TestimonialsMy son loved this book! (The Book of Shadow Boxes) He did not want to put it down. He and his brother read this book after lights out by using the closet light to sneak and read! -CLLIP parent |
CLLIP OverviewThe Collaborative Language and Literacy Instruction Project (CLLIP) is designed to improve and sustain student literacy competence. This is accomplished through a two-year program of on-site professional development training and mentoring of district-wide teaching staff in language and literacy theory and practice. First implemented in 1999 with funding from the Ohio General Assembly, the program is founded specifically on scientifically-based research that supports the connection between oral language and literacy development. Moreover, this initiative aligns with state (Department of Education Content Standards, Governor's State Goals) and national (No Child Left Behind) standards for literacy instruction. The program is targeted toward a district-wide set of teachers, typically four classrooms per grade, kindergarten through 6th grade. In the first year, teachers attend a comprehensive series of professional development training modules that include extensive instructional materials and regular one-on-one coaching in the classroom to ensure full implementation and mastery of literacy instruction. In the second year, teachers receive professional development that builds greater depth and breadth in the language literacy training received in year-one. Educators refine their approach to teaching literacy as they work toward mastery of best practices and develop themselves as CLLIP Mentors. District capacity is often build by the inclusion of additional teachers to the program who receive formal training and coaching from CLLIP staff and informal support from CLLIP-trained teachers, or CLLIP Mentors. Since its inception, assessment and evaluation have been core elements of CLLIP implementation. All teachers learn to do strategic standardized assessments to improve their ability to diagnose reading difficulties. By using these assessments to identify students' strengths and weaknesses in literacy, teachers are able to prescribe targeted interventions for at-risk students through the use of additional small group instruction within classroom settings. Progress measured by multiple follow-up assessments assures accountability and facilitates continuous refinement of the program. |