Striving Readers Comprehensive Literacy Plan

STATE PROFILE

Utah

Team Name

Birth to Grade 12: Promises to Keep

Responsible Agency

Utah State Office 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 / Sue Okroy
K-5th Grade / Tiffany Hall
6th grade - 12th grade / Christelle Estrada
Managing/implementing literacy programs / Tiffany Hall
Evaluation of literacy programs / Sue Okroy, Tiffany Hall, Christelle Estrada
Planning and implementing Response-to-Intervention
Screening and performance measurement
Validated interventions and instruction for struggling readers, English learners and students with disabilities / Linda Oda, Jeff Ojeda
Professional development for principals, teachers and coaches / Sydney Dickson
Teacher preparation and State licensure/accreditation in literacy development and instruction / Travis Rawlings
Other members and/or experts required

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Applicable Standards

Birth – School Entry / Kindergarten– 5th Grade / 6th Grade – 12th Grade
Utah’s Early Learning Guidelines for Birth to Age Three / CCSS / CCSS
Utah’s Early Childhood Core Standards for preschool years 3 and 4 and feed directly to the Utah Core Standards, based on the Common Core State Standards (CCSS) / Utah Effective Teaching Standards / Utah Effective Teaching Standards
Utah Educational Leadership Standards / Utah Educational Leadership 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 /  /
  • Adopted standards for preschool and K-12 student learning that focuses on promoting literacy instruction
  • “Promises to Keep” commits the state to striving for 100% of students reading at grade level by the end of grade 3

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 /  /
  • “Promises to Keep” commits the state to striving for 100% of students reading at grade level by the end of grade 3
  • Developing increased access to ELL Endorsement programs in ensure that all teachers have the skills needed to help students be successful

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 /  /
  • Adopted standards for preschool and K-12 student learning that focuses on promoting literacy instruction
  • State Recommended Instructional Materials System (RIMS) database includes reviews and recommendations for all curriculum materials based on their alignment with Core Standards

Enable more data-based decision-making /  /
  • State data teams are creating better teacher-school-community access to data at several levels to inform instruction

Provide evidence-based teacher preparation and professional development /  /
  • Moving to OnTrack, a comprehensive online teacher learning management system to create easier access to vetted professional learning opportunities
  • Implemented Core Academy for K-12 literacy and K-10 mathematics for more than 8,000 teachers using evidence-based strategies for teacher learning

Use coherent assessment and screening systems that are aligned with State standards /  /
  • Requests for Proposals (RFP) out for common assessments
  • State-wide formative assessment question bank revised to align with new Core Standards

Implement targeted interventions / The Literacy Plan does not address the implementation of interventions
Propose use of technology to address student learning challenges /  /
  • Moving to state-wide use of open educational resources (OER) materials
  • Increased funding for technology to support K-3 and K-1 reading development
  • All state required testing moving to online

Action Plans
(List major implementation activities; include page numbers where activities are referenced in Comprehensive Literacy Plan)
  • Birth to Age 5 (13)
Education pediatricians-hold a summit; funding for training and implementation.
Reach out to religious organization and educate them about early brain development and early literacy
Scale Welcome Baby and Reach Out and Read statewide;
Collect better information as to what is happening in local communities to encourage early literacy
Connect with doctors and hospitals; develop a list of questions to accompany an Ages in Stages assessment
Hold a summit for healthcare; childcare, and preschool providers to educate and provide materials, information on best practices
Educate lawmakers; Provide online Child Development Associate (CDA) certification that is interactive
Make school district CDA sources available to local providers
Research best practices in professional development and bring to scale statewide
  • K to Grade 5 (18)
Adopt or create a common assessment
Require universities to prepare teachers to teach, understand tests and measurements, consume research findings, and get a common state teacher preparation curriculum at the undergraduate level
Reform Teacher Education Programs at Universities to receive initial state licensure
Require new licenses or endorsements per above
Bring cohesion to teacher development services and provide consistent direction and funding to support the needs of literacy learners, increase teacher quality, mandate proportion of teacher education faculty to provide necessary state-wide PD for state endorsements for course cost and not full tuition with additional legislative funding
  • Grade 6-12 (23)
Adopt or create a common assessment
Require universities to prepare teachers to teach, understand tests and measurements, consume research findings, and get a common state teacher preparation curriculum at the undergraduate level
Reform Teacher Education Programs at Universities to receive initial state licensure
Require new licenses or endorsements per above
Bring cohesion to teacher development services and provide consistent direction and funding to support the needs of literacy learners, increase teacher quality, mandate proportion of teacher education faculty to provide necessary state-wide PD for state endorsements for course cost and not full tuition with additional legislative funding
Increase in amount of informational text: setting minimum expected percentage.
Professional development for all teachers in using informational and digital text.
PD for all teachers in how to explicitly teach writing.
PD for core teachers in using informational/content text and writing

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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.)
This portion of the Literacy Plan is currently under development

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State Comprehensive Literacy Plan Website

None

June 2012