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 |

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Applicable Standards

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

|NJ PreSchool Expectations |Common Core State Standards |Common Core State 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| |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 |

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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.) |

|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 |

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State Comprehensive Literacy Plan Website

|None |

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