Nevada Striving Readers Comprehensive Literacy …
Striving Readers Comprehensive Literacy Plan
STATE PROFILE
Nevada
Team Name
|Nevada State Literacy Team (NSLT) |
Responsible Agency
|Nevada Department of Education (NDE) |
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 |Christine Baxter, Anna Severens, Jeff Gelfer, Margot Chappel |
|K-5th Grade |Colin Usher, Christine Baxter, Kevin Laxalt, Cindy LaRochelle, Carol Gebhardt, |
| |Shar Murphy |
|6th grade - 12th grade |Colin Usher, Cindy Sharp, Cindy LaRochelle, Carol Gebhardt, Kelly Moon |
|Managing/implementing literacy programs |Colin Usher, Cindy Sharp, Kevin Laxalt, Christine Baxter, Diane Barone, Joanne |
| |Everts, Trish Shaffer, Todd Nelson |
|Evaluation of literacy programs |Colin Usher, Cindy Sharp, Kevin Laxalt, Christine Baxter |
|Planning and implementing Response-to-Intervention |Colin Usher, Kevin Laxalt, Christine Baxter, Margot Chappel, Carol Gebhardt, |
| |Jessie Westmoreland, Trish Shaffer |
|Screening and performance measurement |Colin Usher, Christine Baxter, Kevin Laxalt, Cindy Sharp, Anna Severens |
|Validated interventions and instruction for struggling |Colin Usher, Kevin Laxalt, Christine Baxter, Jessie Westmoreland, Chelli Smith, |
|readers, English learners and students with disabilities |Nancy Kelly, Carol Gebhardt, Trish Shaffer, Cindy LaRochelle, Joanne Everts, |
| |Diane Barone |
|Professional development for principals, teachers and |Colin Usher, Christine Baxter, Kevin Laxalt, Cindy Sharp, Diane Barone, Jeff |
|coaches |Lelfer, Dianna Townsend, Trish Shaffer, Carol Gebhardt, Nancy Kelly, Chelli |
| |Smith, Jessie Westmoreland |
|Teacher preparation and State licensure/accreditation in |Kevin Laxalt, Christine Baxter, Diane Barone, Jeff Gelfer, Dianna Townsend, Carol|
|literacy development and instruction |Gebhardt, Chelli Smith, Jessie Westmoreland |
|Other members and/or experts required |Karen Starr, Diane Reitz, Robbie Nickel, Janeen Kelly, Dan Ihnen, Tina |
| |Springmeyer |
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Applicable Standards
|Birth – School Entry |Kindergarten – 5th Grade |6th Grade – 12th Grade |
|The Nevada State Literacy Plan (NSLP) builds on|Current statewide initiatives, especially CCSS |Current statewide initiatives, especially CCSS |
|current statewide initiatives, especially the | | |
|adoption of the Common Core State Standards | | |
|(CCSS) | | |
|Nevada Early Learning Standards | | |
|Nevada Pre-K 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| |Early Childhood Literacy Instruction for children from birth – |
|of children from birth through Grade 12 | |3rd Grade (Pg. 9) |
| | |Intermediate and Adolescent Literacy Instruction for students |
| | |in 4th – 12th Grade (9–10) |
|Address the literary needs and improve the learning | |Use proven, high-yield content reading strategies in all |
|outcomes of disadvantaged students, such as students who | |classrooms, including strategies designed for English language |
|are English Language Learners (ELL) and students with | |learners and special education students (7) |
|disabilities | | |
|Include the use of clear content standards in the areas of | |Each Essential Element of the Literacy Plan requires alignment |
|pre-literacy, reading, and writing. Also use curriculum and | |with CCSS (5–10) |
|instructional material that align with State standards | | |
|Enable more data-based decision-making | |Include community-based early childhood programs in data-driven|
| | |decision-making efforts at the State and local levels (6) |
| | |Summative and formative assessment data, ongoing progress |
| | |monitoring data, and other relevant data are used to inform and|
| | |monitor decisions related to planning and implementing |
| | |differentiated instructional strategies at the State, school |
| | |district, school, classroom, small group, and individual |
| | |student levels (6) |
|Provide evidence-based teacher preparation and professional | |Teacher Preparation Programs (7) |
|development | | |
|Use coherent assessment and screening systems that are | |Progress toward the student achievement goals and |
|aligned with State standards | |implementation indicators will be monitored based on data |
| | |collected by the NDE (11) |
|Implement targeted interventions | |As a part of the implementation of NSLP, guidance will be |
| | |provided to schools on the use of research-based interventions |
| | |for struggling readers and writers (2) |
| | |Support school districts in adopting a |
| | |Response-to-Instruction/Intervention (RTI) framework (6) |
| | |Differentiate literacy instruction and implement multi-tiered |
| | |intervention and enrichment systems (7) |
|Propose use of technology to address student learning | |Promote the use of information, media, and instructional |
|challenges | |technology (7) |
| | |Support the use of technology in teaching, learning, and |
| | |formative assessments (10) |
|Action Plans |
|(List major implementation activities; include page numbers where activities are referenced in Comprehensive Literacy Plan) |
|Major Action plans are listed as the Essential Elements: Effective Leadership, Effective Instruction, Teacher Preparation Programs, Family and|
|Community Partnerships, early Childhood Literacy Instruction, and Intermediate and Adolescent Literacy Instruction (iv) |
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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.) |
|Collaborative Partnerships: |
|Literacy leaders will work collaboratively to initiate, support, and supervise the improvement of literacy instruction at all levels, |
|including teachers, school administrators, literacy coaches, school librarians, central office administrators, directors of early childhood |
|programs, members of boards of education, university and college faculty, consultants, and NDE personnel (5) |
|NSLT seeks strong partnerships with families, government offices, education institutions, and community organizations throughout Nevada (12) |
|Family and Community Partnership (8) |
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State Comprehensive Literacy Plan Website
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