Focus Area	Age Group
Professional Development. Literacy Collaborative is a school reform model targeted specifically to improve school literacy programs from K-8th grade. It is a long-term professional development partnership between Lesley University Center for Reading Recovery and elementary schools. The Center trains a school leadership team (including a literacy coordinator and a principal), and provides guidance to the literacy coordinator as s/he (1) conducts an initial, year-long professional development of 40-45 hours for the school faculty, (2) provides weekly demonstrations and (3) classroom coaching. In year 2, this is continued with monthly professional development to teachers. Additionally, Lesley University engages with a network of universities nationwide to conduct systematic assessment of model implementation, by analyzing student test results from model schools. These results continue to shape the instructional framework of the model and help to revise the training and implementation process.	Teachers of K-8th Graders

Focus Area

Age Group

Professional Development. Literacy Collaborative is a school reform model targeted specifically to improve school literacy programs from K-8th grade. It is a long-term professional development partnership between Lesley University Center for Reading Recovery and elementary schools. The Center trains a school leadership team (including a literacy coordinator and a principal), and provides guidance to the literacy coordinator as s/he (1) conducts an initial, year-long professional development of 40-45 hours for the school faculty, (2) provides weekly demonstrations and (3) classroom coaching. In year 2, this is continued with monthly professional development to teachers. Additionally, Lesley University engages with a network of universities nationwide to conduct systematic assessment of model implementation, by analyzing student test results from model schools. These results continue to shape the instructional framework of the model and help to revise the training and implementation process.

Teachers of K-8th Graders

1815 Massachusetts Avenue Suite 378 Cambridge, MA 02140	Telephone:	(617) 349-8635
	Fax:	(617) 349-8490
	Email:	jgleason@mail.lesley.edu
	Website:	www.lesley.edu/crr/lc_contact.html

*Outcomes where Tests of Significance were not Reported*	In an independent study of 20 Ohio schools, 2nd graders improved their reading achievement from a 29.4 NCE in 1995 to a 45.4 NCE in 2001.
	In the Ohio study, 66.2% of 2nd graders were in the lowest quartile in 1995; by 2001, that number had dropped to 34.9%. Also, by 2001 40.1% of 2nd graders were in the upper two quartiles, an improvement of 17.2% from 1995.
	In a study conducted by Lesley University of 6 model schools, 2nd graders improved their reading achievement from an average NCE score of 34.15 in 1996 to an average NCE score of 47.83 in 2000.

*Research Category*	1,3	Large Scale Research. The data were from an externally reviewed study and another conducted by the developer.
*Design*	Other	Students in the model schools' 2nd grade classrooms (experimental only) were studied over 7 years.
*Multiple Studies*	Yes	Studies were conducted in each of the 7 years.
*Sample Size*	>50	In the Ohio study there was an average of 878 students in each 2nd grade cohort. In the Lesley University study, there were approximately 250 students per 2nd grade cohort.
Valid/ Reliable Instrument	Yes	The Gates MacGinitie Total Reading Assessment was used as the measure of 2nd grade reading achievement.
*Results*	N/A	Tests of significance were not conducted, but educationally meaningful gains were achieved.
*Published*	No	There have been no published studies.
*Follow-up Data*	No	There were no follow-up studies.
*Award*	No	There is no mention of any awards.