Minnosota Striving Readers Comprehensive Literacy Plan ...



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Striving Readers Comprehensive Literacy Plan

STATE PROFILE

Minnesota

Team Name

|State Literacy Team – Minnesota |

Responsible Agency

|Minnesota Department of Education (MDE) |

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 |Barbara O’Sullivan, Michele Bedor, Peggy O’ |

| |Toole-Martin |

|K-5th Grade |Andrew Rummel, Kathy Cahill, Pam Tomassoni |

|6th grade - 12th grade |Kari Ross, Eva Boehm |

|Managing/implementing literacy programs |Bobbie Burnham, Mary Kirchoff |

|Evaluation of literacy programs |Dr. Debra Peterson |

|Planning and implementing Response-to-Intervention |Dr. Vicki Weinberg |

|Screening and performance measurement |Dr. Gail Jordan |

|Validated interventions and instruction for struggling readers, English learners and students |Eric Kloos |

|with disabilities | |

|Professional development for principals, teachers and coaches |Dr. Beth Aune, Dr. Carolyn Gwinn, Sue Paasch |

|Teacher preparation and State licensure/accreditation in literacy development and instruction |Dr. Cindy Whaley, Dr. Daniel Bittman |

|Other members and/or experts required |Jessie Montano |

Add more rows if needed.

Applicable Standards

|Birth – School Entry |Kindergarten – 5th Grade |6th Grade – 12th Grade |

|2005 Early Childhood Indicators of Progress |2010 Minnesota K-12 Academic Standards in |2010 Minnesota K-12 Academic Standards in |

| |English Language Arts and Literacy in |English Language Arts and Literacy in |

| |History/Social Studies, Science, and Technical |History/Social Studies, Science, and Technical |

| |Subjects (Includes the English Language Arts |Subjects (Includes the English Language Arts |

| |Common Core State Standards) |Common Core State Standards) |

|2007 Minnesota’s Early Learning Guidelines for | | |

|Birth to 3 Early Childhood Indicators of | | |

|Progress | | |

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 | |Provide Early Childhood Indicators of Process: MN Early Learning |

|outcomes of children from birth through Grade 12 | |standards birth through age 5, English Language Arts Kindergarten |

| | |through grade 12, and World-Class Instructional Design and |

| | |Assessment (WIDA), and other declarations of student expectations |

| | |as appropriate to adequately inform curriculum, instruction and |

| | |assessment for all students (17) |

|Address the literary needs and improve the learning | |MDE will provide an Implementation Guide and Program Mapping Tool |

|outcomes of disadvantaged students, such as students who | |that will assess current literacy needs and provide guidance and |

|are English Language Learners (ELL) and students with | |support for the implementation of the core components of the |

|disabilities | |Minnesota Comprehensive B-12 Literacy Plan (18) |

| | |MDE provides training and support that addresses all five |

| | |essential components of reading instruction and uses a coherent |

| | |instructional process that leads to reading, writing and oral |

| | |language proficiency of all students, including those most |

| | |disadvantaged (19) |

|Include the use of clear content standards in the areas of| |2007 Minnesota’s Early Learning Guidelines for Birth to 3 Early |

|pre-literacy, reading, and writing. Also use curriculum | |Childhood Indicators of Progress |

|and instructional material that align with State standards| |

| | |6_144668.pdf |

| | |2005 Early Childhood Indicators of Progress |

| | |

| | |6_144667.pdf |

| | |2010 Minnesota K-12 Academic Standards in English Language Arts |

| | |and Literacy in History/Social Studies, Science, and Technical |

| | |Subjects (Includes the ELA Common Core State Standards) |

| | |

| | |tandards/index.htm |

|Enable more data-based decision-making | |Blueprint pages 10-11: MDE will support communities and districts |

| | |in improving learner outcomes by enhancing the use of the |

| | |Statewide Longitudinal Education Data System (SLEDS) to ensure |

| | |data is available for analysis and decision making for all B-12 |

| | |educators |

|Provide evidence-based teacher preparation and | |Collaborate with the Minnesota Board of Teaching to provide |

|professional development | |guidance on ensuring educator preparation programs teach literacy |

| | |in an integrated way, including evidence-based approaches; support|

| | |to teacher preparation programs and beginning teachers; |

| | |incorporate a literacy focus in leadership development program; |

| | |and incorporate and communicate the Minnesota B-12 literacy plan |

| | |implementation and monitoring into preparation and certification |

| | |programs consistent with Licensure Rule 8710.4725 (2) |

| | |Collaborate with Center for Reading Research and Center for Early |

| | |Education and Development, at the University of Minnesota, to |

| | |provide professional development in effective literacy teaching |

| | |and learning strategies and resources, develop and provide |

| | |materials to communities and district partners to promote cohesion|

| | |among home, school and community (2) |

|Use coherent assessment and screening systems that are | |Data Based Decision Making also involves the use of a coherent |

|aligned with State standards | |assessment system aligned to standards and uses a valid and |

| | |reliable screening, diagnostic, and progress monitoring tool and |

| | |ensures appropriate accommodations are available for ALL learners |

| | |to be reliably and accurately assessed (Blueprint 10-11) |

|Implement targeted interventions | |Use of a multi-tiered system of support that differentiates and |

| | |accelerates the learning of all consistent with MN Statute 120B.12|

| | |(6) |

|Propose use of technology to address student learning | |The MDE is dedicated to using innovative technology and Universal |

|challenges | |Design for Learning (UDL) to increase learning opportunities for |

| | |all students and teachers. UDL provides a blueprint that supports|

| | |learners having multiple ways to engage in, respond to and be |

| | |evaluated on their comprehension of materials. Educational |

| | |researchers and practitioners alike assert that the potential of |

| | |new technologies for learning is likely to be found not in the |

| | |technologies themselves but in the way these technologies are used|

| | |as tools for learning (9-10) |

|Action Plans |

|(List major implementation activities; include page numbers where activities are referenced in Comprehensive Literacy Plan) |

|Governor Dayton’s 7 Point Plan for Education includes specific attention to “Reading Well by Third Grade |

| |

|Developing a state-wide system of support for Priority and Focus schools to increase student achievement and close the achievement gap: |

| |

|Established and maintain a State Literacy Team of stakeholders to guide and advice work on B-12 literacy initiatives within our SEA |

|Full implementation of 2010 Minnesota K-12 Academic Standards in English Language Arts (including all of the ELA Common Core State Standards) |

|in SY 2012-13 |

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.) |

|Cross Agency Implementation Team coordinates SEA efforts for all Focus and Priority Schools with Centers of Excellence Staff |

|Professional development created and delivered in collaboration with the Minnesota Center for Reading Research, the Minnesota Reading |

|Association, and the Minnesota ASCD |

|Pilot state with the National Implementation Research Network (NIRN) on system implementation of statewide initiatives |

Add more rows if needed.

State Comprehensive Literacy Plan Website

|None |

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