Based upon the requirements of the No Child Left Behind mandate, schools that failed to achieve the Annual Yearly Progress (AYP) designation for two consecutive years were required to implement a comprehensive school reform model. This change plan examined the movement from the comprehensive school reform model Success For All (SFA) to a balanced literacy framework within Harmony District 841. The framework advocated for balanced literacy instruction that supported the integration of authentic reading and writing experiences, application of literacy strategies and skills, implementation of a culturally relevant text, focus on professional development for teachers, and provision for effective instructional tools that support and nurture implementation with fidelity.
","abstract_html":"<p>Based upon the requirements of the No Child Left Behind mandate, schools that failed to achieve the Annual Yearly Progress (AYP) designation for two consecutive years were required to implement a comprehensive school reform model. This change plan examined the movement from the comprehensive school reform model Success For All (SFA) to a balanced literacy framework within Harmony District 841. The framework advocated for balanced literacy instruction that supported the integration of authentic reading and writing experiences, application of literacy strategies and skills, implementation of a culturally relevant text, focus on professional development for teachers, and provision for effective instructional tools that support and nurture implementation with fidelity.</p>","abstract_has_math":false,"creators":["Marks, Cynthia A","Benda, Carol A"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Norman Weston","Tina Nolan","Elizabeth McDonald"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-06-01T07:00:00Z","date_published":"2016-06-01T07:00:00Z","updated_at":"2026-07-24T03:20:32Z","subjects":["Balanced Literacy Framework","Junior High","Reading","Differentiated Learning","Reading Methodology","Reading Skills","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Leadership","Educational Methods","Junior High, Intermediate, Middle School Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/179","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Norman Weston","Tina Nolan","Elizabeth McDonald"]},{"key":"dc:creator","label":"Author","values":["Marks, Cynthia A","Benda, Carol A"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-08-02T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Balanced Literacy Framework","Junior High","Reading","Differentiated Learning","Reading Methodology","Reading Skills","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Leadership","Educational Methods","Junior High, Intermediate, Middle School Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/179"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Based upon the requirements of the No Child Left Behind mandate, schools that failed to achieve the Annual Yearly Progress (AYP) designation for two consecutive years were required to implement a comprehensive school reform model. This change plan examined the movement from the comprehensive school reform model Success For All (SFA) to a balanced literacy framework within Harmony District 841. The framework advocated for balanced literacy instruction that supported the integration of authentic reading and writing experiences, application of literacy strategies and skills, implementation of a culturally relevant text, focus on professional development for teachers, and provision for effective instructional tools that support and nurture implementation with fidelity.
"]},{"key":"dc:title","label":"Title","values":["Moving To A District Balanced Literacy Program: A Change Leadership Plan"]}]}],"canonical_facts":{"dc:contributor":["Norman Weston","Tina Nolan","Elizabeth McDonald"],"dc:creator":["Marks, Cynthia A","Benda, Carol A"],"dc:date.available":["2016-08-02T07:00:00Z"],"dc:description.abstract":["Based upon the requirements of the No Child Left Behind mandate, schools that failed to achieve the Annual Yearly Progress (AYP) designation for two consecutive years were required to implement a comprehensive school reform model. This change plan examined the movement from the comprehensive school reform model Success For All (SFA) to a balanced literacy framework within Harmony District 841. The framework advocated for balanced literacy instruction that supported the integration of authentic reading and writing experiences, application of literacy strategies and skills, implementation of a culturally relevant text, focus on professional development for teachers, and provision for effective instructional tools that support and nurture implementation with fidelity.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/179"],"dc:subject":["Balanced Literacy Framework","Junior High","Reading","Differentiated Learning","Reading Methodology","Reading Skills","Curriculum and Instruction","Curriculum and Social Inquiry","Educational Leadership","Educational Methods","Junior High, Intermediate, Middle School Education and Teaching"],"dc:title":["Moving To A District Balanced Literacy Program: A Change Leadership Plan"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:32Z"}