The Vermont Adolescent Literacy and Learning Initiative (VALLI) has deep roots in the Vermont landscape of adolescent literacy and learning. Beginning with the Vermont Strategic Reading Initiative’s nine comprehension strategies, the project has evolved into a collaborative, facilitated, active, and engaging inquiry process that is embedded in participating middle and high schools.
VALLI embraces adolescent literacy as defined by the position statements of the International Literacy Association (ILA) and ILA’s Adolescent Literacy Task Force as critical to 21st century teaching and learning as embodied in What Adolescents Deserve:
Literacy is the ability to identify, understand, interpret, create, compute, and communicate using visual, audible, and digital materials across disciplines and in any context.
The ability to read, write, and communicate connects people to one another and empowers them to achieve things they never thought possible. Communication and connection are the basis of who we are and how we live together and interact with the world.
Vermont Adolescent Literacy & Learning Initiative (VALLI)
VALLI supports literacy and learning skills that are transferable across all disciplines by:
- Empowering school teams to design practices that will engage students to access and demonstrate literacy skills for deep and authentic learning.
- Co-designing professional learning based on the latest 21st century adolescent literacy and learning research to build coach, consultant, teacher, and administrator expertise.
- Developing the practices and structures that support disciplinary literacy to enhance student engagement and deep learning across all content areas.
VALLI offers additional opportunities for educators to engage in deep, current, and research-based professional learning through the following full-day conference series:
- Collaborative Culture of Literacy (3 days)
- Literacy Coaching at the MS/HS Level (2 days)
- Disciplinary Literacy: Authors and National Experts
VALLI Professional Learning in Schools:
The two-year embedded professional learning model is thoughtfully staggered so that VALLI and schools co-design literacy and learning goals and outcomes by establishing a community of practice (one or more teams).
- Teams engage in deeper reflection of current literacy practices through discussion of pre-self assessment survey and focus group data.
- Communities of practice collaboratively develop vision, focus areas, literacy and learning goals, and action steps which will inform inquiry.
- Teams use information from pre-self assessments and year 1 goals and action plans to move into robust inquiry, which will generate authentic, student-centered data, redefining 21st century literacy practices and sustaining the team as a community of practice.
- Teams engage in dialogue around post self-assessment survey and focus group data, combined with data generated through action research to deeply reflect on student outcomes and professional learning goals.
For more information, please contact VRI at UVM, email@example.com