Information About Arizona SRCL (MS Word)

Information About Arizona SRCL (MS Word)

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 Statethat receives aStriving 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 eachage/grade category and type of expertise.
Birth-school entry / Mindy Zapata,Cathy Otto,Pamela Powell, Amy Corriveau
K-5th Grade / Laura Noel,Michelle Olguin,Ruthjane Willow,Bette Lovelace,Tina Stephens
6th grade - 12th 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

Add more rows if needed.

Applicable Standards

Birth – School Entry / Kindergarten– 5th Grade / 6th Grade – 12th Grade
Arizona’s Early Childhood Standards / Arizona’s Common Core Standards - English Language Arts (ELA) / Arizona’s Common Core Standards - English Language Arts (ELA)
Common Core English Language Arts Standards / Arizona English Language Proficiency Standards (ELL) / Arizona English Language Proficiency Standards (ELL)

Add more rows if needed.

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 /  /
  • 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)

Use 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

Add more rows if needed.

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 tasksamong 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


June 2012

Top View