Classroom Library Enhancement Grant Narrative

MAISA Early Literacy Professional Learning Classroom Library Enhancement (ELPL-CLE) Grant

ELPL-CLE Grant Abstract

This grant opportunity is intended to merge the longstanding work of the Michigan Association of Intermediate School Administrators (MAISA), the General Education Leadership Network (GELN), and the Michigan Department of Education (MDE) with the expansion of classroom libraries using diverse reading materials by providing the funding necessary for Michigan’s Intermediate School Districts (ISDs) to partner with one of their local Local Educational Agencies (LEAs) and build a model classroom library The funding provided will also allow districts to supplement the school library (or media center) with copies of the same reading materials purchased for the classroom library

The CLE grant is $10,000 and to be awarded to an ISD with the purpose of granting to one of their constituent LEAs to purchase high-quality diverse texts for the model classroom library The LEA shall

reserve a portion of the funds to purchase second copies of the reading materials curated for the classroom to be added to the building's library or media center Awarded ISDs can reserve up to 10% of the grant award to be used for administrative costs related to implementation of the grant.

This model classroom library, the process to curate diverse reading materials, and the partnership with the LEA can all be used to further expand and enhance additional classroom libraries using additional funding and resources detailed in the Supplementary Resources section of this narrative.

Creating high-quality classroom libraries is not accomplished through sporadically accumulating random books, but rather by intentionally curating a diverse collection of reading materials that offer students opportunities to see themselves and others, to dream and imagine, and to develop strong literacy knowledge, skills and dispositions.

As educators we can increase student access to school libraries. As detailed in the Essential School-Wide and Center Wide Practices in Literacy (Essential Practice #7), well-stocked school libraries and or media centers, staffed with library media specialists, should offer a large collection of digital books, print books, and other reading materials for reading independently and with support of others to immerse and instruct children in varied media, genres of texts, and accessible information.

Established in 2015, the MAISA GELN Essentials Implementation Continuum was created to support the work of ISD Superintendents with the implementation of the MAISA GELN Suite of Essential Practices in Literacy, or The Essentials. This Classroom Library Enhancement opportunity combines the research, training, and funding necessary to build model K-3 classroom libraries in each of Michigan commitments.

Grant

About the Michigan Association of Intermediate School Administrators (MAISA)

The Michigan Association of Intermediate School Administrators (MAISA) comprises superintendents and administrators representing the 56 Intermediate School Districts (ISDs) in the state of Michigan. MAISA brings ISDs together to serve as Michigan’s foremost resource for public education leadership, innovation, partnerships, advocacy, and support.

For more information, visit gomaisa.org.

About the General Education Leaders Network (GELN)

The MAISA General Education Leadership Network (GELN) is an organization of educational leaders committed to improving outcomes for each and every student.

For more information, visit gomaisa.org/GELN

Purpose of Grant

The primary purpose of this grant is to appropriate a portion of 35a funds to meet the criteria of the Essentials Implementation Continuum Commitment #5 to the 1.0 standard and to provide grantees, Michigan’s 56 ISD Superintendents, a clear process by which to meet the criteria to the 2.0 standard. The grantee’s acknowledgement and acceptance of the assurances of this grant meet the criteria of the 1.0 standard. The completion of the project, with the assumption that all of the assurances were met, results in the grantee meeting the criteria to the 2.0 standard. Resources available to the grantee in the Additional Resources section provide tools and resources to enable grantees to meet the criteria to the 3.0 standard.

The secondary purpose of this grant is to provide a pragmatic, exemplary model for engaging, executing, and proliferating various instructional practices of the K-3 Literacy Essentials and the Organizational Practices in and throughout the grantees’ region.

The tertiary purpose of the grant is to offer an opportunity for grantees to establish a new or build upon an existing relationship with a LEA of their choice. The process laid out in the grant assurances by which the grantee creates and executes a regional plan to expand diverse classroom libraries, including the partnership required therein, exemplifies the role that ISDs play in Michigan to serve their constituent districts.

Projected Outcomes

Upon the fulfillment of all ELPL-CLE grant assurances:

1. All 56 ISD Superintendents effectively fulfill most or all of the Essentials Implementation Continuum Commitment #5 to the 1.0 and 2.0 standards

1.1. The ISD and partner LEA will have a deeper understanding of the importance of diverse classroom libraries after evaluating the guidance provided in the Michigan Department of Education’s Diverse Classroom Libraries: Mirrors, Windows, and Sliding Glass Doors to Lifelong Literacy Learning (1.0);

1.2. The ISD will have been provided the included protocol for inventorying classroom libraries that will assess strengths and weaknesses in any particular building (1.0);

1.3. The ISD will have one or more designated agents who completed the 4 Classroom LIbraries professional learning modules available on EduPaths, which are strong resources to guide the development of diverse classroom libraries (1.0);

1.4. The ISD will have established a model classroom library comprising diverse reading materials (2.0);

1.5. Using the included processes, the ISD will have evaluated the current state of the designated LEA’s classroom library and arrived at a determination of what is needed to get to the desired state (1.0 & 2.0);

1.6. The ISD will have a regional plan for supporting the expansion of diverse classroom libraries (2.0); and

1.7. The ISD will have been provided a comprehensive overview of available public and private funding sources to support the expansion of diverse classroom libraries across their regions (1.0 & 2.0);

Required Professional Learning

There are two elements of professional learning that are required to be completed by grantees.

1. Read the diverse classroom libraries guidance document created by the MDE, Diverse Classroom Libraries: Mirrors, Windows, and Sliding Glass Doors to Lifelong Literacy Learning.

This guidance document has been identified to meet a criterion of the Essentials Implementation Continuum Commitment #5 of the 1.0 standard:

• Researching and discussing the importance of classroom libraries.

2. Complete the 4 Classroom Library Modules These modules are found in EduPaths.

2.1. Classroom Libraries Part 1 - Importance of Classroom Libraries

2.2. Classroom Libraries Part 2 - Classroom Library Inventory and Needs

2.3. Classroom Libraries Part 3 - Building and Sustaining Classroom Libraries

2.4. Classroom Libraries Part 4 - Organizing Classroom Libraries

These modules have been identified to meet the criterion of the Essentials Implementation

Continuum Commitment #5 of the 1.0 standard:

• Identifying resources to guide the development of classroom libraries.

Using these two elements of professional learning will allow grantees to fulfill most or all of the Essentials Implementation Continuum Commitment #5 to the 2.0 and 3.0 standards.

Required Data and Accountability

Part 1 - ISD/RESA Accepting terms of the Classroom Library Enhancement Grant Application

ISD Applicants must respond to this survey no later than August 31, 2023.

The grant application link can be found here.

Part 2 - Complete CLE Pre-Assessment Survey (Self-Evaluation)

The link to this evaluation survey will be sent to ISDs awarded the CLE grant under the terms contained herein.

An overview of the questions in the self-evaluation can be found here.

Part 3 - Completion of Assurances

Awarded ISDs will be required to acknowledge they have completed the assurances of the CLE grant. The link to this evaluation survey will be sent to ISDs awarded the CLE grant under the terms contained herein.

Part 4 - Complete CLE Post-Assessment Survey (Self-Evaluation)

The link to this evaluation survey will be sent to ISDs awarded the CLE grant under the terms contained herein.

An overview of the questions in the self-evaluation can be found here

Funding Sources for Expansion of Diverse Classroom Libraries

Public Funding Sources

Federal Funding Sources

● ESSER Funds

● Title IA

● Title 5

● REAP

● RLIS

● Title III for English Learners and Immigrant children.

State Funding Sources

● Section 31a

● Regional Assistance Grant (RAG)

● Technical Assistance Grant (TAG)

If you have any questions about these funding sources please contact your Regional Education Consultant at the Michigan Department of Education.

Private Funding Sources

The Regional Educational Media Center (REMC) Association of Michigan

The Regional Educational Media Center Association of Michigan is a 501(c)(3) nonprofit organization established in 1969. Its members are the 28 local Regional Educational Media Centers operated through the Intermediate School District structure.

Visit their website to find your ISD’s REMC region and director.

Foundations That Support This Work

● Ballmer Group

● Kellogg Foundation

● Kresge Foundation

● Max & Majorie Fisher Foundation

● United Way

Supplementary Resources

Recommended Book Lists for Curation

In order to assist ISDs and local districts with the curation of the classroom library, the MAISA has created a list of recommended texts, that was used for a Diverse Text Set Project, that may help guide the process. This list is not meant to be exhaustive or prohibitive. Grantees are under no obligation to use any texts from this list.

ISD’s and local districts should also consider using curation websites as lest in Appendix B in the MDE, Diverse Classroom Libraries: Mirrors, Windows, and Sliding Glass Doors to Lifelong Literacy Learning.

Classroom Library Enhancement Colloquia

A series of optional, remote gatherings will be offered to all grantees throughout the course of the grant timeline to discuss the importance of high-quality classroom libraries, allowing attendees to share their progress with creating the model classroom library, and offer ample time for questions.

The exact dates, times, and instructions for joining these meetings will be determined and sent to awarded ISDs.

CLE Colloquium 1: Fall, 2023

Audience: LEA Classroom Teachers, Librarians/Media Center Staff

CLE Colloquium 2: Spring, 2024

Audience: LEA Classroom Teachers, Librarians/Media Center Staff

Communication Resources

To assist ISD superintendents and staff with fulfilling the Essentials Implementation Continuum Commitment #5 to the 3.0 standard, various materials and templates will be provided to awarded ISDs to help develop “consensus among school leaders, staff, and the community for the importance of meaningful access to books for all children. ”

Two-page Informational Flyer for Prospective LEA Designee

To assist awarded ISDs with determining and informing the designated LEA about the CLE grant, MAISA will provide a two-page informational flyer detailing the project and assurances of the grant.

Internal Communication Templates and Examples

Communicating the purpose and outcomes of the CLE grant to internal and LEA staff is an important step in developing “consensus…for the importance of meaningful access to books for all children.” Examples of these types of communications include board resolutions, staff newsletter stories, etc.

External Communication Templates and Examples

Sharing the news about this work with local communities is very important. MAISA will provide materials to assist your ISD with telling the story surrounding this important work. Examples of these types of communications include press releases, talking points, sample social media posts, etc.

Alignment of research, practice, resources, and policy occur through the development, dissemination and implementation of the grant by specifically using Early Literacy Professional Learning (ELPL) grant dollars, allocated to MAISA, and distributing a portion of those dollars to Intermediate School Districts. This also occurs through the identifying the specific instructional practice(s) of the suite of K-3 Literacy Essentials and the suite of Instructional Practices, both of which are research-backed, that are encapsulated within the execution of the grant assurances.

Intermediate School Districts and school grant recipients develop leadership as well as strengthen literacy instructional practices through the implementation of high-quality diverse classroom libraries including assuring to grant requirements and professional learning.

It is the hope that all children will develop strong literacy knowledge, skills, and dispositions.

Alignment to MAISA GELN Suite of Essential Practices in Literacy, K - 3

Core Commitments

The MAISA GELN Early Literacy Task Force is united in our belief that all children thrive when research deeply informs practice; education builds on every child’s interests and individual, cultural, and linguistic assets; and educators hold high expectations for all children’s development. Indeed, the Essential Instructional Practices in Early Literacy were built upon the premise that it is unacceptable for some Michigan children to experience research-supported instructional practices while others do not—especially in cases in which the quality of instruction is determined by children’s socioeconomic, racial, linguistic, cultural, or other background characteristics. We are committed to an education system in which educators, families, communities, and children are respected and supported. We are also committed to working against all forms of bias that cause harm and lead to inequitable education, in literacy and across all subjects and domains.

Robust Resources

This document offers instructional practices, not a curriculum or curricular resources. Districts and other educational organizations, in consultation with educators and other experts, should provide, at minimum, curriculum materials that address literacy development, science, social studies, and mathematics and that include abundant materials for young children to read (see Essential Eight). Educators, districts, and other educational organizations should use frameworks that can guide the selection of reading materials and the design of curricular units and lessons. These frameworks should attend to such factors as alignment to research; diversity, equity, and inclusion; and the goals of multiple stakeholders, including national and state organizations (e.g., standards documents), local educators, library media specialists, members of the local community, families, and children themselves. Materials should be coordinated and adapted as needed to reflect findings from research.

#1 Deliberate, research-informed efforts to foster literacy motivation and engagement within and across lessons

● creates opportunities for children to see themselves as successful readers and writers by providing appropriately challenging tasks, defining success criteria, scaffolding, providing explicit feedback, incorporating diverse texts and authors that allow children to see that people who are like them in various ways can be successful authors, and other practices (Bullet 1)

● provides daily opportunities for children to make choices in their reading and writing (choices may be a limited set of options or from extensive options but within a specified topic or genre) (Bullet 2)

● helps establish purposes for children to read, write, and discuss in and out of school, beyond being assigned or expected to do so, such as for their enjoyment/interest, to answer their questions about the natural and social world, to address community needs, to communicate with a specific audience, and to draw on and affirm their identities (Bullet 3)

#2 Read alouds of age-appropriate books and other materials, print or digital

● sets of texts, across read aloud sessions, that are thematically and conceptually related and that offer opportunities to learn that children could not yet experience independently

#6 Research- and standards-aligned writing instruction on a daily basis and across content areas in the school day 13

● instruction that fosters children’s motivation and engagement with writing in alignment with Essential One (Bullet 2)

● opportunities to study models of writing, particularly opinion, informative/explanatory, and narrative texts (real and imagined), including texts by diverse authors (see Essential 8) (Bullet 4)

#8 Abundant reading material and reading opportunities in the classroom

● a wide range of books and other texts (print, audio, video, and digital), including information books, poetry, and storybooks that children are supported in physically accessing (rather than being hidden away) that portray groups of people in ways that are multidimensional, not monolithic, and that challenge stereotypes (Bullet 1)

● books and other materials connected to children’s interests and that reflect children’s backgrounds and cultural experiences, including class- and child-made books (Bullet 2)

● teacher-supported access to books from the classroom, school, and/or public library that children can borrow to bring home and/or access digitally (Bullet 3)

● opportunities for children to engage in the reading of materials of their choice every day, with supports that include:

a) instruction and coaching in how to select texts,

b) instruction and coaching in employing productive strategies during reading,

c) feedback on children’s reading, and

d) postreading response activities, including text discussion (Bullet 5)

#10 Collaboration with families in promoting literacy

Families, caregivers, and the community engage in language and literacy interactions with children that can be drawn upon and extended in kindergarten through third grade. Educators should work together to incorporate family, caregivers, and community funds of knowledge, assets, and perspectives into the classroom. Classroom teachers should serve as connectors between schools and families by:

● inviting families, caregivers, and community members:

○ to read, present, and lead activities that share their personal and professional knowledge and engage children in literacy experiences in school (Bullet 1.1)

● collaborating with families and caregivers regarding ways to read aloud to children and engage children in discussions during reading and writing (Bullet 2)

● incorporating songs, oral storytelling, and other texts from children’s homes and communities into classroom activities (e.g., from cultural institutions in the community, neighborhood businesses) (Bullet 3)

● providing literacy-supporting resources, such as:

○ books and other materials from the classroom and digital libraries that children can use or keep that reflect Essential 8, bullet one (Bullet 7.1)

Alignment to MAISA GELN Suite of Essential School-Wide and Center-Wide Practices in Literacy and Mathematics

● support the development of children’s independence, competence, self-efficacy, and identity in reading, writing, and mathematics through practices such as helping children identify and build on their academic strengths, providing specific feedback to help children grow, and modeling the thoughts and practices of successful readers, writers, and mathematicians;

● promote authentic engagement and rigor among culturally and linguistically diverse students by building culturally sustaining and responsive learning environments;

#3 The learning environment reflects a strong commitment to literacy and mathematics

● children and teachers are actively engaged with the school library, media center, and library media specialist;

#2 The organizational climate reflects a collective sense of responsibility for all children, a focus on developing child independence and competence, and support for the learning of all children and adults.

● events and activities generate excitement around books and other texts, for example through the announcement of the publication of the latest book in a series or posting of book reviews throughout the school

● books, learning materials, student tasks, and classroom decor reflect diversity across cultures, ethnic and racial groups, geographic locations, genders, and social roles

#7 Adequate, high-quality instructional resources are well maintained and utilized in ways that align with the Essential Instructional Practices for Literacy and Mathematics.

● each child has access to many informational and literature texts in the classroom and school, with culturally diverse characters and themes, that they want to read and that they can read independently or with the support of others;

● well-stocked school libraries and/or media centers, with library media specialists, offer a large collection of digital books, print books, and other reading materials for reading independently and with the support of others to immerse and instruct children in varied media, genres of texts, and accessible information.

Alignment of Self-Evaluation Data to MAISA GELN Suite of Essential Practices in Literacy

This section identifies five key areas (dimensions) to promote an environment that is inclusive, engaging and motivating experience to support a lifelong love of reading for all learning. Each dimension contain key questions to consider as you assess and consider the implementation of your classroom library policy, procedures, practices and materials.The dimensions are aligned to the systems, practices, strategies, activities and research contained within the K-3 Early Literacy Instructional Practice (ELIP), K-3 Early Literacy Organizational Practices (ELOP) and MDE Diverse Classroom Libraries.

1) Curation & Organization of a Diverse Classroom Library

2) Fostering a Motivational & Engaging Classroom Library

3) Inclusive Partnerships with Families and Communities

4) Well Provisioned Instructional Environment

5) Reading Achievement Results

Grantees will use the Pre (Self-Evaluation) to assess their classroom library for a more comprehensive assessment to determine the current state of your classroom library (pre and post) in the following areas: organization, access, balance and cultural relevance.

1) Curation & Organization of a Diverse Classroom Library

Alignment: K-3 Literacy Essentials Instructional Practices #8 Organizational Practices #7

Questions to Consider

1. How is my classroom library organized?

2. Does my classroom library contain reading materials that reflect a variety of “windows”, and “sliding glass doors”?

3. How many books are necessary for a diverse classroom library?

4. Are reading materials cataloged by genre and theme instead of by reading level?

a. Does my classroom library organize reading materials to provide greater access and exposure to new genres, ideas and realities?

5. Does my classroom library create comfortable reading spaces that support collaboration and foster dialogue?

2) Foster a Motivational & Engaging Classroom Library Environment

Alignment: K-3 Literacy Essentials Instructional Practices #1 and #8

Organizational Practices #3

Gholdy Muhammed’s “Cultivating Genius” Equity Framework

Questions to Consider

1. How are learners provided opportunities to relate content to their own lives and experiences?

2. Do students show enthusiasm for visiting the diverse classroom library?

3. Comfortable, warm and inviting environment learners are provided to identify and share their purposes for reading

3) Inclusive Partnerships with Families & Community

Alignment: K-3 Literacy Essentials Instructional Practice #10

Gholdy Muhammed’s “Cultivating Genius” Equity Framework

Questions to Consider

1. Are learners and families positively reflected in the reading material, including their cultures, identities, interests, experiences, desires, and future selves?

2. How will student and family perspectives be captured?

3. What check-out system is in place to ensure there are opportunities that allow students to take books home?

4. Does the reading material contain current and correct information that celebrates and affirms instead of stigmatizing and othering differences?

4) A Well Provisioned Instructional Environment

Alignment: K-3 Literacy Essentials Instructional Practice #2

Organizational Practices #3

Questions to Consider

1. What instructional strategies ensure all learners have equitable access to diverse reading materials in my class?

2. How will students engage in independent reading activities?

3. How will schedules allow for students to have regular independent reading times?

a. Are there scheduled times for read aloud and book talks?

b. How do I recognize learners’ knowledge gained from reading and provide feedback?

4. How does the reading material advance my learners’ literacy skills and cultivate critical thinking?

Awards, Assurances and Timeline

Funds Overview

The Classroom Library Enhancement grant is a non-competitive grant available to Michigan’s 56 ISDs. The grant award is $10,000 and will be disbursed according to the schedule detailed in the timeline below.

Funding Sources

The Classroom Library Enhancement grant is funded using Section 35a of the Michigan State School Aid Act.

Acceptable Use of Funds

Awarded ISDs shall use funds to purchase high-quality diverse texts for a designated constituent LEA classroom library.

Awarded ISDs and their LEA designee(s) shall reserve a portion of the funds to purchase second copies of the reading materials selected for the classroom to be added to the building's library or media center

Awarded ISDs can reserve up to 10% of the grant award to be used for administrative costs related to implementation of the grant.

Awarded ISDs are not required to submit expenses.

Timeline

August 1, 2023 - Application Open to ISDs

ISDs may begin applying for grant on this date.

August 31, 2023 - Application Deadline

ISDs must apply for grant by this date.

September 1, 2023 - Invoice Submission Start Date

ISDs who applied by August 31, 2023 may submit an invoice for $10,000 beginning on this date. Details regarding where to submit invoice will be included in confirmation email confirming the ISD’s application was accepted.

September 30, 2023 - Invoice Submission Deadline

ISDs must submit an invoice for $10,000 by this date.

October 31, 2023 - Funds Disbursed

By this date, MAISA will disburse all funding to all accepted ISDs that submitted an invoice.

October 31, 2023 - Deadline for Baseline Data: Survey, Inventory & Implementation Rubric

By this date, grantees must:

● Submit their CLE Pre-Assessment Survey (Self-Evaluation) responses; and

● Submit a photo of the chosen LEA classroom library to enhance using CLE grant dollars (the “before” photo);

November 1, 2023 — March 31, 2024

During this period, grantees and designated LEA partner(s) are:

● Reviewing Diverse Classroom Libraries: Diverse Classroom Libraries: Mirrors, Windows, and Sliding Glass Doors to Lifelong Literacy Learning;

● Completing the 4 Classroom Libraries modules on EduPaths; and

● Curating the classroom and school libraries using the funds and the optional recommended book lists and officially incorporating the reading materials into the libraries.

May 31, 2024

By this date, grantees must:

● Submit their CLE Post-Assessment Survey (Self-Evaluation) responses; and

● Submit the required photo of the completed LEA model classroom library showing the newly incorporated text purchased with CLE grant award dollars (the “after” photo);

More detailed information, including the method of transmittal are included in the ISD Assurances section of the grant narrative.

Grant Assurances

Applicants are required to fill out a short grant application. The application requires ISD/RESA’s to assure to the following:

ISD Assurances

Awarded ISD assures to provide the following information:

1. Contact information and name(s) of team or individual at the ISD responsible for CLE grant coordination;

2. District and school building information for the LEA classroom receiving the funding;

3. Brief description on how or why LEA was chosen to receive CLE funds; and

4. Contact information and name(s) of team or individual at the LEA responsible for curation of reading materials, who assures to the following:

a. LEA team/individual will watch all four classroom library modules available on Edupaths;

b. LEA team/individual will respond to pre- and post- survey using the link provided by MAISA to awarded ISD;

i. LEA team/individual will provide (1) before and (1) after photos of the chosen LEA classroom library as requested in the surveys.

c. LEA team/individual will provide a brief description of how or why grade level and classroom were selected; and

d. LEA team/individual will provide a brief narrative description of the whole process and what was learned.

Awarded ISD additionally assures to the following:

5. Awarded ISDs can reserve up to 10% of the grant award to be used for administrative costs related to implementation of the grant.

6. Chosen LEA shall reserve a portion of the funds to purchase second copies of the reading materials selected for the classroom to be added to the building's library or media center

Contact

For questions relating to invoicing, payment status, and other business office questions, please contact Taylor Hoag, thoag@gomaisa.org

For all other questions about the Classroom Library Enhancement grant, please contact Lisa Brown, lbrown@gomaisa.org.