Striving Readers Comprehensive Literacy Plan

STATE PROFILE

Nevada

Team Name

Nevada State Literacy Team (NSLT)

Responsible Agency

Nevada Department of Education (NDE)

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 / Christine Baxter, Anna Severens, Jeff Gelfer, Margot Chappel
K-5th Grade / Colin Usher, Christine Baxter, Kevin Laxalt, Cindy LaRochelle, Carol Gebhardt, Shar Murphy
6th grade - 12th grade / Colin Usher, Cindy Sharp, Cindy LaRochelle, Carol Gebhardt, Kelly Moon
Managing/implementing literacy programs / Colin Usher, Cindy Sharp, Kevin Laxalt, Christine Baxter, Diane Barone, Joanne Everts, Trish Shaffer, Todd Nelson
Evaluation of literacy programs / Colin Usher, Cindy Sharp, Kevin Laxalt, Christine Baxter
Planning and implementing Response-to-Intervention / Colin Usher, Kevin Laxalt, Christine Baxter, Margot Chappel, Carol Gebhardt, Jessie Westmoreland, Trish Shaffer
Screening and performance measurement / Colin Usher, Christine Baxter, Kevin Laxalt, Cindy Sharp, Anna Severens
Validated interventions and instruction for struggling readers, English learners and students with disabilities / Colin Usher, Kevin Laxalt, Christine Baxter, Jessie Westmoreland, Chelli Smith, Nancy Kelly, Carol Gebhardt, Trish Shaffer, Cindy LaRochelle, Joanne Everts, Diane Barone
Professional development for principals, teachers and coaches / Colin Usher, Christine Baxter, Kevin Laxalt, Cindy Sharp, Diane Barone, Jeff Lelfer, Dianna Townsend, Trish Shaffer, Carol Gebhardt, Nancy Kelly, Chelli Smith, Jessie Westmoreland
Teacher preparation and State licensure/accreditation in literacy development and instruction / Kevin Laxalt, Christine Baxter, Diane Barone, Jeff Gelfer, Dianna Townsend, Carol Gebhardt, Chelli Smith, Jessie Westmoreland
Other members and/or experts required / Karen Starr, Diane Reitz, Robbie Nickel, Janeen Kelly, Dan Ihnen, Tina Springmeyer

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Applicable Standards

Birth – School Entry / Kindergarten – 5th Grade / 6th Grade – 12th Grade
The Nevada State Literacy Plan (NSLP) builds on current statewide initiatives, especially the adoption of the Common Core State Standards (CCSS) / Current statewide initiatives, especially CCSS / Current statewide initiatives, especially CCSS
Nevada Early Learning Standards
Nevada Pre-K Standards

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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 /  /
  • Early Childhood Literacy Instruction for children from birth – 3rd Grade (Pg. 9)
  • Intermediate and Adolescent Literacy Instruction for students in 4th – 12th Grade (9–10)

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 /  /
  • Use proven, high-yield content reading strategies in all classrooms, including strategies designed for English language learners and special education students (7)

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 /  /
  • Each Essential Element of the Literacy Plan requires alignment with CCSS (5–10)

Enable more data-based decision-making /  /
  • Include community-based early childhood programs in data-driven decision-making efforts at the State and local levels (6)
  • Summative and formative assessment data, ongoing progress monitoring data, and other relevant data are used to inform and monitor decisions related to planning and implementing differentiated instructional strategies at the State, school district, school, classroom, small group, and individual student levels (6)

Provide evidence-based teacher preparation and professional development /  /
  • Teacher Preparation Programs (7)

Use coherent assessment and screening systems that are aligned with State standards /  /
  • Progress toward the student achievement goals and implementation indicators will be monitored based on data collected by the NDE (11)

Implement targeted interventions /  /
  • As a part of the implementation of NSLP, guidance will be provided to schools on the use of research-based interventions for struggling readers and writers (2)
  • Support school districts in adopting a Response-to-Instruction/Intervention (RTI) framework (6)
  • Differentiate literacy instruction and implement multi-tiered intervention and enrichment systems (7)

Propose use of technology to address student learning challenges /  /
  • Promote the use of information, media, and instructional technology (7)
  • Support the use of technology in teaching, learning, and formative assessments (10)

Action Plans
(List major implementation activities; include page numbers where activities are referenced in Comprehensive Literacy Plan)
  • Major Action plans are listed as the Essential Elements: Effective Leadership, Effective Instruction, Teacher Preparation Programs, Family and Community Partnerships, early Childhood Literacy Instruction, and Intermediate and Adolescent Literacy Instruction (iv)

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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.)
  • Collaborative Partnerships:
Literacy leaders will work collaboratively to initiate, support, and supervise the improvement of literacy instruction at all levels, including teachers, school administrators, literacy coaches, school librarians, central office administrators, directors of early childhood programs, members of boards of education, university and college faculty, consultants, and NDE personnel (5)
NSLT seeks strong partnerships with families, government offices, education institutions, and community organizations throughout Nevada (12)
Family and Community Partnership (8)

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State Comprehensive Literacy Plan Website


June 2012