Striving Readers Comprehensive Literacy Plan

STATE PROFILE

New Jersey

Team Name

None

Responsible Agency

New Jersey (NJ) 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 / Crystal Siniari
K-5th Grade / Chad Donohue
6th grade - 12th grade / Lavetta Ross
Managing/implementing literacy programs / Dorothy S. Strickland
Evaluation of literacy programs / Willa Spicer
Planning and implementing Response-to-Intervention
Screening and performance measurement / Ellen Wolock
Validated interventions and instruction for struggling readers, English learners and students with disabilities / Lori Ramella
Professional development for principals, teachers and coaches / Mary Jane Kurabinski
Teacher preparation and State licensure/accreditation in literacy development and instruction / Allan DeFina
Other members and/or experts required / Janet Ciarrocca, Robin DeGarmo, Sue Heinis, Sharon Rawlins, Deborah Thompson

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Applicable Standards

Birth – School Entry / Kindergarten– 5th Grade / 6th Grade – 12th Grade
NJ PreSchool Expectations / Common Core State Standards / Common Core State 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 /  /
  • Ensure a smooth transition to the Common Core State Standards; work collaboratively with other divisions to ensure literacy goals are met for all student populations; scaffold student learning objectives for English language learners and for students with disabilities

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 /  /
  • Ensure a smooth transition to the Common Core State Standards; work collaboratively with other divisions to ensure literacy goals are met for all student populations; scaffold student learning objectives for English language learners and for students with disabilities

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 /  /
  • Ensure a smooth transition to the Common Core State Standards; write and provide model curriculum and end of unit assessments to measure the student learning objectives of that curriculum

Enable more data-based decision-making /  /
  • Model end of unit and formative assessments

Provide evidence-based teacher preparation and professional development /  /
  • Provide professional development on the CCSS, the model curriculum and formative assessment

Use coherent assessment and screening systems that are aligned with State standards /  /
  • State-developed formative, end of unit assessments aligned to the CCSS and model curriculum

Implement targeted interventions / The Literacy Plan does not address the implementation of interventions, however plans will be done through Regional Achievement Centers
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)
  • Maintain regular communication: The department now maintains a website devoted to literacy (and math) and issue affecting teachers, schools and districts related to PARCC, the NJDOE model curriculum and related assessments and the Common Core State Standards
  • Continue to ensure a smooth transition to the CCSS in ELA through model curriculum and end of unit assessments developed by the NJDOE and teams of NJ supervisors, curriculum directors and teachers
  • Provide for a common language for literacy educators through the use of Common Core language in student learning objectives, assessments and related curricular materials
  • Provide professional development on the standards, specifically on grade level instructional demands
  • Continue to work with PARCC and higher education to ensure that pre-service teachers receive the training necessary to meet the demands of the CCSS
  • Expand current instructional materials to include student exemplars that demonstrate attainment of grade level CCSS
  • Work with the State Literacy Team through the trainings and professional development opportunities of the PARCC Educator Leader Cadres

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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.)
  • With attention focused on model curriculum, end of unit assessments, and help for priority schools, the NJDOE will work to develop literacy through continued partnerships with NJEA, AFT, NJ Principals and Supervisors Association, NJ Reading Assn., PTA, NJ Association of School Librarians, etc., to meet the demands of the CCSS and to ensure that all students have access to robust literacy instruction. The following divisions/offices currently collaborate to meet those demands: Early Childhood; Literacy; Special Education; Bilingual/ESL Instruction, and Career and Technical Education. That collaboration continues with the goal of ensuring that all students read successfully by the end of third grade

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State Comprehensive Literacy Plan Website

None

June 2012