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English Language Arts Department Program Review
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textbook chapters; however, they lack the understanding that "texts are not just information." Instructors
should deliberately teach how to distinguish opinions from research claims even in "informational" texts
(Ritivoli, Werner, and Wetzel, 2019).
● Seeking assistance from the appropriate people is critical (Accenture, 2019).
● Standards drive everything. Teachers need to think about the meaning of the standard and engage in
reading with the text, using reader response, collaborative discussions from student to student, and strong
questions at the foundation (NCIEA, 2019).
● Explicit structured teaching for teachers. Devote time for teachers to learn subject matter and coaching in
the instructional practices (Morelli - PBIDA, 2019).
● Students’ effectiveness in evidence based writing will be directly reflected by the professional
development opportunities offered to their teachers (Gere, 2012).
● Educators need to understand the neuroscience behind students becoming readers. This science
states that students should be engaged in explicit phonics instruction and explicit comprehension
instruction. An understanding of this connection between research and practice is key to a
successful ELA program. (Hanford and Long, 2019).

Implementation Timeline (Anticipated Start/Finish):​ 6/2020 - 6/2022

Key Personnel: English Language Arts study team members; ELA academic leadership council members;
principals; and director of communications; university partners; Allegheny Intermediate Unit

Major Action Steps: ​(1) Identify sequence of professional development opportunities through a prioritized
list by department and grade-level; (2) Develop guidelines for assessment analysis through the new student
information system over the summer for the start of each school year so teachers are ready to use data from
day one; (3) Develop clear measures for how behaviors and instructional strategies changed based on each
professional development session.

Estimated Budget/Resources​: Resource needs will include time for professional development (i.e.,
in-service days, substitute coverage, summer training), fees for outside presenters and off-campus training
sessions, resources to support professional development sessions (e.g., hardware, software, texts,
subscriptions).

Potential Implications (Short-Term and Long Term): ​Instructional practices will change, vertical teams
will collaborate and agree upon instructional strategies and resources needed for ELA instruction, grammar
and vocabulary practices will be established across all content areas.

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