Striving Readers Comprehensive Literacy Plan STATE PROFILE

Striving Readers Comprehensive Literacy Plan STATE PROFILE Arizona Team Name Arizona State Literacy Plan Committee Responsible Agency Arizona Department of Education Team Membership Membership Types and Numbers A State that receives a Striving Readers Comprehensive Literacy formula grant establishes a Literacy Team comprised of individuals with expertise in literacy development and education for children birth to school entry; kindergarten through grade 5; grades through 8; and grades through 12 Provide the name of the Comprehensive Literacy Team members for each age /grade category and type of expertise Birth-school entry K-5th Grade 6th grade - 12th grade Managing/implementing literacy programs Evaluation of literacy programs Planning and implementing Response-to-Intervention Screening and performance measurement Validated interventions and instruction for struggling readers, English learners and students with disabilities Professional development for principals, teachers and coaches Teacher preparation and State licensure/accreditation in literacy development and instruction Other members and/or experts required Mindy Zapata, Cathy Otto, Pamela Powell, Amy Corriveau Laura Noel, Michelle Olguin, Ruthjane Willow, Bette Lovelace, Tina Stephens Jean Kilker, Debbie LeBlanc, Cynthia Nicholson, Becky Rapier, Mark Hammill Adriel Grieshaber, Whitney Crow, Joanie Judd Lois Williams, Karen Grimwood Linda Barr, Janet Chouteau, Marjorie Jones, Mary Wennersten Melissa Penniman, Judy Campbell Polly Foudray, Ana Doan, Jennifer Guerra, Joy McCain, Cassandra Smith, Irene Tipton, Marlene Johnston Terry Doolan, Rachel Stafford, Richard Hull Patricia Anders, Josephine Marsh Holly Henley, Michele Parker Rock Add more rows if needed Applicable Standards Birth – School Entry Arizona’s Early Childhood Standards Common Core English Language Arts Standards Kindergarten – 5th Grade Arizona’s Common Core Standards - English Language Arts (ELA) Arizona English Language Proficiency Standards (ELL) 6th Grade – 12th Grade Arizona’s Common Core Standards - English Language Arts (ELA) Arizona English Language Proficiency Standards (ELL) Add more rows if needed June 2012 Team Activities Proposed Implementation Plans The following analysis reflects only priorities cited as program requirements in the Striving Readers Comprehensive Literacy Program State Formula Grant Application Also include any additional priorities addressed as part of a broader plan (Reference page numbers for each priority in your Plan) U.S Department of Education Priorities Satisfied Details in the Literacy Plan Address the literacy needs and improve the learning outcomes of children from birth through Grade 12  • Address the literary needs and improve the learning outcomes of disadvantaged students, such as students who are English Language Learners (ELL) and students with disabilities  • Include the use of clear content standards in the areas of pre-literacy, reading, and writing Also use curriculum and instructional material that align with State standards  • Enable more data-based decision-making  • Provide evidence-based teacher preparation and professional development  • • The purpose of the Arizona State Literacy Plan is to create a cohesive, seamless roadmap for parents, educators, professionals, policy makers, and community stakeholders that clearly and articulately outlines the stages of literacy development from birth through grade twelve (8) Arizona has structured a comprehensive program of English language development for students k-12 who are identified as ELLs (91-95) See Reading Instruction for Students with Disabilities (97-98) Adoption of the rigorous Common Core English Language Arts standards, recognizing that while there is a high degree of alignment between the new and previous standards, students will be challenged with expectation of increased text complexity and the development of content area literacy (10) Instructional/intervention teams consisting of teachers, specialists, paraprofessionals and administrators will use timely data from all of these types of assessments to plan and implement differentiated instruction to improve student learning The collaborative teams will use data to make a variety of instructional decisions (79) The Arizona Department of Education K12 Literacy Section is utilizing the state’s online portal IDEAL (Integrated Data to Enhance Arizona’s Learning) staff at Arizona State University to develop sustainable professional development online courses in Language and Literacy (122) June 2012 Use coherent assessment and screening systems that are aligned with State standards  Implement targeted interventions  Propose use of technology to address student learning challenges • A data coordinator sets up and manages a system for administering, scoring, reporting, sharing and analyzing assessment, including universal screenings The data system is used to monitor student progress and effectiveness of instruction Teachers use assessment data to determine flexible/differentiated groups and deliver differentiated instruction as needed Teachers discuss literacy assessment data twice a month at grade level meetings or cross curricular team meetings (113) • A three-tiered Response to Intervention (RTI) process (80-89) The Literacy Plan does not address the use of technology Action Plans (List major implementation activities; include page numbers where activities are referenced in Comprehensive Literacy Plan) Page 105 • Exploration and Adoption  Identify need for change  Learn about possible solutions  Learn about what it takes to implement effectively  Decide to proceed • Program Installation  Prepare for use of the innovation  Establish the resources needed to use and implement the innovation with fidelity and good outcomes for students • Initial Implementation  Actively engage in learning how to and support the doing of the innovation  Initial use of practices by newly trained staff • Full Implementation  Actively work to make full use of the innovation as part of the organization’s typical functioning  Skillful use of an innovation well-integrated into the repertoire of staff  Routinely support and monitor implementation • Innovation  Advances in knowledge and skill that come from evaluated changes in how teachers and others make use of a science-based intervention  Refine and expand both implementation practices and programs • Sustainability  Persistent and skillful support for teachers and staff using an innovation effectively  Consistently achieve  Long term survival and continued effectiveness of the implementation Add more rows if needed June 2012 Leadership and Sustainability (Activities leadership teams undertake to develop and sustain implementation of their SRCL Comprehensive Literacy Plans Examples include collaborative partnerships, communication strategies for sharing information with partners, and shared tasks among the leaders.) • The inclusion of state and school library, higher education, and community and family literacy professionals extends the collaborative partnership to truly encompass birth through grade 12 development (9) • ADE is partnering with the Virginia E Piper Foundation to support the position a of State Literacy Director who will be responsible for supporting the implementation of the State Literacy Plan across multiple agencies and organizations dedicated to literacy instruction The collaborative leadership team coordinating this work includes representatives from First Things First, Head Start and ADE • Ongoing collaboration with First Things First, Arizona’s early childhood agency to coordinate literacy activities for families and young children Add more rows if needed State Comprehensive Literacy Plan Website http://www.azed.gov/k12-literacy/files/2011/11/arizona-state-literacy-plan-compiled-section-i-doc9.29.111.pdf June 2012 ... coordinate literacy activities for families and young children Add more rows if needed State Comprehensive Literacy Plan Website http://www.azed.gov/k12 -literacy/ files/2011/11/arizona -state -literacy- plan- compiled-section-i-doc9.29.111.pdf... position a of State Literacy Director who will be responsible for supporting the implementation of the State Literacy Plan across multiple agencies and organizations dedicated to literacy instruction... Activities Proposed Implementation Plans The following analysis reflects only priorities cited as program requirements in the Striving Readers Comprehensive Literacy Program State Formula Grant Application