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Striving Readers Comprehensive Literacy Plan

STATE PROFILE

Kentucky

Team Name

|Kentucky Literacy Team |

Responsible Agency

|Kentucky 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 |Bill Buchanan |

|K-5th Grade |Jim Ward |

|6th grade - 12th grade |Synthia Shelby, Danielle Burke |

|Managing/implementing literacy programs |Kathy Belcher |

|Evaluation of literacy programs |Janice Almasi |

|Planning and implementing Response-to-Intervention |Angela Bray |

|Screening and performance measurement |Angela Cain |

|Validated interventions and instruction for struggling readers, English |Tricia Bronger |

|learners and students with disabilities | |

|Professional development for principals, teachers and coaches |George Hruby |

|Teacher preparation and State licensure/accreditation in literacy |Robert Cooter |

|development and instruction | |

|Other members and/or experts required |Monnie Berger, Shelda Hale, Saundra Hamon, Cindy Parker, Judy |

| |Gibbons, Phyllis Sparks, Tony Peyton, Mary Rudd |

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Applicable Standards

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

|Kentucky’s Early Childhood Standards |Kentucky Core Academic Standards (Common Core |Kentucky Core Academic Standards (CCSS) |

| |State Standards CCSS) | |

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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| |Ensure settings/classrooms for young children (birth-preschool)|

|of children from birth through Grade 12 | |and students (primary-secondary) are child or student centered |

| | |and responsive (9) |

|Address the literary needs and improve the learning | |Birth-Secondary, implement and monitor a research-based, |

|outcomes of disadvantaged students, such as students who | |differentiated curriculum that allows for continuous progress |

|are English Language Learners (ELL) and students with | |for all students to meet their learning needs (10) |

|disabilities | |Primary-Secondary includes Principles of the Universal Design |

| | |for Learning Framework (15) |

|Include the use of clear content standards in the areas of | |Birth-Secondary, emphasizes alignment to state standards, |

|pre-literacy, reading, and writing. Also use curriculum and | |focuses curriculum on selected reading, writing and |

|instructional material that align with State standards | |communication strategies implemented program wide |

| | |(birth-preschool) and school wide (primary-secondary);evidence |

| | |that teacher’s unit and/or lesson plans reflect intentional |

| | |planning that fosters students’ use of thinking and |

| | |communication skills; explicit literacy instruction embedded |

| | |across the curriculum (10-12) |

| | |Middle and High School provides extended time for literacy |

| | |across the curriculum by infusing literacy in all content |

| | |classes (13) |

|Enable more data-based decision-making | |The literacy team creates a data driven professional learning |

| | |plan to provide effective literacy instruction (8-9) |

|Provide evidence-based teacher preparation and professional | |Birth-Preschool utilizes national standards (child development |

|development | |and learning; building family and community partnerships; |

| | |observing, documenting and assessing; teaching and learning; |

| | |and becoming a professional) for preparing early care and |

| | |education professionals (18-20) |

| | |Birth-Preschool professional learning plan allows time for |

| | |staff planning and reflection and provides research and |

| | |evidence-based developmentally appropriate literacy instruction|

| | |and practices. (8) |

| | |Birth-Secondary, a variety of professional learning |

| | |opportunities (e.g., professional learning communities, |

| | |on-line, job-embedded, coaching/mentoring) will be used (8) |

|Use coherent assessment and screening systems that are | |Birth-Preschool, embed ongoing assessment that documents |

|aligned with State standards | |learning and development and includes authentic strategies |

| | |Screening and assessments in birth-preschool are based on early|

| | |language and literacy components of the KY Early Childhood |

| | |Standards (24-26) |

|Implement targeted interventions | |Birth-Secondary emphasize the use of screening diagnosis and |

| | |ongoing progress monitoring (16-17) |

|Propose use of technology to address student learning | |Birth-Secondary literacy plans reflect equitable access to |

|challenges | |quality learning tools, technologies and resources (9) |

| | |Primary-Secondary includes curriculum that guides students’ use|

| | |of technology to gather, organize, manipulate and express ideas|

| | |and information for a variety of authentic purposes and |

| | |audiences (11) |

| | |Primary-Secondary enables innovative learning methods that |

| | |integrate the use of supportive technologies, inquiry-and |

| | |problem-based approaches and higher order thinking skills (15) |

|Action Plans |

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

|See Action Plan starting on Page 34 |

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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 tasks among the leaders.) |

|Partnerships: |

|Birth through Secondary establishes and maintains partnerships with collaborative agencies and programs (e.g., State-Funded Preschool, Head |

|Start, Child Care, First Steps, HANDS, CCR&Rs, Even Start, Early Head Start, adult/family literacy programs, private and public sector, Family|

|Resource and Youth Services Centers) and works to strengthen coordination among schools, early literacy programs, family literacy programs, A5|

|and A6 programs, public libraries and out-of-school time programs that provide services to children and/or families. Promote literacy |

|activities/events and make information available about community literacy organizations and events (27-28) |

|Literacy is a community responsibility and comprehensive community literacy plan information is provided (31-32) |

|Provides a Planning Resource for Districts (31-49) |

|Provides a State and District Planning Template with Implementation Indicators and a Monitoring Process (51-58) |

|Provides a literacy planning template for schools (60-62) |

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State Comprehensive Literacy Plan Website

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