Striving Readers Comprehensive Literacy PlanSTATE PROFILE Arizona Team Name Arizona State Literacy Plan Committee Responsible Agency Arizona Department of Education Team Membership M
Trang 1Striving 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 6 through 8; and grades 8 through 12 Provide the name of the Comprehensive Literacy Team members for each age /grade category and type of expertise.
Birth-school entry Mindy Zapata, Cathy Otto, Pamela Powell, Amy Corriveau K-5 th Grade Laura Noel, Michelle Olguin, Ruthjane Willow, Bette
Lovelace, Tina Stephens
6 th grade - 12 th grade Jean Kilker, Debbie LeBlanc, Cynthia Nicholson, Becky
Rapier, Mark Hammill Managing/implementing literacy programs Adriel Grieshaber, Whitney Crow, Joanie Judd
Evaluation of literacy programs Lois Williams, Karen Grimwood
Planning and implementing Response-to-Intervention Linda Barr, Janet Chouteau, Marjorie Jones, Mary
Wennersten Screening and performance measurement Melissa Penniman, Judy Campbell
Validated interventions and instruction for struggling readers,
English learners and students with disabilities
Polly Foudray, Ana Doan, Jennifer Guerra, Joy McCain, Cassandra Smith, Irene Tipton, Marlene Johnston Professional development for principals, teachers and coaches Terry Doolan, Rachel Stafford, Richard Hull
Teacher preparation and State licensure/accreditation in literacy
development and instruction
Patricia Anders, Josephine Marsh Other members and/or experts required Holly Henley, Michele Parker Rock
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Applicable Standards
Birth – School Entry Kindergarten – 5 th Grade 6 th Grade – 12 th Grade
Arizona’s Early Childhood
Standards
Arizona’s Common Core Standards - English Language Arts (ELA)
Arizona’s Common Core Standards - English Language Arts (ELA)
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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
• 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)
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
• 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)
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
• 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)
Enable more data-based decision-making • 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)
Provide evidence-based teacher preparation
and professional development • The Arizona Department of Education
K-12 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)
Trang 3Use coherent assessment and screening
systems that are aligned with State
standards
• 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)
Implement targeted interventions • A three-tiered Response to Intervention
(RTI) process (80-89) Propose use of technology to address
student learning challenges
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 do 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
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Trang 4Leadership 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
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State Comprehensive Literacy Plan Website
http://www.azed.gov/k12-literacy/files/2011/11/arizona-state-literacy-plan-compiled-section-i-doc-9.29.111.pdf