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7/29/2019 Comprehensive Literacy Plan
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JUNE 2
Washington State CompehensiveLiteac Plan: Bith to Gae 12
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AcknowlegementsSincere appreciation is extended to the members o the State Planning Team and the State Literacy Team or their time,
expertise and commitment to all children in Washington in developing the Washington State Comprehensive LiteracyPlan: Birth to Grade 12.
Writig, editig, laout ad desig assistace was provided b BERK.
Teri Ann Barlow, Renton SD
Susan Bauer, Walla Walla SD
Molly Berger, Yakima SD
Erich Bolz, Richland SD
Kelli Bohanon, DEL
Gloria Bond, Port Angeles SD
Molly Boyajian, Thrive by Five
Jill Brenner, Kitsap Community Resources
Shanna Brooks, NCESD
Valerie Bush, Central Kitsap SDKatie Campana, UW
Sherry Clark, Central Valley ESD
Stacey Drake, Yakima SD
Eliza Dresang, UW
Janel Erchinger-Davis, Mount Vernon SD
Diane Frame, Port Townsend SD
Susan Franck, DEL
Lynn Frey, Moses Lake SD
Lorraine Hirakawa, Puyallup SD
Christy Holtman, White Salmon SD
Karma Hugo, NWESD
Linda Johnson, Granite Falls SDSusan Johnson, Cle Elum-Roslyn SD
Shannon Lowrie, Chimacum SD
Gwen Lyon, Bremerton SD
Kim Mason, North Thurston SD
Corina McEntire, ESD 112
Megan McJennett, Thrive by Five
Neel Parikh, Pierce County Library
Duane Pitts, Odessa SD
Vicki Prendergast, White Salmon SD
Jill Sells, Reach Out and Read
Linda Sullivan-Dudzic, Bremerton SD
Leilani Thomas, Concrete SDJohn Wole, Central Valley SD
Liv Woodstrom, Thrive by Five
State Literacy Team
Anne Banks, Communication/Speakingand Listening
Nikki Elliott-Schuman, Writing
Jody Hess, Title I
Denny Hurtado, Indian EducationDavid Irwin, District/School Improvement
Susan Johnson, Early Learning
Cynthia Knisely, Assessment
Helen Malagon, Migrant/Bilingual
Judi Mosby, District/School Improvement
Liisa Moilanen Potts, Reading
Gayle Pauley, Title 1/LAP
Luisa Sanchez-Nilsen, Reading
Beth Simpson, Assessment
Shelby Skaanes, District/SchoolImprovement
Dennis Small, Educational Technology
Jessica Vavrus, Teaching and Learning
Cheryl Young, Reading
Rebecca Zumeta, Special Education/RtI
OSPI Staff
Anne Banks
Nikki Elliott-Schuman
Susan Johnson
Cynythia Knisely
Judi Mosby
Luisa Sanchez-Nilsen
Beth Simpson
Dennis Small
Jessica Vavrus
Cheryl Young
State Planning Team With guidance from Dr. Michael Kamil, Stanford University
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CONTENTS
INTrOdUCTION ............................... 1
PLAN OrGANIzATION ...................... 3
STANdArdS ...................................................... 5
ASSESSMENT .....................................................7
INSTrUCTION & INTErVENTION .......................13
LEAdErShIP ..................................................... 38
SySTEMWIdE COMMITMENT ............................ 54
APPENdIX ...................................... 57
Washington State Comprehensive Literacy Plan: Birth to Grad
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Washington State Comprehensive Literacy Plan: Birth to Grad
INTrOdUCTIONThe Comprehensive Literacy Plan is a resource or parents, caregivers, teachers, andadministrators all along the birth to college and career continuum. The Plan addressesthe crucial role that early learning plays in literacy development and the essential rolethat parents and caregivers play in a childs development. It provides inormation onintegrating literacy instruction with the statewide standards and the state-o-the-knowledgeabout literacy development. It oers ideas and links to resources to help teachers, parentsand caregivers play an active role in promoting literacy.
The Comprehensive Literacy Plan also supports teachers and administrators withinormation and resources to guide instruction, coordination o eorts and alignment ogoals. The Plan provides clear guidance on the components o a comprehensive literacysystem and resources to build, implement, and strengthen systems in Washington.Together leaders across the state can continue to learn and incorporate best practicesnecessary to achieve long-term success or our students.
The State Literacy Team (see inside cover), made up o experts and practitioners romacross Washington, developed the Plan with the expectation that it will continue toevolve and incorporate new inormation and research.
Everyone has a role to play in supporting Washingtons children to develop the literacyskills needed to succeed in todays world. We hope the Comprehensive Literacy Plan willsupport you in your eorts now and in the years to come.
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WashingtonsAppoach to Liteac
Inclues Birt to K
The Plan encompasses all developmental phases and learning systems to ensure that all childrenbenet rom an aligned, holistic approach to literacy. There is strong evidence that buildinga solid oundation or literacy begins at birth and a childs early years have an impact on hisor her uture success in school and lie. New research on brain development demonstrates theimportance o environment, experiences and relationships on brain development as young
children move rom inancy to school.
Expands the denition of literacy
The Plan supports the development o the broad range o skills and knowledge necessary tobe truly literate:
The integration o listening, speaking, reading, writing and critical thinking acrossall media types
The knowledge to recognize and use language appropriate to a situation
The ability to think, create, question, solve problems and refect
Integrates te Common Core State Stanars (CCSS)The CCSS describe the knowledge and skills in English Language Arts that young people willneed to succeed in college and careers. The CCSS provide clear and consistent benchmarksor all students, regardless o where in the country they live.
Integrates a multi-level instructional framework
Washingtons ramework is aligned with the National Center on Response to Intervention andis ocused on data-based decision making to guide instruction and intervention or all students.
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Washington State Comprehensive Literacy Plan: Birth to Grad
PLAN
OrGANIzATIONSAILS: A framework for literacy achievementWashingtons Comprehensive Literacy Plan is based on SAILS a systems approach where literacy achievementor all students is expected. Like a sail harnessing wind, the approach connects the eorts o all stakeholders toimprove literacy outcomes.
Stadards Clear expectations or what children will know and be able to do. Literacy materials,
instruction and assessments are aligned to standards.Assessmet Comprehensive identifcation o literacy needs through screening, progress
monitoring, diagnostic assessment and outcome assessment.
Istructio ad Itervetio Research-based approach to instruction that meets individualstudent needs.
Leadership Leaders at the state, district, building and classroom levels collaborate to build sharedownership and direction toward literacy success.
Sstem-wide CommitmetShared vision and a belie that literacy achievement is a key,achievable mission o an education system. Commitment is required at every level to reach the goal oliteracy or all.
For more information or to offer feedback
We welcome your eedback and suggestions on how to better assist you as anadvocate or the children in your lie and in supporting their development.
Please contact:
Luisa Sanchez-Nilsen, Reading Oce
Oce o Superintendent o Public Instruction
Phone: (360) 725-6070
luisa.sanchez-nilsen@k12.wa.us
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Bith to 8 easEal Leaning Guielines
The Department o Early Learning (DEL) has developedthe Washington State Early Learning and DevelopmentGuidelines to help parents, caregivers and teacherstrack and nurture key developmental milestonesor babies, toddlers and pre-school aged children.Based on research and best practices, the guidelinesalso help parents and caregivers identiy childrenwho need extra help, such as or speech, cognition,or motor delays.
The Guidelines provide a common language andway to understand childrens development in theollowing areas:
Social and emotional development
Learning approaches
Cognition and general knowledge
Physical well-being including health andmotor development
Language, literacy, and communicationability
Having a set o generally agreed-upon guidelineshelps amilies, caregivers and teachers work togetherto help children grow and learn.
Improvig literac outcomes i Washigto State starts with adoptig clear,cosistet stadards. Clear stadards ca help improve teachig, iorm plaigad maitai accoutabilit.
Stadards build commo expectatios or child ad studet abilit. The are critical to: Creating a common roadmap or child and student success.
Enabling collaboration across and within development, grade level, and content areas.
Aligning instructional materials and strategies to individual child and student needs.
Leveraging assessment data to identiy where instructional supplements and teacher training are needed.
B aligig strategies, istructioal materials, ad assessmets to stadards, studets will reap the beefts oa cosistet, cohesive ad sequetial educatio.
Stadards should be viewed as a tool to iorm the curriculum ad create a high qualit teachig ad learigeviromet or all studets, especiall those at risk or poor outcomes. Stadards provide clarit about what
is most udametal without attemptig to describe all that ca be taught or how to teach the material.
STANdArdSs
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The Guidelines have something to offer all who support a childs development
K - 12 StuentsMoving towas the Common Coe State StanasWashington adopted the Common Core State Standards (CCSS) in July 2011. The CCSS describe the knowledge
and skills in English language arts and literacyand mathematics that young people will need upon graduatingrom high school. Importantly, the standards use an integrated approach that ensures all content areas areresponsible or literacy development.
Students will continue to be assessed on the Washington State Standards until 2014. The transition to the CCSSwill take place in our phases between 2010 and 2014.
The CCSS are designed to:
Ensure all students are held to consistent and high expectations regardless o where they live.
Ensure students graduate with the skills to make them competitive on a national and international level.
Provide clear and ocused guideposts or all students, amilies, and teachers.
Prepare students to be college and career ready.
Parents, Families &
Caregivers
early Childhood
Caregivers & teaChers
K- 12 sChool
teaChers
Clear, warm, easy tounderstand language
Tips on supporting growth andlearning
Talking points or discussionwith caregivers and teachers
Guidelines organized by agegroups
Strategies to help children learnand grow
Tips or connecting withamilies, including at homeactivities
Tips to reach out to primarygrade teachers to acilitatesmooth transitions
Guidelines or school aged
teachers that match the statelearning standards
Common language tocommunicate early learningneeds
Tips on helping parents supporttheir childrens learning
Focus on the context o amilyand culture
Guidelines or school agedteachers that match the state
learning standards
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Stanars to support toas literac nees
The CCSS will help Washington to improve literacy outcomes through six major shits in literacy instruction:
Washington English Language development (ELd) StanasThe ELD standards are designed to assist classroom teachers in assessing the progress o English languagelearners toward attaining ull fuency in English. The standards set clear benchmarks that refect students Englishlanguage prociency at various grade levels.
The goal is to ensure that all students develop English prociency and meet the same academic content andacademic achievement standards.
1. Teachig both literar ad iormatioal texts Hal o readings are inormational texts by grade 4
Connect students to the worldscience, social studies, the arts, and literaturethrough text
2. Teachig literac i cotet areas
Integrate literacy into science and social studies lessons
3. Text complexit icreases i each grade
More time and space or close and careul reading
Support or students reading below grade level
4. More text-based questios ad aswers
Rich discussions dependent on common text
Students reerence the text to make evidence-based arguments in discussion and writing
5. Writig usig evidece
Focus on the use o reason and evidence to make arguments or claims
Improve research ability
Incorporate technology to create, rene, and collaborate on writing
6. Academic vocabular
Build vocabulary to access grade-level, complex texts
Focus on vocabulary that crosses content areas
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The Role of Assessments Determine a childs progress toward
standards
Ensure students have mastered the skills
they need Identiy needs and assist in planning
Guide instruction and identiy whereintervention is needed
Enable collaboration and communicationbetween teachers and administrators
Inorm decisions about policy andinvestments
Enable districts to evaluate progress andensure accountability
Set priorities at all levels individual,classroom, school, district, community andstate
The role of assessments in early childhood
Assessments in a childs earliest years provideinormation on how he or she is progressing, whatskills they have mastered, and what skills they are still
developing.
In literacy, meaningul assessments are connectedto child development. Communication is the basisor reading and writing and or very young childrencommunication is rst expressed through touch andoral language. Assessing a childs progress in keyareas o development is important to support theircontinued learning.
Assessments or young children require an
understanding o amily context, including languageand culture, and are typically done by gatheringinormation rom parents and through home visits.As young children move into childcare centers andpreschool settings, on-going assessments continue toprovide ways to measure the whole child.
Ater a successul pilot year in 2010-11, theWashington Kindergarten Inventory o DevelopingSkills, or WaKIDS, is now a ully-unded program thatbrings amilies, teachers and early learning providerstogether to support each childs learning andtransition into public schools. At the beginning o theschool year, kindergarten teachers meet with amiliesand early learning providers to talk about eachchilds strengths and needs. In the all, kindergartenteachers will complete a more ormal assessment oeach childs skills (social and emotional, physical,cognitive and linguistic skills).
The use o assessmets is critical to improve literac outcomes i Washigto.Eective assessmets eable evidece-based decisio makig i the classroom,school, district ad state. To be eective, assessmets must be valid ad reliable.
There are ma tpes o assessmets, each tailored to provide meaigul adtimel iormatio to improve child ad studet outcomes. It is importat to assessstudets usig multiple measures ad multiple was, both ormal ad iormal.
ASSESSMENTs
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Assessments wok withstanas an guielinesA comprehensive literacy system, supported bystandards and guidelines, uses assessments to inormall its decisions across the systemrom classroominstruction, to district planning, to amily outreachand all others.
Two new assessment systems will accompany theCommon Core State Standards. Individual states willselect which assessment best ts their objectives:
The SMARTER Balanced Assessment Consortium isa state-led consortium working to develop next-
generation assessments that are aligned to theCommon Core State Standards and accuratelymeasure student progress toward college and careerreadiness.
The Partnership or Assessment o Readiness orCollege and Careers (PARCC) is a consortium o statesworking together to develop a common set o K-12assessments in English and math anchored in what ittakes to be ready or college and careers.
developing a compehensiveassessment sstemA comprehensive assessment system uses a varietyo assessments to provide the right inormation at theright time. Assessments provide timely data to enableeducators to modiy instruction or target interventionto improve students learning. Assessment data alsoimproves communication about student progress andneeds with parents, caregivers and administrators.
Educators should have a clear understanding othe assessment system: what is measured in variousassessments, how it is measured, and how to useassessment results in instructional decisions. The
National Center on Response to Intervention hasinormation on screening and progress monitoringassessments that can be used to support planningand collaboration.
A Comprehensive K-3 Reading Plan: Guidance or School LeadersWhat ou will fd: Detailed recommendations or implementation
Assessments to Guide Adolescent Literacy Instruction (Grades 4-12)
What ou will fd: Key elements o a comprehensive assessment plan
Examples o assessments and assessment systems currently in use or underdevelopment
National Center or RTI Screening ToolsWhat ou will fd: A chart to assist educators and amilies become inormed consumers who can select
screening tools that best meet their needs
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Different assessments for different needs
There are three main types o assessment used toshape instruction ormative, interim and summative.
Formative: Are te getting it? Given by the teacher during instruction to
measure progress (oten integrated into thelesson)
Provides requent and timely eedback onteaching eectiveness and students currentlearning
Small scale assessment that identiesstrengths as well as learning gaps to guideresponsive instructional actions
Interim: have te got it? Given during instruction to measure interim
progress (typically every 6-8 weeks) relativeto a specic goal or standard
Medium scale assessments that can beaggregated and reported
Identies gaps in learning and timingallows or urther instruction beore the endo the trimester, semester or school year
Summative: di te get it? Graded assessment, oten done statewide
and used or planning and identiyingareas needing additional ocus
Measure standards-based skills andknowledge at the end o an establishedtime period (end o year, end o course)
Timelie ad Frequec
Formative interim summative
Oten and duringthe course oinstruction
Oten and duringthe course oinstruction
End o unit and/orend o year
Gradig Optional Optional Required
Opportuit to ImproveStudet Learig
High Med or high(depending onimplementation)
Low
Comparison of Assessment Types
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Washington State requie Assessments WaKIDS (Washington Kindergarten Inventory o Developing Skills) is designed to support each childs
learning and the transition into public schools. At the beginning o the school year, kindergarten
teachers meet with amilies and early learning providers to talk about each childs strengths andneeds. In the all, kindergarten teachers will complete a more ormal assessment o each childs skills(social and emotional, physical, cognitive and linguistic skills).
The Washington English Language Profciency Assessment (WELPA) determines student eligibilityor English language development (ELD) services. The WELPA annually assesses growth in Englishlanguage development by the states English language learners. This assessment tests reading, writing,listening and speaking knowledge and skills.
The Second Grade Reading Assessment Law(RCW.28A.300.320) mandates that every student in thestate o Washington be assessed at the beginning o the second grade using a grade-level equivalent
oral reading passage. Students whose perormance is ound to be substantially below grade levelmust be accorded an intervention plan that involves the student, parents, and school.
The Measurements o Student Progress or grades 3-8, and the High School Profciency Exam (HSPE) orgrades 9-12 are also used. These two assessments are given in the spring and are designed to helpschools and districts determine whether students have met the K-10 Reading Grade Level Expectations.
The Collection o Evidence (COE) is an option or students that do not pass the HSPE the rst time.Students can submit a COE in order to meet the standards and graduate rom high school.
Using Assessment dataWhile assessments provide necessary data, an eectivecomprehensive system requires the skills and ability tointerpret and use assessment data to drive improvementsand communicate results.
USING ASSESSMENTS
What Works Clearinghouse Institute oEducation Sciences site that provides educators
with the inormation they need to make evidence-based decisions
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EArly lEArNING ASSESSMENT OpTIONS
Get it! Got it! Go! Child development assessment tools or children birth to 8
Washington State: A Guide to Assessment in Early ChildhoodInancy to Age Eight
For proessionals responsible or developing comprehensive assessmentplans
rESOUrcES fOr SElEcTING ASSESSMENTS
Washington State Diagnostic Assessment Guide (2009) Defnes dierent types o assessments Guidance on selecting appropriate assessments or instruction
OSPIs Reading Assessment ResourcesProvides examples and applications that can be used in the classroom or at home to help studentsunderstand what is being asked o them on the assessment. These include:
Released and sample materials that include passages and questions
Elementary and Secondary Reading Assessment Templates which guideteachers into how to develop assessment stems
Vocabulary by grade level Strand and Target document which summarizes the state standards
assessed on the large-scale assessment
Formative Assessment Comparative GuideConsumer Report (2009)
Companion to the Diagnostic Assessment Guide
How to select and use diagnostic and ormative assessments to supportstudent learning
National Center or RTI Progress Monitoring Tools How to select progress monitoring tools to meet your needs
Composition o a Comprehensive Assessment System 2011 White Paper rom Assessment Technology, Incorporated
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rESOUrcES fOr cONSTrUcTIvE USE Of ASSESSMENT dATA
The Data Wise Improvement ProcessHarvard Graduate School o Education
8-step approach to data interpretation that results in improvement
Implementing Data-inormed Decision-making in Schools TeacherAccess, Supports and UseUSED Ofce o Planning, Evaluation and Policy Development
Analysis o district and school use o data systems to improve instruction
Data-based Instructional Decision-makingNational Center or Student Progress Monitoring
For K-12 teachers
Implementing curriculum-based measurement (CBM), including interpretingreading data, using the database to inorm instructional decision-making, andselecting research-validated interventions
Using Student Achievement Data to Support Instructional Decision-
making - Institute o Education Sciences For K-12 teachers and administrators
Provides guidance around implementation o data-inormed decision-making
Using student achievement data to make instructional decisions
SAMplE dISTrIcT ASSESSMENT MATrIx
Bremerto School District1 (2010-11 Assessmet Matrix PDF) Preschool to Grade 12
Shows state and ederally mandated assessments alongside District
assessments
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Washigto States Comprehesive Literac Pla supports istructio, prevetio aditervetio decisios to improve literac outcomes. It is orgaized aroud three essetial acts:
Literacy begins at birth,
Literacy requires many skills across all content areas, and
Is improved through responsive and dierentiated teaching.
The Pla emphasizes access to core curriculum or allstudets ad icludes iormatio ad resources to meetadditioal data-idicated studet eeds. Teacher resources such as Culturall Resposive Teachig ad othertools, such as or Eglish laguage learers, are ecessar to improve literac outcomes or all.
Literacy begins at Birth:
Pe- an Eal LiteacResearch shows that positive early language andliteracy development increase potential or uturesuccess. Interactions with parents, caregivers, childcareproessionals, teachers and other adults play a key rolein the rst year o a childs early brain development. Achild achieves competency in essential school readinessskills once he or she has experienced and mastereddevelopment skills.
We know that inants and toddlers learn dierently rom
other children:
Specifc curriculum eeds. Science providesevidence on how and what inants andtoddlers learn rom their experiences.Inant/toddler curriculum must bedevelopmentally and culturally appropriateand individualized to the unique needs oeach child.
National Research Council and Institute of Medicine, FromNeurons to Neighborhoods: The Science o Early ChildhoodDevelopment, 2000.
Relatioships are the context or inant andtoddler learning.
Iats ad toddlers have their ow learigageda. Their ocus and attention is primarilyinternally regulated. This means that theyare unable to maintain ocus on an externallyprescribed object or event, such as withormal instruction.
Sel-directio. The role o the caregiver orteacher needs to be more o a acilitator oexperiences and learning by discovering andsupporting the childs own learning agenda.
Idividualized support. Inants and toddlersdo not require a packaged set o activities.Instead, they need an individualizedapproach that lets the child take the lead.Teachers and caregivers support what thechild is ocused on and appears interested inand ready to discover.
NSTrUCTION &NTErVENTION
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Washigtos Deiit io o Literac:
Literacy is an on-going cognitive process that begins at birth. It involves the integration o listen
speaking, reading, writing and critical thinking. Literacy also includes the knowledge that enables
speaker, writer or reader to recognize and use language appropriate to a situation in an increasi
complex literate environment. Active literacy allows people to think, create, question, solve probl
and reect in order to participate eectively in a democratic, multicultural society.
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Liteac equies man skills an integate cognitive pocessLiteracy is not conned to reading. It is an ongoing cognitive process that involves listening, speaking,reading, writing, and critical thinking. All elements are inextricably connected and necessary or a childto be literate and navigate successully in the world.
reading Writing
Phoological Awareess Awareness o the phonological structure, or sound
structure o spoken words.
Phoemic Awareess Understanding that words are made up o separate
units o sound. For example, the spoken word catcan be broken down into the three distinct sounds orphonemes o /k/, / / and /t/.
Phoics ad Word Recogitio Understanding the relationship between letters and
the sounds they represent. Phonics enables learnersto decode new words by sounding them out.
Fluec Ability to read a text accurately, at a reasonable
rate and with enough expression that it sounds likelanguage.
Comprehesio Ability to construct meaning by connecting what is
read or spoken to what the child already knows.
Background knowledge Oral language prociency
Language Structures
Verbal Reasoning
Literacy Knowledge
Knowing the meanings and pronunciation o wordsto listen, read and communicate eectively.
Spellig Ability to write words with letters.
Prealphabetic
Partial alphabetic
Full alphabetic
Consolidated alphabetic
Fluec Ability to write clearly and eectively.
Oral LaguageBirthIat
Tier 1 words most important
Usually start with a noun
Receptive/expressive key eatures
Exposed to 3-4 words a day
Multiple experiences-need 24 exposures to a word
Linking words to knowledge networks or biggerconcepts
Techolog
The ability to use the appropriate technology responsibly, creatively and eectively to: Communicate, access, collect, manage, integrate, and evaluate inormation.
Solve problems and create solutions.
Build and share knowledge.
Improve and enhance learning in all subject areas and experiences.
Critical Thikig A process o thinking that questions assumptions
Motivatio Excitement and ongoing interest in reading, writing and communicating.
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responsive anDifferentiated TeachingWashingtons approach to teaching aligns with theNational Center on Response to Intervention and usesassessment data to guide personalized instruction andintervention or all students. This multi-level approachintegrates standards, assessment and interventionwithin a school-wide prevention system to maximizestudent achievement and reduce behavior problems.
In early learning settings, the approach entailsresponsive care giving and individual child support.In the classroom setting, teachers identiy studentsat risk or poor learning outcomes, monitor student
progress, provide evidence-based interventions andadjust the intensity and nature o those interventionsbased on a students responsiveness. It is designed tooptimize language and literacy instruction to addressand prevent gaps in skills and knowledge immediatelyrather than remediate them later on. The approachuses dierentiated assessment and instruction sothat each individual learner receives the intensity oinstruction he or she needs.
Eective teachers practice dierentiated instructionwith fexible grouping techniques also known asuniversal design or instruction to reach and teachall learners.
Multi-level Instructional Framework: Core Program - All students receive quality
core instruction covering all areas oliteracy development.
Strategic Istructio - Supplementalinstruction in small groups in addition to
Core instruction. Itesive Itervetio - Targeted
intervention to help make breakthroughprogress towards content standards.
This dierentiated approach does not end in theclassroom. It provides a common language andapproach so that educators can collaborate on resultsmonitoring and instruction planning in the classroom,the school building, and at the district.
Birth-age 3 age 4-K grades K-3 grades 4-6 grades 7-12
Purpose Introduction to language,communication and literacy
Students developliteracy skills
Students applyliteracy skills withsome assistance
Studentsindependentlyapply literacy skills
Compoets Specics inlanguage,literacy, andcommunication
Specics inlanguage,literacy, andcommunication:
PhonemicAwareness
Phonics
Fluency
Vocabulary
Comprehension
PhonemicAwareness(K-2)
Phonics (K-2)
Fluency
Vocabulary
Comprehension
Writing
Communication
Fluency
Vocabulary
StructuralAnalysis
Comprehension
Phonics, ineeded
Writing
Communication
Fluencymaintenance
Vocabulary: roots
Academiclanguage
Content specicterms
Structural analysis
Comprehension
Writing
Communication
Key Elements of Literacy Instruction
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Birth-age 3 age 4-K grades K-3 grades 4-6 grades 7-12
Time
Varies Varies Allottedinstruction
time perday;more orstrugglingstudents
Allottedinstruction
time perday;more orstrugglingstudents
Allottedinstruction
time per day;additionalclass periodper day orstrugglingstudents
Tiers oIstructio
Whole class
Smallgroups
Individual
CORE: classroom instruction or all students plusstrategic instruction or altering students and/orintensive intervention or severely struggling students
Group Sizes
Whole class
Smallgroups
Individual
WaKIDSin K
CORE: whole class
STRATEGIC: groups o 6 or ewer
INTERVENTION: (grades K-6): groups o 3
INTERVENTION: (grades 7-12): ~15 students or asper publisher recommendations, supplants COREinstruction
Assessmets
Screeningandassessmenttools
Screeningandassessmenttools
Screening
Formative Assessment Practices
Diagnostics
Progress Monitoring
Outcome/summative
TeachigMethods
Speakingandlistening
Experiencebasedlearning
Reading to
and with thechild
Modelingwholesentences
Experiencebasedlearning,modeling,think-aloud,explicit,direct andsequential
instruction
Explicit, direct, and sequential instruction, modeling,think-aloud, check or understanding, activeengagement, guided practice
Geres
A balanceo narrativeandexpository
A balanceo narrativeandexpository
A balance o narrative, expository text, andpersuasive/argumentative texts; writing text types(narrative, explanatory/inormative, and opinion/argumentative
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Bith to 5 yeasEmegent Liteac InstuctionWashingtons Comprehensive Literacy Plan stresses
the importance o early education in developing thelanguage skills necessary or literacy. The Plan builds on:
Research o brai developmet. Researchdemonstrates the importance o nurturingrelationships, environment and experienceas children move rom inancy to school.
Earl Learig Developmet Guidelies.Washington States guidelines andindicators cover all aspects o a childsdevelopment.
Parnering for scce. The StatesEarly Learning Plan represents a strongpartnership across early learning systemsto support children in achieving literacy.
love. tak. Pay. Provides inormationand resources on how parents andcaregivers can support childrens overalldevelopment.
Caring Intentionally for Language
How parents and caregivers talk with children makes
a dierence. Parents and caregivers can help childrendevelop strong language skills by providing language-rich interactions that help children practice to:
Tell stories, recount events, and sing songs
Hear and use rich and abstract vocabulary
Hear and use increasingly complexsentences
Use words to express ideas
Ask open-ended questions
Ask questions about things they dont
understand Answer questions about things beyond the
here-and-now
developmental delasWashington States Early Learning Guidelinesprovide parents, caregivers, and proessionals anunderstanding o the typical stages o developmentor children birth to ve. A doctor or early educationspecialist should be consulted i a baby or toddlerdoes not meet developmental milestones. Manydevelopmental delays respond best and most quicklyi they are treated early in a childs lie.
See Early Indicators o Developmental Delays and
OSPIs Early Childhood Special Education resources.
K12 StuentsInstuction an InteventionEective evidence based teaching practice is criticalto improving literacy outcomes. SAILS (Standards,Assessment, Instruction and Intervention, Leadershipand Systemwide Commitment) is a system-wide
approach designed to make instruction andintervention as eective as possible by linkingclassroom practices to a broader system o support.
The qualities o universal design that support allstudents to develop the on-going cognitive process oliteracy include:
Tools Scietifc research. Provides the latest
inormation and ndings on brain
development and learning and can helpinorm instructional practices.
High qualit materials that ca bemodifed. Select instructional materialsthat incorporate the standards andallow adaptation such as highlightingthe areas o literacy where assessmentshave shown more attention is needed.
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Appropriate media. Select appropriate media to complement the teaching o reading, writing,listening, and speaking while developing student skills in media literacy.
Techolog. Stay current on eective uses o technology, teach to technology standards, integratetechnology into instruction and assessment and include access to a variety o technology tools.
Moitor progress ad respod appropriatel. Use research-based assessment strategies and data tomonitor and improve instruction through modeling, scaolding, guided practice, multiple orms operspectives, and small group work.
Approac Standards-based instruction. Use the Common Core State Standards.
Make learig meaigul. Provide positive, guided eedback. Student-ocused learning environments. Appropriate classroom management principles, processes,
and practices to oster a sae, positive, student-ocused learning environment.
Desig ad/or adapt curriculum. Use an evidence based curriculum based on the diverse needs andliteracy abilities o each student.
Iorm, ivolve, ad collaborate with amilies ad commuit members as partners in each studentseducational process and use inormation about student achievement and perormance.
Use istructioal methods that oster critical thinking, questioning, inquiry, student decision-making,and independent learning tied to standards.
Be creative ad collaborative, develop a solid knowledge about and commitment to literacy instructionand participate in ongoing proessional development.
developmental delas
Detecting developmental delays is critical at all ages. Partnerships or Action Voices or Empowerment is aWashington State resource or parents to help navigate the education system and ensure that their children getthe services needed. OSPI also has online guidance or amilies about special education services.
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fOr pArENTS ANd cArEGIvErS
Early Learning Guidelines A resource or understanding how young children grow and develop and what
parents, early learning educators and caregivers can do to support that growth andlearning
Love. Talk. Play. Provides ideas or how love, talk, and play are a part o everyday activities
Child Profle Development Materials Inormation on developmental milestones and ways to support children
BrAIN rESEArch
UW Institute or Learning & Brain Sciences Emphasis on enabling all children rom 0 to 5 to achieve their ull potential
Harvard University Center on the Developing Child Using science to enhance child well-being through innovations in policy and practice
SySTEM rESOUrcES
Early Learning Plan A roadmap or building an early learning system created with the input o hundreds
o Washington residents to ensure all children can succeed in school and lie
Washington State Birth to Three Comprehensive Plan Policy Recommendations
Turning the Page: Reocusing Massachusetts or Reading Success Strategies or improving childrens language and literacy development, birth to 9
years
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Bemeton School distictThe Bremerton School District PreK-3 EarlChildhood Care ad Educatio Iitiative had twocore goals:
Increase the number o children enteringkindergarten with early literacy skills
Decrease the number o children withreading related learning disabilities orlearning dierences
KEy PROGRAM ELEMEnTSEective Parterships. Bremertons programsupports existing community-based providers andpreschools so that they may align their work withK-3 objectives.
The District oers its partners:
Access to a Literacy Coach
Reading curriculum
Sta development opportunities
Student test resultsA comprehesive sstem. Bremerton has builta comprehensive system that aligns standards,curriculum, assessments, and proessionaldevelopment rom early child care providers to theK-12 system.
Free all-da kidergarte. As o 2006, allBremerton elementary schools oer ree, all-daykindergarten to all students regardless o where theylive. Children benet rom additional learning timeand many parents are able to go back to work ull
time, providing increased security or their amilies.
RESULTSMore kids are kidergarte-read. In 2001, only4% o Bremerton students entered kindergartenknowing the alphabetcompared to 60%nationwide. Now over 65% o children in Bremertonschools start kindergarten knowing their letters.
Less eed or itervetio. The percentage okindergarten kids needing specialized educationservices has dropped rom 12% to 2%.
More kids o track at the ed o kidergarte. Over90% o students now read at benchmark levels bythe end o kindergarten.
SPREADInG SUCCESSOSPI designated Bremerton the rst LighthouseDistrict, authorizing them to provide supportand mentorship to schools across the state. Usingunding rom the State and the Bill and MelindaGates Foundation, the Bremerton School District hastrained other districts on PreK-3 design, instruction,assessment and alignment.
For more inormation see: Impacts o Early LearningIntervention prepared or the Bremerton SchoolDistrict by the Hanover Research Council, and this
video on Implementing the Early Learning Continuum,eaturing Linda Sullivan-Dudzic o the BremertonSchool District.
SOURCE: Making a Difference: 10 Essential Steps To Building aPreK-3 System of Support, Linda Sullivan-Dudzic, DonnaK. Gearns, Kelli Leavell
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Gaes 9-12developing Active LiteacAll students must have access to the core curriculum. Where the data shows that more targeted instruction isnecessary, the core can be supplemented with additional support.
Secondary teachers must have evidence based tools and skills to teach reading, writing, listening and speaking,and to dierentiate and provide instruction or students with varying literary skills. Practices that engagestruggling adolescent readers are
Set goals.
Set classroom goals and communicate them to students
Set short-term goals and assign tasks to increase sel-ecacy or struggling learners
Establish a culture o high expectations to oster a sense o control and accomplishment.
ue den-foced inrcion. Show students that you know them and know what they need to learn
Support learner autonomy and control to infuence student motivation
Make connections to students lives to increase engagement and meaning.
The CLP builds rom OSPIs 2005 Washington State K-12 ReadingModel ad icorporates ew developmets such as adoptio o theCommos Core State Stadards.
The Common Core State Standards are a tremedous resource adprovide iormatio b grade level.
School Leaders ma be iterested i the Ceter o IstructiosImproving Literacy Instruction and Middle and High Schools: A Guideor Principals ad Teaching All Students to Read in Elementary School: AGuide or Principals.
The Center on Instruction has also developed Academic LiteracIstructio or Adolescets, which ocuses o improvig istructioi the cotet areas or grades 4-12. It icludes sectios o studetsreadig below grade level ad Eglish Laguage Learers.
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What are the literacy expectations for K-12?When students enter school, they start by developing oundational skills that will soon become essential literacyskills. The skills begin with the ve components o literacy which orm the building blocks or accessing and
comprehending expository and inormational texts.
Elementar Progression:
Readig:
Writig: Starts with conveying meaning through pictures and print
Expands to organizing writing around a central idea, elaboration using complete sentences, andsynthesizing inormation rom a number o sources
Competence becomes evident through paragraphing, summarizing, and synthesizing in exposition,argumentation, and content-area writing
Fiction writing refects an awareness o its role to entertain, explore human relationships and persuade
Commuicatio: Students learn how to listen attentively and by orally sharing their own ideas
As they progress through the elementary grades, they continue to develop listening and presentationskills adjusting language based on audience, setting and purpose
PhoemicAwareess Phoics Fluec Vocabular
TestComprehesio
Decodig Comprehesio
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OSPI Writing Instructional Support Modules
Developed and feld tested by Washington teachers and designed toimprove student writing at the elementary, middle and high schoollevels, each instructional module contains:
PowerPoint slides designed or student viewing Notes Pages with teachers lesson
plans
Document Folder or Folders with
supplementary instructional materialsOSPI Reading Systems Proessional Learning Resource Guide
Provides Washingtons school districtswith actionable steps, proessionaldevelopment, and support tobuild, implement, and enhancea comprehensive PK-12 ReadingSystem.
Seconar Progression:
Readig: Independent reading is
purposeul, automatic and
results in comprehension Students continue to increase
their skills in unpacking contentand academic vocabulary
Ability to analyze andsynthesize inormation rommultiple sources
Writig: Ability to write narrative,
explanatory/inormative,and argumentative textsindependently with condence,prociency and accuracy
Students employ writing processand revision process techniqueswith ecacy
Students choose the mostappropriate mode and style owriting to achieve the desiredresult or the intended audienceand purpose
Commuicatio: Students synthesize interpersonal andpersonal intercultural communicationnorms to guide, monitor, and adjust theirown communication.
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lESSON plANS & INSTrUcTIONAl MATErIAlS
Academic Literacy Instruction or Adolescents (Grades 4-12) Recommendations or improving academic literacy instruction in content areas
or across the school day
Includes resources or ELL students and those reading below grade level
American Association o School Librarians, Best Websites or Teachingand Learning
Organized by media sharing, digital storytelling, manage and organize,
social networking and communication, content collaboration, curriculumsharing, content resources
Annenberg Learner Materials, including videos, or all subject areas by grade band
Center on Instruction Free resources organized by literacy, STEM, ELL, Special Education, RTI,
eLearning, and Early Learning
Choice Literacy Tools, guides, literacy lessons, and advice rom literacy coaches, teachers,
and school leaders
Education Northwest 6+1 Trait Writing A model o Instruction & Assessment that provides a common language or
teachers and students to communicate about the characteristics o writing andestablishes a clear vision o what good writing looks like
Florida Center or Reading Research Research based with materials or teachers, parents and students
Institute o Education Sciences Research arm o the U.S. Department o Education provides education
research, evaluation, assessment, development and statistics
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Iris Center Works with experts rom across the nation to create challenge-based
interactive modules, case study units, and a variety o activities, the purposeo which is to provide research-validated inormation about working withstudents with disabilities in inclusive settings
National Council o Teachers o English Classroom-tested lesson plans or K-12 teachers
National Writing Project Resources or teaching reading and writing.
Washington sites are based at UW and Central Washington University
Northern Nevada Writing Project Focus on improving and celebrating student writing
Show Me Your Story Guide contains 16 complete lessons, student samples,and samples designed to promote student discussion at the levels expectedrom the Common Core State Standards
ReadWriteThink
Lessons, proessional development, organizing tools, student online tools
Stenhouse Publishers Proessional resources by teachers, or teachers
Includes ree excerpts rom reading publications
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Sample Multi-level Instructional Plans
Washingtons ramework is aligned with theNational Center on Response to Intervention and is ocused ondata-based decision making to guide instruction and intervention or all students. The multi-level instructionalapproach provides teachers with models to vary instruction in an eort to close the opportunity gap. To reach
and teach all learners, eective teachers employ a multi-level approach using dierentiated instruction withfexible grouping techniques.
Core Program - All students receive quality core instruction covering all areas o literacy development.
Strategic Istructio - Supplemental instruction in small groups in addition to Core instruction.
Itesive Itervetio - Targeted intervention to help make breakthrough progress towards statecontent standards.
This dierentiated approach does not end in the classroom. It provides a common language and approachso that educators can collaborate on results monitoring and instruction planning in the classroom, the schoolbuilding, and at the district.
Birt to Pre-Kinergarten
Sample Multi-level Instructional Plan
Core strategiCinstruCtion
intensiveintervention
Learers ALL children Early Head Start, Head Startand ECEAP programs providesmall group and one on oneinstruction or children needingextra help.
All parents receive training,
inormation and support.
Young children with special needs anddisabilities are identied through theChild Find process and can receiveservices through an early intervention(birth to 2 years) or special educationpreschool program (3-5 years).
Istructioalleader
Parents, caregivers,and preschool teachers
Parents, caregivers, and preschoolteachers
Early intervention specialists, specialeducation preschool teachers, andtherapists
Timeallocatio
Varies Varies Varies
Compoets
Eviromet& GroupSizes
Home Natural
environments
Whole class orchildcare center
Small group One on one instruction
Whole class Small group
One on one instruction
Speaking
Listening
Oral language
Telling stories
Symbolic understanding
Print awareness
Letter knowledge
Vocabulary
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Graes K-3
Sample Multi-level Instructional Plan for English Language Arts
Core strategiC
instruCtion
intensive
interventionLearers ALL students Generally 20-30% o
students, who need additionalstructured support as identiedby assessment data.
Generally 5-10% ostudents with markeddiculties learning toread or write and havenot suciently respondedto instruction in Core andPrevention as evidencedby assessment data.
Istructioalleader
General Education Teacher Classroom teacher,specialized reading andwriting teacher, or a special
education teacher, specicallytrained
Teacher specically trainedin teaching reading andwriting, reading specialist,
or special educationteacher, trained in readingand writing
Time allocatio 90+ minutes daily minimum ograde level standards-alignedliteracy instruction
30 minutes o strategicreading or writing instructiondaily, to reinorce skills taughtby the classroom teacher andin addition to the core EnglishLanguage Arts program
60 minutes o moreintensive, more explicitinstruction that supports thecore grade level programor 90 minutes o explicitinstruction that supplantsthe core grade levelprogram, based on needas indicated by assessmentdata
Istructioalcompoets
Essetial Literac Compoets:
phonological awareness, phonemic awareness, phonics, fuency, vocabulary, comprehension,spelling, writing, speaking, listening, technology, critical thinking, motivation
GroupigStructure
Flexible (whole group, smallgroup, partners)
Small fexible homogeneousgroups o 3-6 students perteacher (optimal)
Small homogeneousgroups o 3 or ewerstudents per teacher(optimal)
Istructioalprogram
Standards-based grade levelinstruction using publishedprograms with proveneectiveness. All instructional
decisions based on assessment
Standards-based, explicitinstruction to strengthenspecic skills identied asweak in Core, using published
programs which have proveneective or identied need
Explicit instruction atstudent's perormance levelusing published programswith proven eectiveness
at quickly teaching at-risk or reading disabledstudents to read at gradelevel
Alig materialswith statestadards
Evaluate and align currentmaterials and instruction withthe learning standards
Evaluate intervention materialsor explicit, systematicinstruction o essential literacycomponents
Evaluate interventionmaterials or the explicit,systematic instructiono essential literacycomponents
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Core strategiC
instruCtion
intensive
interventionAdopt/adapt/augmetistructioalmaterials
Select a research-based orevidence-based program thatsupports the learning standardsand includes the criticalelements o literacy
Select a research based orevidence-based interventionprogram according tocomponents needed basedupon assessment data.
Select a research basedor evidence-basedintervention programaccording to componentsneeded based uponassessment data.
Provideproessioaldevelopmet
Provide PD or eective useo assessments, instructionalmaterials, and strategies orexplicit and dierentiatedinstruction
Provide PD beore and duringprogram implementation tohelp teachers provide eectivestrategic instruction
Provide PD beoreand during programimplementation to helpteachers provide eectiveintervention instruction
Assess studetsthroughmultiplemeasures admultiple wasboth ormal adiormal
Screening assessments
Diagnostic assessments
Progress Monitoringassessments (minimum 3x
year)
Summative assessments
Formative assessments
Interim assessments
Screening assessments
Diagnostic asssments
Progress Monitoringassessments (at least every2 weeks)
Summative assessments
Screening assessments
Diagnostic assessments
Progress Monitoringassessments (every 2weeks)
Summative assessments
Implemet theprogram
Provide ongoing support to staincluding time or planning andcollaboration.
Provide eective coaching toteachers
Provide ongoing supportto sta including time orplanning and collaboration.
Provide eective coaching toteachers
Provide ongoing supportto sta including timeor planning andcollaboration.
Provide eective coachingto teachers, perhaps withan instructional acilitator
Adjustistructio
Adjust instruction and studentplacement based on progressmonitoring assessment dataanalyzed 3x per year, and allormative data
Adjust instruction and studentplacement based on progressmonitoring assessment dataanalyzed every 2weeks, andall ormative data
Adjust instruction andstudent placement basedon progress monitoringassessment data analyzedweekly, and all ormativedata
Graes K-3
Sample Multi-level Instructional Plan for English Language Arts(Continued)
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Graes 4-6
Sample Multi-level Instructional Plan
Core
English Language Arts
Core
Content Reading &Writing
strategiC
instruCtion
intensive
intervention
Learers ALL students ALL students Students who needadditional structuredsupport
Students who havemarked dicultieslearning and havenot sucientlyresponded toinstruction providedat Core andPrevention
Istructioal
leader
English/Language Artsteachers
Content teacher Specically trainedclassroom teacher orspecialized readingteacher
Teacher specicallytrained in teachingreading, readingspecialist, or specialeducation teacher
Time allocatio Daily 90+ minutesminimum or oneinstructional periodo explicit readinginstruction based on thelearning standards
Provided withinscheduled content-areaclasses
30 minutes ostrategic readinginstruction daily toreinorce skills taughtin Core instruction
Supplant coreinstruction with90-120 minutes ointensive, explicitinstruction designedto meet individualneeds, guided bydata.
Include studentsin Core literaturelessons i easible
Istructioalcompoets
Advanced decodingskills including wordanalysis, fuency,vocabulary (includingword/root origins),and comprehension(combination onarrative and expositorytext) spelling, writing,
speaking, listening,technology, criticalthinking, motivation
Focus on vocabularyand comprehensionstrategies appropriateor reading andunderstandingexpository text
Phonemicawareness, phonics,fuency, vocabulary,comprehension(combination onarrative andexpository text)spelling, writing,speaking, listening,
technology,critical thinking,motivation (any orall components asindicated by data)
Phonemicawareness, phonics/structural analysis,fuency, vocabulary,comprehension,writing (any orall componentsas indicated byassessment data) As
recommended byintervention publisheror groups o 3students
Groupigstructure
Flexible (whole group,small group, partners)
Flexible (whole group,small group, partners)
Homogeneousgroups o 3-6students (typically, nomore than 12)
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Core
English Language Arts
Core
Content Reading &Writing
strategiC
instruCtion
intensive
intervention
Istructioalprogram
Standards-based,grade level instructionusing publishedprograms with proveneectiveness. Allinstructional decisionsbased on assessment
Standards-based, gradelevel explicit instructionand other research-validated strategies
Standards-based,explicit instruction tostrengthen specicskills identied asweak in Core, usingresearch-validatedstrategies whichhave proven eectiveor identied need
Explicit instructionat student'sperormance levelusing publishedprograms andmaterials withproven eectivenessat quickly teachingat-risk students toread and write at
grade level
Aligmaterialswith statestadards
Evaluate and aligncurrent instructionalmaterials and instructionwith State learningstandards
Evaluate and alignmaterials and instructionwith State learningstandards
Evaluate materialsor the explicit,systematic instructiono essential readingand writingcomponents
Evaluate interventionmaterials or theexplicit, systematicinstruction oessential componentso reading andwriting
Adopt/adapt/augmetistructioal
materials
Select a research-basedprogram that bestsupports Washingtonlearning standards and
includes these essentialreading components:fuency, vocabulary(roots and axes)comprehension
Select content materialsthat promote goodinormational literacypractices, having a
ormat, design, andlayout that is "user-riendly"
Select research-based materialsthat provideage-appropriate
instruction includingessential readingand writingcomponents withproven eectivenessor use with at-riskstudents
Select a research-based intensiveinterventionprogram, either
comprehensive orby componentsneeded with proveneectiveness or usewith at-risk students
Provideproessioaldevelopmet
Provide proessionaldevelopmentor eective useo assessments,instructional
materials, andstrategies or explicitand dierentiatedinstruction, etc.
Provide proessionaldevelopment to helpteachers provideeective content areainstruction
Provide proessionaldevelopment beoreand during theimplementation othe program to help
teachers provideeective interventioninstruction
Graes 4-6
Sample Multi-level Instructional Plan(Continued)
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Core
English Language Arts
Core
Content Reading &Writing
strategiC
instruCtion
intensive
intervention
Assessstudetsthroughmultiplemeasures admultiple wasboth ormalad iormal
Screeningassessments
Diagnosticassessments
Progress Monitoringassessments
(minimum 3x year)
Formative
assessments Interim assessments
Summativeassessments
Monitor progress (in-program assessments,unit tests, dailyperormance)
Provide proessionaldevelopment beoreand during theimplementation othe program to helpteachers provideeective strategicinstruction
Screeningassessments
Diagnosticassessments
Progress Monitoringassessments
(weekly or biweekly)
Summativeassessments
Implemet theprogram
Provide ongoingsupport to stawith planning andcollaboration time.
Provide eectivecoaching to teachers.
Provide emphasis ondeveloping vocabularyand backgroundknowledge
Screeningassessments
Diagnosticassessments
ProgressMonitoring
assessments(every two weeks)
Summativeassessments
Provide ongoingsupport to stawith planningand collaborationtime. Provideeective coachingto teachers
Provide ongoingsupport to stawith planning andcollaboration time.
Provide eectivecoaching to teachers
Adjustistructio
Adjust instruction and
student placementbased on progressmonitoring assessmentdata analyzed 3x per
year, and all ormativedata
Adjust instructional
program based on data
Adjust instruction
and studentplacement based onprogress monitoringdata analyzed 2xper month
Adjust instruction
and studentplacement based onprogress monitoringassessment dataanalyzed every weekor two
Graes 4-6
Sample Multi-level Instructional Plan(Continued)
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English Language Leaning InstuctionELLs ace special challenges in developing literacy skills in English. In addition to learning new subject-areacontent, they are working to master a new language. They may not be able to hear or distinguish between all
o the sounds in the English phonological system and may not yet understand English language structure andgrammar.
Eective Teaching or ELL Students includes:
Stadards Assessmet Istructio & Itervetio
Leadership SstemwideCommitmet
Use the EnglishLanguageDevelopment(ELD) Standardsas well asthe learningstandards toplan instruction
Assess EnglishLanguageDevelopmentprociency earlyand interveneearly
Use multiplemeasures tomonitor progress
Regularlymonitor theprogress o eachstudent
Use visualrepresentations,modeling,pantomime,etc. to accessmultiplemodalities
Model expectedoutcomes duringinstruction
Always usepositivereinorcement
Regularlyaccess current
research inteaching secondlanguagestudents, suchas modiyinglanguage otest questions toensure sentencesare not overlycomplex
Know thateective ELLstrategies areeective or allstudents
See the ELDStandards asan on-rampto prociencyin reading andwriting
See secondlanguagestudents ashaving anadded gito a secondlanguage, andnot as decientbecause o theirlack o Englishskills
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All the people i a childs lie pla a role i their developmet ad learig.Washigto States Comprehesive Literac Pla aims to support a commuit-wideapproach to supportig ad improvig literac outcomes.
LEAdErShIP s ai
L
s Lederhp
A Role for Everyone
State an district leaers Understand the importance o early learning and the role o child development in reading and writing
development
Commit guidance, support and resources to improve alignment, partnerships and pathways rombirth to college and career
Scool Leaers an Principals Understand the importance o school readiness and the processes, plans and support necessary or
successul transitions or students
Champion a Culture o Literacy For more inormation, Creating a Culture o Literacy: A Guide orMiddle and High School Principals
Teacers across topic areas Commit to system-wide literacy goals
Employ diverse instruction methods, including strategies or comprehension, accessing the text, andunderstanding dicult content-specic specialized vocabulary
Parents, families and caregivers Have the knowledge and skills needed to promote optimal child health, development and early
learning
Take an active interest in their childs education and educational goals
Become active partners in governance and provide input to help shape policies and systems
Communicate the value and importance o reading, writing, speaking and listening skills with their
children
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Where can I nd more information?Washington Reading Corps improving the reading abilities o K-6 students through research-based tutoring o strugglingreaders and eective collaborations among schools, amilies, community members, National Service, businesses andstate partners
Reach Out and Read Washington State shares literacy strategies with parents during doctor visits and provides guidanceand leadership in the screening and services or young learners
The libraries in our state provide direction and guidance or parents and open up a whole new world o literacy oramilies. They provide linkages and partnerships with many community agencies.
21st Century Community Learning Centers supports the creation o community learning centers that provide academicenrichment opportunities during non-school hours or children, particularly students who attend high-poverty and low-perorming schools.
System Self-AssessmentsThe ollowing System Sel-Assessments and Action Plans or the classroom, building and district level are resourcesto support implementation o a comprehensive literacy system. The Assessments help assess the current situation,identiying which steps o which phases are already in place and where development is still needed. The ActionPlans provides guidance on next steps to build and support a successul literacy system.
The Sstem Sel-Assessmets ad Actio Plas iclude the ollowig three phases:
Phase 1: Exploratio & Istallatio Identiy the need and decide to move orward
Allocate and assign resources in preparation or initiating the program
Put supports in place: human and nancial resources, policies, reporting rameworks and outcomeexpectations
Phase 2: Implemetatio Putting the new program and systems into place
Fostering a culture o support
Phase 3: Iovatio & Sustaiabilit Adapt and rene based on assessment data once the system is ully in place
Ensure that new sta and leadership integrate into the system and support its goals System remains eective even as sta and conditions change
Followig the Actio Plas is iormatio o the Literac Sstems Aalsis.
Much o this work is based on the research oDean Fixsen an expert in implementation o evidence-based programsand systems change. See Implementation Research: A Synthesis o the Literature or an example o his work.
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PHASE 1:
Exploratio & Istallatio
PHASE 2:
Implemetatio
PHASE 3:
Iovatio & Sustaiabilit District Literacy LeadershipCommittee ormed and trained
District Literacy Cadre ormed
Detailed job descriptions inplace or literacy coaches andDistrict Literacy Coordinator
District Literacy Coordinatorhired and leading theimplementation o the stateliteracy plan
Aligned Literacy MissionStatement drated
Core and content areainstructional literacy materialsaligned with state standardsand eective instructionalstrategies adopted or adapted
Plan or assessment datacollection and management
Proessional development
sessions scheduled or the year Most qualied principals placed
in schools o greatest need
Participate in a LiteracySystems Analysis to identiyopportunities to improve studentoutcomes.
Proessional developmentshould support results o LiteracySystems Analysis
All proessional developmentsessions are scheduled or the
year to come or teachers
Proessional development onapplying explicit, systematicinstruction with activeengagement and embeddedchecking or understanding inplace
Proessional development on
analyzing and using assessmentresults to plan instruction inplace
Proessional development onusing dierentiated instructionand fexible groupingtechniques in place
The District Literacy Cadrehas identied gaps in coreinstructional materials and hasadopted or new supplementarymaterials or struggling readers
or adapted/augmentedmaterials as needed
District leaders have analyzedthe assessment results andhave used the inormationto monitor the eectivenesso the implementation andto determine needs orproessional development,additional human and materialresources, etc.
Most qualied principals areplaced in schools o greatestneed
All available certicatedpersonnel are mobilized tohelp with Strategic or Intensiveintervention
Proessional development hasbeen provided to help new orcontinuing teachers ully utilizethe core instructional materialswith delity, including allcomponents or universal access
Proessional developmenthas been provided to helpStrategic or Intensive instructionteachers utilize supplemental orintervention program materials
Proessional development hasbeen provided to help new orstruggling teachers analyze anduse assessment data eectively
Proessional development hasbeen provided to help teacherso Strategic or Intensiveinstruction students aligninstruction
Proessional developmenthas been provided to help all
teachers K-12 develop andmonitor fuent readers
Proessional development hasbeen provided to all teachersaccording to their area o need
District leaders have analyzedthe student achievement dataand have used the inormationto monitor the eectivenesso the implementation and todetermine needs or next year:proessional development,additional human and materialresources, etc.
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Action PlansClassroom level
Phase 1: EXPLORATIOn & InSTALLATIOn | Plaig, Preparatio ad Proessioal Developmet1. Participate i a Literac Sstems Aalsis to ideti opportuities to improve studet outcomes.
2. Purposeull place studets. Work with the principal in analyzing all inormation available (assessments,teacher input, parent preerences) to best place students according to their needs.
3. Make room i the da. Dedicate core literacy instructional time every day through Grade 6 and in classroomsthat provide core literacy instruction in grades 7-12.
4. Seek proessioal developmet opportuities.
5. Alig core istructioal materials to learig stadards. Identiy skills not yet mastered and options to
remedy gaps in instruction.
Phase 2: IMPLEMEnTATIOn | Improvig Istructio
1. Use assessmets or all studets.
Progress Moitorig Assessmets (ormative). Ideally to all literacy/core students in grades K-6 and anyothers with a history o poor literacy achievement
Diagostic Assessmets (ormative). Identiy students who are not responding to instruction and/orperormed poorly on progress monitoring assessments
Outcome Assessmets (summative). State level outcome assessments such as the Second Grade StateOral Literacy Assessment or all students
2. Aalze assessmet results. Work collaboratively with other teachers to analyze results and use the resultsto plan instruction. I necessary, solicit support on implementing dierentiated instruction.
3. Pla ad implemet istructio. Use ndings rom assessments to modiy classroom instruction plan or thosewho are struggling. This may include fexible grouping or dierentiated instruction or other techniques.Look or support and ideas rom literacy coaches, specialists, para-educators, parents, tutors and otherteachers.
4. Use dieretiated istructio.
Teach the adopted/adapted instruction literacy program
Use fexible grouping strategies
5. Embed checkig or uderstadig.6. Ideti eeded supplemetal teachig materials. Use assessment results to identiy skills not yet mastered
in the core instructional program and identiy needs or supplemental materials or Strategic and Intensiveinstruction learners. Plan or adoption and adaptation o supplemental resources.
7. Equip amilies with kowledge to support literac. Provide inormation to parents on how to support literacyat home.
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distriCt level | leaders & administrators
The district should consider establishing new positions or creating committees to drive implementation.
District Literac Leadership Committee Analyze assessment data
Monitor and evaluate Literacy plan implementation
Explore opportunities to increase support and capacity
Literac Coordiator Direct all district literacy endeavors and leads the District Leadership Committee
District Literac Cadre Grade Level teams ocused on instruction, intervention and assessment data
Peer training on specic topics
Literac Coaches or Istructioal Facilitators
Phase 1: EXPLORATIOn & InSTALLATIOn | Plaig, Preparatio ad Proessioal Developmet
1. Participate i a Literac Sstems Aalsis to ideti opportuities to improve studet outcomes.
2. Purposeull place studets. Analyze all inormation available (assessments, teacher input, case worker input) tobest place students according to their needs.
3. Cultivate support at buildig level. Visible commitment at the district level is critical or developing a system.
Provide training at building level.
Establish district wide goals.
4. Make Literac Coachig or Istructioal Support Available.
5. Aalze assessmet data. Identiy greatest needs in reading and writing by grade levels or schools and system.
6. Aalze ad review core istructioal materials.
7. Provide or acilitate traiig o fve essetial compoets o readig. This could include training by districtpersonnel, or supporting peer to peer training amongst building-level sta.
8. Aalze core istructioal materials or aligmet with literac objectives. Identiy options or adapting oraugmenting core literacy materials to better meet literacy objectives.
9. Create a assessmet pla. The system-wide literacy assessment plan should integrate assessments or screening,
progress/monitoring and diagnostic purposes.
10. Create a data collectio pla. The plan should provide enough detail to allow progress tracking, identiying trendsand instructional needs, and inorming strategies to improve student achievement.
11. Strategicall deplo talet. Instructional and leadership talent is one o the most powerul tools at your discretion.When possible, link high perorming teachers and principals to the classroom or buildings most in need.
12. Develop a Proessioal Developmet schedule. Create a sequence o recommended trainings. For example:
Eective use o assessment data.
Incorporating literacy into content areas.
13. Set goals.Include long-term and yearly sub-goals or the system and individual schools.
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Phase 2: IMPLEMEnTATIOn | Improvig Istructio
1. Traiig cotet area teachers. Training may include ocus on vocabulary and comprehension strategies or helpinstruggling readers access the content area texts. Include literacy strategies to help struggling learners.
2. Proessioal developmet or core/cotet literac teachers. Work with teachers and/or building-level specialisto identiy immediate training needs.
Techniques or explicit, systematic instruction
Embedded checking or understanding.
Dierentiated instruction and fexible grouping procedures.
Using progress and monitory assessment results to plan and adjust instruction.
Strategies or test taking (in preparation or summative assessments)
3. Ideti eeded supplemetal teachig materials. Support teachers and building-level literacy specialists to identiand obtain supplemental teaching materials need to address skills not mastered or Strategic Instruction an
Intensive Intervention learners.
4. Assess implemetatio. Use assessment data and other inormation to establish a baseline or uture comparisonand planning.
Phase 3: InnOVATIOn & SUSTAInABILITy| Full Implemetatio
1. Strategicall deplo talet. Instructional and leadership talent is one o the most powerul tools at your discretioWhen possible, link high perorming teachers and principals to the classroom or buildings most in need.
2. Establish commuicatio chaels. There will be questions and concerns as you implement the ull system. Establisa body to receive questions and ensure that questions are answered in a timely manner.
3. Procure supplemetal materials. Obtain supplemental or intervention instructional materials to address gaps instructional programs identied by preliminary assessment data.
4. Provide proessioal developmet or all teachers, icludig cotet teachers
Classroom management with engaging instruction and positive enorcement
Fluency improvement
Test-taking strategies or year-end state assessments
Eective instruction in the literacy components, based on assessment data
5. Pla uture proessioal developmet. Establish a plan or PS based on the needs o the system.
6. Literac coaches support teachers ocusig o aligmet ad collaboratio betwee Core ad Strategic Istructio
7. Pla a traiig sessio or cotet area teachers: ocus on strategies or helping struggling readers access the tein math, science, social studies and career/technical education coursework
8. Mothl meetigs to discuss implemetatio, based o assessmet data, growth ad eeds.
9. Aalze ad evaluate eectiveess o the frst ear o ull implemetatio. Use all assessment data, includinsummative and ormative assessment results, parent and teacher eedback, etc.
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Liteac Sstems AnalsisI you are unsure where to start, the Literacy SystemsAnalysis should be the rst step. Over the course o two
days, all current district data are studied to ensure ullanalysis o relevant systems. The systems analysis willidentiy gaps and opportunities to address these gaps.Throughout the process, participants identiy specicdistrict-wide strengths and opportunities or improvementin order to create a ocus or uture action planning atthe district and school levels.
Essential questions or this process are:
What are students doing and learning?
How are students engaged in the instructionand curriculum in the classroom?
The Literacy Systems Analysis provides additional dataor use in the sel-assessment process. The sel-assessmentprocess identies recommendations and strategies orimprovement. These strategies orm the oundation othe district action plan and lead to identiable actionsteps. The action plan also identies leadership oraccomplishing each action step and establishes asystem o communication.
Professional DevelopmentEective proessional development is essential toaccomplishing one o our most pressing challenges:
graduating students prepared with literacy skills andknowledge essential or college and career readiness.
Research indicates that relying solely on stand-aloneproessional development will not yield the gainsneeded to close persistent achievement gaps. A key tocreating eective proessional development is creatinga comprehensive plan that incrementally builds teacherand leader knowledge and skills.
A proessional development plan should be:
Based on state standards
Aligned to system-wide goals
Earl Learig to Grade 3 Early Learning Professional Development Report and
Recommendation was released in December 2010 andmaps the current PD resources and strategies across thestate to identiy gaps and make recommendations relatedto coordination and implementation o a statewide,comprehensive, integrated pathway o preparation andcontinuing PD or the early learning school age program workorce.
K-12 Washington State Reading Systems Professional Learning
Resource Guideillustrates steps districts can take to put thetheory and research rom the CLP into practice.
Standards for Professional Learning rom Learning Forward,outlines characteristics o eective proessional learning.
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W Sstems MatterLike the parts o a sail, the compoets o a comprehesive literac sstem work together ad are reiorcig.Istructio must be aliged with Stadards ad Assessmet ad Assessmet is used to esure that Stadardsare beig met. Istructio ad Itervetio are critical to a childs success ad is stregtheed b Leadershipad Sstemwide Commitmet.
All the parts eed to be preset to esure a istructioal sstem where literac achievemet or ALL studetsis expected ad occurs.
SySTEMWIdECOMMITMENT
s
a
i
L
ssytemwde
Commtment
The SAILS ramework reinorces the building blocksthat lead to a shared responsibility between amilies,schools, and communities to ensure an environmentwhere students can excel. A broad range ocommunity members need to be engaged and committo the vision o achievement or all:
Family members
Caregivers
Early childhood practitioners
Teachers
School leaders and sta Higher education aculty
District Administrators
Medical and health care providers
Community members
Policy makers including the state educationagency (OSPI), and people in proessionaldevelopment
As children move through the system, the same levelo commitment must be present.
A compreensive sstem
A comprehensive system is necessary to meet the goalo literacy or all. Washingtons Plan incorporates theollowing dimensions to build and sustain successulliteracy systems. Washingtons Plan:
Starts at birth. The Plan encompasses everydevelopmental phase to ensure all childrenbenet rom an aligned, holistic approachto promoting literacy.
Broades the defitio o literac. Basedon scientic understanding o how b
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