Comprehensive Literacy Plan

7/29/2019 Comprehensive Literacy Plan

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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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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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5/65WASHINGTON SUPERINTENDENT OF PUBLIC INSTRUCTION2

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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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

[email protected]

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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

Key Elements of Literacy Instruction(Continued)DRAFT


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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


Diagnostic asssments

Progress Monitoringassessments (at least every2 weeks)



Diagnostic assessments

Progress Monitoringassessments (every 2weeks)


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


Core


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


Core


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



Progress Monitoringassessments

(weekly or biweekly)


Implemet theprogram

Provide ongoingsupport to stawith planning andcollaboration time.

Provide eectivecoaching to teachers.

Provide emphasis ondeveloping vocabularyand backgroundknowledge



ProgressMonitoring

assessments(every two weeks)


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

Documents

Comprehensive Literacy Plan