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Cole EDD8546 week3assignment.docx EDD 8546 Literacy Leadership: Action Plans EDD 854

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Cole EDD8546 week3assignment.docx EDD 8546 Literacy Leadership: Action Plans EDD 8546 “ Leading and Managing Literacy Programs Capella University Table of Contents Introduction¦¦¦¦¦¦�... �¦¦.¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦3 Description of the Problem and Data Summary¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦..3 Vision, Mission, SMART Goal, Organizational Culture, and Rationale ¦¦¦¦¦¦¦¦¦4 Site Literacy Strategy¦¦¦¦¦¦¦¦.¦¦¦¦¦¦¦¦¦¦¦..¦¦¦¦¦¦¦¦¦.6 Rationale¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦...7 Key Resources Needed to Implement Key Literacy Strategies ¦¦¦¦¦¦¦¦¦¦¦¦...8 Key Leadership Skills and Dispositions Needed to Carry Out Your Plan .¦¦¦¦¦¦¦...10 Conclusions ¦.¦¦¦¦¦¦¦¦¦¦¦¦¦.¦¦¦¦..¦¦¦¦¦¦¦¦¦¦¦¦¦11 References ¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦12 Introduction For marginalized and disadvantaged students, especially in alternative education settings, high impact literacy acquisition is necessary in all subjects not just English Language Arts. However, English Language Arts is the basis of where students acquire and develop the skills necessary to perform tasks in all content areas, especially higher metacognitive skills. For that reason, districts are compelled to construct an effective high literacy curriculum model that challenges students higher order thinking. In order for the high literacy curriculum to have the desired effect on students, districts must include four elements; shared goals in a strong educational climate, Multi-tiered intervention strategies that teach to deficiencies; Up-to- date resources; and specialized lead. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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