Striving Readers Comprehensive Literacy Plan

STATE PROFILE

Montana

Team Name

Montana Literacy Team

Responsible Agency

Montana Office of Public Instruction

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 / Tara Ferriter Smith, Terri Barclay, Rhonda Crowl
K-5th Grade / Tara Ferriter Smith, Cynthia Green, Terri Barclay, Rhonda Crowl
6th grade - 12th grade / Tara Ferriter Smith, Cynthia Green, Terri Barclay, Rhonda Crowl, Debbie Hunsaker, Gwen Poole, Kathi Tiefenthaler
Managing/implementing literacy programs / Debbie Hunsaker, Gwen Poole, Rhonda Siemens- Crowl, Tara Ferriter-Smith, Terri Barclay, Cynthia Green, Kathi Tiefenthaler
Evaluation of literacy programs / Debbie Hunsaker, Gwen Poole, Rhonda Siemens- Crowl, Tara Ferriter-Smith,Kathi Tiefenthaler
Planning and implementing Response-to-Intervention / Tara Ferriter-Smith, Debbie Hunsaker
Screening and performance measurement / Kathi Tiefenthaler, Terri Barclay
Validated interventions and instruction for struggling readers, English learners and students with disabilities / Rhonda Siemens-Crowl, Terri Barclay, Tara Ferriter-Smith, Gwen Poole
Professional development for principals, teachers and coaches / Debbie Hunsaker, Gwen Poole, Rhonda Siemens- Crowl, Tara Ferriter-Smith, Terri Barclay, Cynthia Green, Kathi Tiefenthaler
Teacher preparation and State licensure/accreditation in literacy development and instruction / Debbie Hunsaker
Other members and/or experts required

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Applicable Standards

Birth – School Entry / Kindergarten– 5th Grade / 6th Grade – 12th Grade
Montana Early Learning Guidelines / Montana Common Core Standards / Montana Common Core 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 /  /
  • It is a primary goal of a comprehensive literacy plan that all students effectively access, use and produce ideas and information. The Montana Literacy Plan provides guidance for districts, schools, and teachers as they plan for comprehensive literacy instruction and assessment (5)

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 /  /
  • See Reading Instruction for Special Education Page 40
  • See Instructional Resources for Montana State ELLs and for English Language Development (ELD) Page 41

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 /  /
  • See Standards Page 10-18

Enable more data-based decision-making /  /
  • See Selection and Use of Evidence-based Reading, Writing, and Targeted Interventions: Knowledge Base and Analysis Techniques for Choosing a Scientifically Research-Based Reading Program Page 65

Provide evidence-based teacher preparation and professional development /  /
  • School districts should provide annual professional development for effective use of assessments, instructional materials, and strategies for explicit and differentiated instruction, including the seven Essential Understandings Regarding Montana Indians for All and strategies for explicit and differentiated instruction in literacy for all teachers K-12 (63)
  • School districts must create a data-driven Professional Development Plan to provide effective literacy instruction which should be a component of the Continuous School Improvement Plan (63)

Use coherent assessment and screening systems that are aligned with State standards /  /
  • Four Types of Reading Assessment in the Montana Literacy Plan: Screening, Progress Monitoring, Diagnostic, and Outcome (50-56)

Implement targeted interventions /  /
  • Response to Intervention (RTI) framework is designed to provide evidence-based instruction and targeted interventions that lead to student success (20)
  • Some students will receive strategically targeted instruction in addition to core instruction. Strategic instruction addresses the specific needs of students who do not make sufficient subject progress in Tier 1 of the multi-tiered RTI system (20)

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)
This portion of the Literacy Plan is under construction

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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 tasksamong the leaders.)
  • Leadership: Strong Leadership (Birth through Grade 12)
Educational Leadership (57-58)
Effective Learning Communities (58)
Collaborative Teaming (59)

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State Comprehensive Literacy Plan Website


June 2012