New Jersey Striving Readers Comprehensive …
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Striving Readers Comprehensive Literacy Plan
STATE PROFILE
New Jersey
Team Name
|None |
Responsible Agency
|New Jersey (NJ) 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 |Crystal Siniari |
|K-5th Grade |Chad Donohue |
|6th grade - 12th grade |Lavetta Ross |
|Managing/implementing literacy programs |Dorothy S. Strickland |
|Evaluation of literacy programs |Willa Spicer |
|Planning and implementing Response-to-Intervention | |
|Screening and performance measurement |Ellen Wolock |
|Validated interventions and instruction for struggling readers, English learners |Lori Ramella |
|and students with disabilities | |
|Professional development for principals, teachers and coaches |Mary Jane Kurabinski |
|Teacher preparation and State licensure/accreditation in literacy development and|Allan DeFina |
|instruction | |
|Other members and/or experts required |Janet Ciarrocca, Robin DeGarmo, Sue Heinis, Sharon Rawlins, |
| |Deborah Thompson |
Add more rows if needed.
Applicable Standards
|Birth – School Entry |Kindergarten – 5th Grade |6th Grade – 12th Grade |
|NJ PreSchool Expectations |Common Core State Standards |Common Core State Standards |
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| |Ensure a smooth transition to the Common Core State Standards; |
|of children from birth through Grade 12 | |work collaboratively with other divisions to ensure literacy |
| | |goals are met for all student populations; scaffold student |
| | |learning objectives for English language learners and for |
| | |students with disabilities |
|Address the literary needs and improve the learning | |Ensure a smooth transition to the Common Core State Standards; |
|outcomes of disadvantaged students, such as students who | |work collaboratively with other divisions to ensure literacy |
|are English Language Learners (ELL) and students with | |goals are met for all student populations; scaffold student |
|disabilities | |learning objectives for English language learners and for |
| | |students with disabilities |
|Include the use of clear content standards in the areas of | |Ensure a smooth transition to the Common Core State Standards; |
|pre-literacy, reading, and writing. Also use curriculum and | |write and provide model curriculum and end of unit assessments |
|instructional material that align with State standards | |to measure the student learning objectives of that curriculum |
|Enable more data-based decision-making | |Model end of unit and formative assessments |
|Provide evidence-based teacher preparation and professional | |Provide professional development on the CCSS, the model |
|development | |curriculum and formative assessment |
|Use coherent assessment and screening systems that are | |State-developed formative, end of unit assessments aligned to |
|aligned with State standards | |the CCSS and model curriculum |
|Implement targeted interventions | |The Literacy Plan does not address the implementation of |
| | |interventions, however plans will be done through Regional |
| | |Achievement Centers |
|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) |
|Maintain regular communication: The department now maintains a website devoted to literacy (and math) and issue affecting teachers, schools |
|and districts related to PARCC, the NJDOE model curriculum and related assessments and the Common Core State Standards |
|Continue to ensure a smooth transition to the CCSS in ELA through model curriculum and end of unit assessments developed by the NJDOE and |
|teams of NJ supervisors, curriculum directors and teachers |
|Provide for a common language for literacy educators through the use of Common Core language in student learning objectives, assessments and |
|related curricular materials |
|Provide professional development on the standards, specifically on grade level instructional demands |
|Continue to work with PARCC and higher education to ensure that pre-service teachers receive the training necessary to meet the demands of the|
|CCSS |
|Expand current instructional materials to include student exemplars that demonstrate attainment of grade level CCSS |
|Work with the State Literacy Team through the trainings and professional development opportunities of the PARCC Educator Leader Cadres |
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.) |
|With attention focused on model curriculum, end of unit assessments, and help for priority schools, the NJDOE will work to develop literacy |
|through continued partnerships with NJEA, AFT, NJ Principals and Supervisors Association, NJ Reading Assn., PTA, NJ Association of School |
|Librarians, etc., to meet the demands of the CCSS and to ensure that all students have access to robust literacy instruction. The following |
|divisions/offices currently collaborate to meet those demands: Early Childhood; Literacy; Special Education; Bilingual/ESL Instruction, and |
|Career and Technical Education. That collaboration continues with the goal of ensuring that all students read successfully by the end of |
|third grade |
Add more rows if needed.
State Comprehensive Literacy Plan Website
|None |
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