Transforming Literacy Education

An Interview with Joanna Shelley, Chief Educational Content Officer at CCA

In our latest interview, we had the pleasure of speaking with Jim Malliard, Chief Strategist for Education Legislation and Parent Advocacy at Candy Apple Advocacy, alongside his wife, Tabby Malliard, a dedicated advocate and parent of two children with unique needs. Their insights into the recent changes in Commonwealth Charter Academy's (CCA) K-8 English Language Arts (ELA) program were compelling and reflective of a genuine commitment to transforming educational experiences for all students. Joining us for this discussion was Joanna Shelley, Chief Educational Content Officer at CCA, who provided valuable context on the initiatives being undertaken in response to parent feedback. 

Jim Malliard: Joanna, thank you for joining us today. Let’s start with the fundamental question: Why did CCA find it necessary to change their K-8 ELA program for the 2024-2025 school year? 

Joanna Shelley: Thank you, Jim. The decision was largely driven by parent input. In 2020, we conducted surveys with K-8 families that revealed their priorities for an effective ELA program. They highlighted key factors, including the need for multi-day lessons rather than lengthy, monotonous single lessons, the significance of phonics and phonemic awareness, and the inclusion of independent reading and writing activities. 

Tabby Malliard: That’s encouraging to hear! As a parent, it’s essential to know that our feedback is not only heard but also implemented in the curriculum. How does CCA plan to ensure that parents continue to have a voice in this ongoing process? 

Joanna Shelley: Great question, Tabby. We are committed to maintaining open lines of communication. This means that we will continue to seek feedback from families, provide opportunities for engagement through workshops, and actively invite input from our parent community. We understand that their insights are invaluable for shaping an effective curriculum. And, CCA will continue to support our core values of personalization and flexibility by building partnerships with families to best serve their learner. We recognize that each learner is unique, and we want to customize instruction in a way that best supports each learner in the classroom.  

Jim Malliard: That proactive approach is essential. The inclusion of substantive parent feedback in the development process shows real dedication to tailoring the curriculum to meet diverse learning needs. 

Tabby Malliard: Joanna, can you elaborate on the specific enhancements that have been made to ensure better quality and consistency in the new K-8 ELA program? 

Joanna Shelley: Certainly! The new program is designed by a team of former classroom teachers, ensuring it is built with an understanding of pacing and retention of information. CCA also contracted with external consultants to inform and validate the instructional approach used in the ELA program. The phonics and spelling skills practiced are closely tied to reading exercises, enhancing vocabulary and decoding unfamiliar terms. We've developed a K-8 scope and sequence to determine the age-appropriate skills for phonemic awareness and word instruction at each grade level. 

Tabby Malliard: It's vital that students build on their knowledge progressively; a well-structured program fosters confidence in learners. 

Jim Malliard: I understand that recent changes in Pennsylvania's educational legislation have impacted literacy instruction. Can you explain how this legislation supports the goals of CCA's new ELA program? 

Joanna Shelley: Absolutely, Jim. The amendments to Chapter 49 highlight the necessity for structured literacy instruction. Specifically, 22 Pa. Code § 49.14(4)(i) mandates that the Pennsylvania Department of Education (PDE) identify competencies and develop associated standards for educator training in structured literacy, emphasizing the five essential components of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. 

On April 23, 2022, these amendments became effective, requiring integrated instruction in structured literacy to be included in educator preparation and professional development programs for educators across various certification areas. This legal framework establishes a foundation for effective literacy instruction that is critically aligned with our curriculum goals at CCA. 

Jim Malliard: It's reassuring to see that educational policy aligns with actual classroom practices. Knowing that there are strategies backed by research adds an extra layer of confidence as a parent. 

Tabby Malliard: What additional features will the new ELA program include to enhance engagement and support for students? 

Joanna Shelley: The program is built on research-driven principles and actively incorporates student feedback. CCA has developed a proprietary ELA curriculum featuring current and engaging literature, which is both print and digital. This design allows us to tailor the learning experience to ensure that information is both accessible and exciting for students. We've also incorporated a variety of offline activities to support learning and minimize screen time. In addition, we continue to offer both synchronous and asynchronous class options allowing learners to select a model that works for them and their course work.  

Tabby Malliard: That’s fantastic! It’s crucial that students are not only learning but are also engaged in their education. A mixture of mediums helps cater to various learning styles. Considering the significant restructuring of the ELA program, how does CCA plan to support families during this transition? 

Joanna Shelley: Navigating change can indeed be challenging. We aim to build partnerships with parents through clear communication, continuous feedback, and providing flexibility and personalization in learning. Our commitment lies in ensuring consistent expectations for families that prioritize student-focused learning. Parents can expect personalized, flexible, high-quality learning experiences that prepare their children for both academic success and future challenges. 

Jim Malliard: It sounds like CCA is truly invested in parent engagement, and I look forward to working together as we navigate this transformative journey. 

Tabby Malliard: Lastly, Joanna, why is it imperative for students to have a well-rounded literacy experience as they graduate? 

Joanna Shelley: Pennsylvania has established that students graduating from its schools must be “future-ready.” This readiness requires students to be adept at engaging with increasingly complex texts and to utilize literacy as a learning tool across all academic disciplines. Our new ELA program not only teaches reading but also prepares students to be informed, critical thinkers capable of navigating the intricacies of text in subjects like social studies and science. 

Tabby Malliard: That’s a wonderful goal! Creating lifelong learners who are not intimidated by literary challenges is what every parent hopes for their child. 

The conversation with Joanna provided profound insights into the important changes being made to CCA’s K-8 ELA program. Their commitment to creating a curriculum that prioritizes quality, engagement, and inclusivity reflects a proactive approach to education that aims to equip all students, especially those with exceptional needs, for success. CCA’s educational leadership actively prioritizes parental input, ensuring that the evolution of their programs is responsive to the community’s needs. 

As we look forward to the 2024-2025 school year, the emphasis on structured literacy, as articulated in 22 Pa. Code § 49.1, which defines “structured literacy” as systematic and explicit instruction that integrates the core components of reading, will undoubtedly pave the way for enhanced learning experiences. Engaging parents in this transformative process is key, and with ongoing collaboration, students will thrive in their educational endeavors and beyond.