Adolescent Literacy Project

The Adolescent Literacy Project (ALP), formerly the Leveraged Adolescent Literacy and Learning Initiative (LALLI), provides high caliber, intensive, literacy professional development for secondary educators.  ALP is a yearlong course that includes a summer institute with follow ups and support throughout the school year.  The Institutes are taught by faculty from the state universities. 
ALP emphasizes Content Area Literacy and the Kentucky Core Academic Standards (KCAS) on behalf of College and Career readiness.  Summer institute topics also include:

  • Transitions (from Elementary to Middle, Middle to High, High to College and Careers)
  • English Language Learner needs
  • Struggling readers
  • Content and Subject Area Literacy Strategies
  • 21st century reading, writing, speaking, and listening skills

ALP participants develop a Literacy Action Plan for individual, team, or school-wide growth in Literacy Instruction.    Participants present their action plans during the annual CCLD Share Fair each spring.  ALP has cadres open to Middle and High School educators in all content areas. In addition to professional resources and a stipend, participants receive ongoing support from a Professional Learning Community (PLC) consisting of university faculty, content area specialists, literacy coaches and fellow secondary teachers from their region.ALP began in 2010 as the Leveraged Adolescent Literacy and Learning Initiative (LALLI).

EKU pictureEastern Kentucky University:
A professional Learning community-based model for middle and high school teachers to advance their use of literacy strategies across their various content areas, formative assessment, and literacy planning structured along the KCAS for Literacy. EKU’s ALP is led by Dr. Diana Porter, Associate Professor in Curriculum and Instruction at EKU.  Dr. Porter’s Summer Academy includes sessions facilitated by Dr. Sally Martin, Professor of English at EKU and Robin Hebert, Secondary Curriculum Coordinator at Christian Academy School and many others.


KSU pictureKentucky State University:
Online self-paced modules and blog- based communication portal for literacy professional development focusing on the role of culture in the development of secondary literacy and the teaching of writing.  Face-to-face meetings during a two week summer academy cap the course. The KSU ALP is led by Dr. Shambra Mulder, Assistant Professor from the School of Education at KSU.  Dr. Mulder is certified in Kentucky and has 10 years of experience as a school psychologist where she provided consultation and intervention development expertise to secondary school teachers.  Her research interests include teachers’ self-efficacy and capabilities using culturally responsive pedagogy when teaching students with disabilities and culturally diverse learners. Dr. Patricia Higgins, Associate Professor at KSU provides literacy content knowledge and support.  Dr. Higgins’ is the departmental literary expert with over 25 years of experience working with educators and CCLD on literacy development and student learning. Ms. Saundra Birch, Technology Coordinator at KSU provides the technical and computer assistance needed to successfully complete the online professional development

MSU pictureMorehead State University:
Grade 5 – 8 focus on KCAS for successful transition from elementary into secondary grades with workshop community model and content literacy strategies emphasis.The Morehead ALP is led by Dr. Jody Fernandez, Assistant Professor Education in Middle Grades Secondary Education. She has extensive experience teaching, leading and supporting middle school teachers and is an active member of the Association for Middle Level Education. The Project Director is Rebecca Roach, Professional Development Associate in the 21st Century Education Enterprise at Morehead State University. Ms. Roach assists in planning and implementation of project instruction, and online support.  Ms. Roach has experience as a professional development coordinator in Easter Kentucky, Pakistan, Cambodia, and Liberia.


Murray pictureMurray State University: Offers teachers, especially content area teachers of grades 5 – 12, an opportunity to address KCAS for English LA and literacy in History, Social Studies, Science and Technical Subjects and integrate them effectively to emphasize skills in reading and writing. Murray’s ALP is led by Dr. Debbie Bell, Lecturer form the Department of English and Philosophy and Co-Director of the Purchase Area Writing Project.


NKU pictureNorthern Kentucky University:
Grades 5 – 12 focus on KCAS for literacy, the Advanced Kentucky Teaching Standards, and the development of a Literacy Action Plan by each participating teacher.  The module is delivered through a summer institute workshop and sustained throughout the school year by collaboration with the university facilitator as teachers implement their Literacy Action Plan.  Teacher participants end with a professional presentation at a statewide Share Fair. NKU’s ALP is led by Dr. Tammie Sherry, Assistant Professor for NKU’s Teacher Education Program. 


UK pictureUniversity of Kentucky:
Middle school centered Professional Development Partnership Project (PDP) focused on information text content strategy instruction for specific cognitive processes and skills development for superior literacy for learning across a range of texts. UK’s ALP was led by Dr. Margaret Rintamaa, Clinical Assistant Professor and Dr. Christine Mallozzi, Assistant Professor from UK’s College of Education.


UofL pictureUniversity of Louisville: Based on both the Kentucky Reading Projecat and the Kentucky Writing Project, this secondary professional development model provides support fo the development of superior content literacy learning across all modalities of literacy (reading, writing, listening, speaking).  Workshop and virtual modes of support and PD will be utilized. UofL’s ALP is led by Dr. Penny Howell, Assistant Professor of English/Language Arts Education in the department of Middle and Secondary Education and Dr. Jean Wolph, Instructor from Nystrand Center for Excellence in Education.  Dr. Howell has taught content area literacy courses at the college level for the past eight years.  She has also worked as a literacy consultant for New York City Public Schools, helping middle and high school content area teachers implement a balanced literacy approach in their classrooms.  Dr. Howell has alos led numerous professional development workshops focused on reading, writing, speaking, and listening in the content area.  Currently she participates in the Language Arts Leadership Network for the Ohio Valley Education Cooperative intiative with the Common Core Standards, sponsored by the Kentucky Department of Education. Dr. Wolph is the the director of the Lousville Writing Project and of the Kentucky Writing Project Network.  Her work fthrough the Nystrand Center for Excellence in Education for the past 23 years has revolved primarily around designing, directing, and/or facilitating teacher professional development in literacy for P- 12 teachers of all content areas. 

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Western Kentucky University: Focusing on College and Career Readiness and the KCAS with an emphasis on transition from high school into college.  PD emphasizes reading instruction for learning in secondary and postsecondary contexts,with teacher classroom visits, evaluations, feedback, and integral complement to the workshop instruction. WKU’s ALP is led by Dr. Pam Petty, Professor and Director of WKU’s Center for Literacy.  Dr. Petty is assisted by Mr. Daniel Super, A.S.K Director at the Center for Excellence in Teaching and Learning at WKU and Mr. Jeremy Logsdon, Co-Advisor from the School of Teacher Education at WKU.   

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Since its inception, ALP has had over 300 participants from over 80 schools from 39 districts across the state of Kentucky.

“Most PD’s I go to, although they talk about activities that you can do, they don’t really relate it to how you can implement them in your classroom. Every strategy or activity we learned in this PD I could easily modify and bring back to my classroom and my colleagues to help them help their students understand their content.”
“This PD was much more thought provoking and it challenged me and my processes in my classroom and I would actually leave every day taking something with me.  I can leave (this PD) and automatically implement (strategies) in my classroom that I know would make an impact on the students as well as school wide.  We’ve worked a lot on how we’re going to take this back to our school.” 
“I now have a community of teachers that I can email or call (that I) feel comfortable with.  Most PD’s you go to are three days long and you kind of get to know the other teachers but not to the level where I’d feel comfortable saying ‘I’m having some difficulties in this area, I need some help’.  Because this was two weeks I feel like I could easily call on any of the teachers or professors that were here teaching us.”

All participants will participate in the statewide CCLD Share Fair. Each teacher or teacher team will develop a poster or roundtable session to present that day.

  Download the 2014 Share Fair Information Packet
  Download the 2014 Share Fair Agenda

Poster Session:

  • This will be a visual presentation representing the implementation of your Literacy Action Plan. Displays may include student products/work samples, instructional materials, photographs, assessments, and/or other related graphics depicting data and anecdotal records.

Roundtable Session:

  • This will be an oral presentation describing the implementation of your Literacy Action Plan. The presentation may include other materials that aid in explaining your work. The purpose of this session is to give teachers an opportunity to hear about and then informally discuss thoughtfully planned and implemented literacy approaches.

Share Fair Topics include:

  • Fitting Phonics into a 21st Century Classroom
  • First Aid Kit for Parental Involvement
  • Stellar Sentence Stalkers
  • Take a Dive with the Daily Five
  • Word Nerds
  • The Write Stuff