Ohio State Striving Readers Comprehensive Literacy Plan ...



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Striving Readers Comprehensive Literacy Plan

STATE PROFILE

Ohio

Team Name

|Striving Readers State Literacy Team |

Responsible Agency

|Ohio Department of Education (ODE) |

Team Membership (Pending final verification of expertise by age or grade level)

|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 |Kathy Roskos |

|K-5th Grade |Sue Grodek |

|6th grade - 12th grade |Danielle Prohaska |

|Managing/implementing literacy programs |Karen Heinsbergen, Joyce Rigler |

|Evaluation of literacy programs |Howard Goldstein |

|Planning and implementing Response-to-Intervention |Elizabeth Hahn, Sandra Robbins |

|Screening and performance measurement |Joyce Ringler, Karen Heinsbergen |

|Validated interventions and instruction for struggling readers, English learners and students |Dan Fleck, Susan Eschrich |

|with disabilities | |

|Professional development for principals, teachers and coaches |Elaine Banks, Sandra Robbins |

|Teacher preparation and State licensure/accreditation in literacy development and instruction |Lisa Lenhart, Regina Rees |

|Other members and/or experts required | |

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Applicable Standards

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

|Early Learning and Development Standards Birth |Common Core State Standards (CCSS) |CCSS |

|– Kindergarten entry in all Domains of School | | |

|Readiness in Language and Literary Development | | |

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| |The overarching aim is to align policies, programs and projects|

|of children from birth through Grade 12 | |to strengthen the reading development and reading education of |

| | |Ohio’s children and youth from birth through grade 12 and |

| | |thereby establish a B-12 continuum (7) |

| | |Goals 1-4 address the needs of children from birth through |

| | |grade 12 (7-10) |

|Address the literary needs and improve the learning | |The Literacy Plan does not address the needs of ELL and |

|outcomes of disadvantaged students, such as students who | |students with disabilities |

|are English Language Learners (ELL) and students with | | |

|disabilities | | |

|Include the use of clear content standards in the areas of | |The Literacy Plan does not address the use of content standards|

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

|instructional material that align with State standards | | |

|Enable more data-based decision-making | |Ohio’s existing data system, the Education Information |

| | |Management System (EMIS), is the statewide data collecting |

| | |system for Ohio’s primary and secondary education programs, and|

| | |includes demographic, attendance, and test result data (6) |

|Provide evidence-based teacher preparation and professional | |GGG has been administered for the past six years with careful |

|development | |attention to training of teachers and access to professional |

| | |development resources that support early childhood educator and|

| | |child care provider understanding of language and early |

| | |literacy development (3) |

|Use coherent assessment and screening systems that are | |Children served in state funded preschool programs are required|

|aligned with State standards | |to be administered the Get It, Got It, Go! (GGG) assessment, a |

| | |University of Minnesota developed assessment that measures |

| | |children’s progress in key early literacy indicators (3) |

| | |ODE has evaluated the quality of the literacy environment in |

| | |state funded programs, utilizing the Early Language and |

| | |Literacy Classroom Observation tool (ELLCO) (3) |

| | |The Kindergarten Readiness Assessment-Literacy (KRA-L) measures|

| | |children’s reading knowledge and skills through six tasks |

| | |related to success in learning to read (4) |

|Implement targeted interventions | |The Literacy Plan does not address the implementation of |

| | |interventions |

|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) |

|See Goals 1-4 Pages 7-10 |

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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.) |

|ODE entered into partnerships with the Ohio Board of Regents and the Ohio Department of Job and Family Services; hosted regional reading |

|summits for district administrators and educators; and expanded the reach to all educators preschool through high school through Regional |

|Literacy and Early Literacy Specialists networks (2) |

|Ohio has been developing a system of support, the Ohio State System of Support (OSSOS), to build the capacity of districts and schools for |

|high student achievement through a leadership council. OSSOS is organized (6) |

|The ODE team met with the Associate Superintendent of School Improvement, the Director of the Office of Exceptional Children and the Assistant|

|Superintendent for Race to the Top to discuss the goals of the Striving Readers Comprehensive Plan and to begin the discussion of ways to |

|leverage Ohio’s plan with state work. In addition the ODE has presented to the Early Learning Advisory Council and the Title 1 Committee of |

|Practitioners Advisory Council to seek input (7) |

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State Comprehensive Literacy Plan Website

|None |

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