Providing Vision and Leadership At the District Level Part 2 Susanne Kuresa Director, Human Resource Services Logan City School District

Providing Tiered Instruction and Intervention

How Will We Get There?

How Are We Doing? Utahs Title I Distinguished School of the Year (2006) UCIRA and IRA Exemplary Reading Program (2007)

State Language Arts Criterion-Referenced Test

Practicalities Common vision and frame of reference across district, school, and classrooms Opportunity for backward design of literacy programs (district and/or school-wide) Context for all decisions (human resource allocations, budgets, curriculum adoption, professional development, etc.) Incremental (yet cohesive) progress

Potential Pitfalls Administrators catch vision and are ready to move forward before teachers have had an opportunity for understanding and buy-in. Principals must be purposeful in bringing faculty along. This approach requires different thinking. Therefore all stakeholders must have an operational understanding to avoid a weak- link sabotage.

Potential Pitfalls, cont. Change initiatives must be an integral part of all professional development activities. Change initiatives must be communicated and evaluated as an expectation for all.

Summary/Reflection Four-step process for change Elements of an effective district-wide literacy model Framework for providing literacy instruction