr. Dorn is a Reading RecoveryŽ trainer and is vice president of the board of directors for the Reading RecoveryŽ Council of North America. Linda is the developer and lead trainer for the Partnerships in Comprehensive Literacy Model, which is currently implemented in over 100 schools in 12 states. She has presented at state, national, and international conferences, including keynote addresses and featured sessions. She has published widely, including research on early intervention, school improvement, children’s materials, and staff development training materials. Professor Dorn is co-author of four books: Apprenticeship in Literacy, Shaping Literate Minds, Scaffolding Young Writers, and Teaching for Deep Comprehension, published by Stenhouse Publishers.
Shannon C. Henderson, Ph.D., Associate Director of CLEAR and Assistant Professor of Literacy and Language Education, Purdue University
Shannon C. Henderson is the associate director of the Center for Literacy Education and Research (CLEAR) and an assistant professor of literacy and language education at Purdue University. Professor Henderson’s research interests include the exploration of the role of teacher responsivity in reading instruction with particular emphasis on facilitating comprehension through instructional conversations. Professor Henderson has received post-doctoral certifications as a Reading Recovery and PCL University Trainer and has worked as a professional educator for more than fifteen years conducting workshops and making research presentations at the local, state, national, and international levels on topics such as literacy processing, vocabulary instruction, comprehension, interventions, and the professional development of teachers.
Peter Johnston, Ph.D., Professor
University at Albany-SUNY
Peter Johnston is a professor at the University at Albany-SUNY. He researches the consequences of teaching and assessment practices for the literate lives of children and teachers. His recent books are: Reading to Learn (2002, with Dick Allington), Choice Words: How Our Language Affects Children’s Learning (2004), and Critical Literacy/Critical Teaching: Tools for Preparing Responsive Teachers (2005). IRA awarded him the Albert Harris Award for contributions to research on reading disability. In 2005 Dr. Johnston was elected to the Reading Hall of Fame.
Phyllis Wolfram, Director of Special Services
Ozark R-VI School District, Ozark, Missouri
Phyllis Wolfram is the Director of Special Services in the Ozark School District located in Ozark, MO. She has 26 years of experience in education. She has served as an administrator in three districts ranging in size from a small rural district to a large urban district. She has served as the state president for the Missouri Council of Administrators of Special Education (2006-2008) and has served on state and national committees addressing issues in special education. She is currently serving as the committee chair at the national level for the Council of Administrators of Special Education on the Reauthorization of the IDEA, the federal law that governs the provision of services to students with disabilities. Phyllis has been very active in a collaborative approach to the implementation of the Partnerships in Comprehensive Literacy Model, Response to Intervention, and Professional Learning Communities in her district.
Registration
Registration for the PCL Intensive is limited to 200 participants. The registration fees are on a graduated scale (see registration form) and include a continental breakfast, lunch, and materials.
Fees In order to receive a discounted registration fee, your team must register and submit payment at the same time. Teams must be from one school or district. Fees are $900 per person; $800 per person for teams of two or three people; $700 per person for teams of four or more. Registrations will not be accepted without payment or purchase order included.
Materials
All registered participants will receive the Partnerships in Comprehensive Literacy Manual, Reading Assessment K-12 by Peter Afflerbach, and Shaping Literate Minds by Linda Dorn.
Deadline - May 8, 2009
Refunds are possible on cancellations if Purdue Continuing Education is notified by Friday, May 15. Purdue University is not responsible for costs incurred due to cancellations.
Confirmation of Registration
Upon receipt of your registration, we will e-mail your confirmation with conference details and information. If you have not received a confirmation from us in advance of the Intensive, you may not be officially registered and you should contact Purdue Continuing Education. Be sure your e-mail is set up to receive e-mails from a purdue.edu address.
Optional Graduate Credit
If there is enough interest, participants may elect to receive three optional Purdue University graduate credits upon satisfactory completion of, and full participation in the intensive. Tuition is above and beyond the registration fee. The fee will be $832.65. Additional information will be included in the confirmation letter.
Lodging
A block of rooms will be held at the Adam's Mark Hotel, located on 2544 Executive Drive in Indianapolis, Indiana. The room rate is $99 per night and the deadline is May 1. To reserve a room, call 317/248-2481 or 800/444-2326 and please mention Purdue PCL Intensive when making your reservation. For more information visit the Adam's Mark Hotel website.
Schedule
Please check back for the schedule. Each day will have continental breakfast available starting at 8 a.m. Sessions begin at 8:30 and end at 4 p.m.
For More Information
For registration information, contact Lisa Harker at 765/494-2973 or 800/359-2968 or email: laharker@purdue.edu.
For PCL Intensive content information, contact Dr. Shannon Henderson at schender@purdue.edu or the CLEAR Office at clear-office@purdue.edu or 765/494-9750. | 
