Jill B. Slack, PhDDirector | Literacy Office

Louisiana Department of Education

Jill B. Slack, PhDDirector | Literacy Office

Louisiana Department of Education

Striving ReadersStriving ReadersComprehensive Literacy ProgramComprehensive Literacy Program

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Leadership and SustainabilityCreating literacy teams and plans for organizing, implementing, and sustaining effective approaches to Birth-Grade 12 literacy

Leadership and SustainabilityCreating literacy teams and plans for organizing, implementing, and sustaining effective approaches to Birth-Grade 12 literacy

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State Literacy Plans: Core ComponentsState Literacy Plans: Core Components

Standards-Based CurriculumExamining state standards, grade-level-expectations, and curriculum frameworks through the lens of literacy

Standards-Based CurriculumExamining state standards, grade-level-expectations, and curriculum frameworks through the lens of literacy

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State Literacy Plans: Core ComponentsState Literacy Plans: Core Components

Assessment SystemAssessment SystemIdentifying and using valid and reliable measures Identifying and using valid and reliable measures to screen, monitor progress, and diagnose literacy to screen, monitor progress, and diagnose literacy needs to target instruction for each age needs to target instruction for each age level/grade spanlevel/grade span

Assessment SystemAssessment SystemIdentifying and using valid and reliable measures Identifying and using valid and reliable measures to screen, monitor progress, and diagnose literacy to screen, monitor progress, and diagnose literacy needs to target instruction for each age needs to target instruction for each age level/grade spanlevel/grade span

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State Literacy Plans: Core ComponentsState Literacy Plans: Core Components

Instruction and InterventionInstruction and InterventionIdentifying and using valid and reliable measures Identifying and using valid and reliable measures to screen, monitor progress, and diagnose literacy to screen, monitor progress, and diagnose literacy needs to target instruction for each age needs to target instruction for each age level/grade spanlevel/grade span

Instruction and InterventionInstruction and InterventionIdentifying and using valid and reliable measures Identifying and using valid and reliable measures to screen, monitor progress, and diagnose literacy to screen, monitor progress, and diagnose literacy needs to target instruction for each age needs to target instruction for each age level/grade spanlevel/grade span

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State Literacy Plans: Core ComponentsState Literacy Plans: Core Components

Professional Learning and ResourcesProfessional Learning and ResourcesDeveloping learning opportunities, Web resources, Developing learning opportunities, Web resources, and coordinated support services that enhance and coordinated support services that enhance literacy learning for students and educatorsliteracy learning for students and educators

Professional Learning and ResourcesProfessional Learning and ResourcesDeveloping learning opportunities, Web resources, Developing learning opportunities, Web resources, and coordinated support services that enhance and coordinated support services that enhance literacy learning for students and educatorsliteracy learning for students and educators

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State Literacy Plans: Core ComponentsState Literacy Plans: Core Components

1.1. Review research on program/strategy effectivenessReview research on program/strategy effectiveness2.2. Set high expectations and provide guidelines and Set high expectations and provide guidelines and

oversight to ensure strong implementationoversight to ensure strong implementation3.3. Disseminate materials, resources, and tools that Disseminate materials, resources, and tools that

prepare teachers to deliver high-quality instructionprepare teachers to deliver high-quality instruction4.4. Provide technical assistance and support to Provide technical assistance and support to

implement core components implement core components 5.5. Target intensive support for schools with the Target intensive support for schools with the

greatest needgreatest need

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Roles and Capacities of StatesRoles and Capacities of States

6.6. Use data systems to track student performance, Use data systems to track student performance, identify areas of need, design policies, and evaluate identify areas of need, design policies, and evaluate impactimpact

7.7. Establish guidelines for literacy coaches, Establish guidelines for literacy coaches, interventionists, SLPs, etc. to support effortsinterventionists, SLPs, etc. to support efforts

8.8. Develop a pipeline of strong leaders and teachersDevelop a pipeline of strong leaders and teachers9.9. Identify demonstration sites to serve as modelsIdentify demonstration sites to serve as models10.10. Identify people in and out of the state who know Identify people in and out of the state who know

about literacy to partner with schoolsabout literacy to partner with schools

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Roles and Capacities of StatesRoles and Capacities of States

Literacy Capacity SurveyLiteracy Capacity Survey

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• Ensure the comprehensive literacy plan Ensure the comprehensive literacy plan addresses the concepts and skills in the addresses the concepts and skills in the common core standards common core standards

• Adopt high-quality instructional materials that Adopt high-quality instructional materials that align to the standardsalign to the standards

• Provide professional development and in-class Provide professional development and in-class support to help teachers implement the support to help teachers implement the standards standards

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Support Transition to Common StandardsSupport Transition to Common Standards

• Educate parents and community members on Educate parents and community members on the purpose, aim, and content of the the purpose, aim, and content of the standardsstandards

• Embed progress monitoring on the standards Embed progress monitoring on the standards and make data reporting available to drive and make data reporting available to drive continuous improvementcontinuous improvement

• Make resources readily available onlineMake resources readily available online

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Support Transition to Common StandardsSupport Transition to Common Standards

• Include a comprehensive learning support Include a comprehensive learning support system that addresses classroom-based system that addresses classroom-based approaches, family and community approaches, family and community engagement, and interventions that facilitate engagement, and interventions that facilitate literacy and learning with modifications for literacy and learning with modifications for limited English-proficient children, children limited English-proficient children, children with disabilities, and disadvantaged childrenwith disabilities, and disadvantaged children

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Meeting the Needs of Diverse LearnersMeeting the Needs of Diverse Learners

• Provide clear actions in the literacy plan that Provide clear actions in the literacy plan that address the needs of diverse learnersaddress the needs of diverse learners

• Recommend resources that provide guidance Recommend resources that provide guidance and support (e.g., differentiated instructional and support (e.g., differentiated instructional strategies, technology tools, multisensory strategies, technology tools, multisensory approaches)approaches)

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Meeting the Needs of Diverse LearnersMeeting the Needs of Diverse Learners

• Extend learning time and opportunities (e.g., Extend learning time and opportunities (e.g., educationally-rich afterschool, summer educationally-rich afterschool, summer learning) for studentslearning) for students

• Ensure professional development enhances Ensure professional development enhances teacher capacityteacher capacity

• Establish better data and information reports Establish better data and information reports about these childrenabout these children

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Meeting the Needs of Diverse LearnersMeeting the Needs of Diverse Learners