Information about Arizona SCRL (MS Word)
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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 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 |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 |Polly Foudray, Ana Doan, Jennifer Guerra, Joy McCain, Cassandra |
|learners and students with disabilities |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 |Patricia Anders, Josephine Marsh |
|development and instruction | |
|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 |Arizona’s Common Core Standards - English |
| |Language Arts (ELA) |Language Arts (ELA) |
|Common Core English Language Arts Standards |Arizona English Language Proficiency Standards |Arizona English Language Proficiency Standards |
| |(ELL) |(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| |The purpose of the Arizona State Literacy Plan is to create a |
|of children from birth through Grade 12 | |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 | |Arizona has structured a comprehensive program of English |
|outcomes of disadvantaged students, such as students who | |language development for students k-12 who are identified as |
|are English Language Learners (ELL) and students with | |ELLs (91-95) |
|disabilities | |See Reading Instruction for Students with Disabilities (97-98) |
|Include the use of clear content standards in the areas of | |Adoption of the rigorous Common Core English Language Arts |
|pre-literacy, reading, and writing. Also use curriculum and | |standards, recognizing that while there is a high degree of |
|instructional material that align with State standards | |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 | |The Arizona Department of Education K-12 Literacy Section is |
|development | |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 | |A data coordinator sets up and manages a system for |
|aligned with State standards | |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 | |The Literacy Plan does not address the use of technology |
|challenges | | |
|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 tasks among 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
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