Utah State Striving Readers Comprehensive Literacy Plan ...
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Striving Readers Comprehensive Literacy Plan
STATE PROFILE
Utah
Team Name
|Birth to Grade 12: Promises to Keep |
Responsible Agency
|Utah State Office 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 |Sue Okroy |
|K-5th Grade |Tiffany Hall |
|6th grade - 12th grade |Christelle Estrada |
|Managing/implementing literacy programs |Tiffany Hall |
|Evaluation of literacy programs |Sue Okroy, Tiffany Hall, Christelle Estrada |
|Planning and implementing Response-to-Intervention | |
|Screening and performance measurement | |
|Validated interventions and instruction for struggling readers, English learners and students |Linda Oda, Jeff Ojeda |
|with disabilities | |
|Professional development for principals, teachers and coaches |Sydney Dickson |
|Teacher preparation and State licensure/accreditation in literacy development and instruction |Travis Rawlings |
|Other members and/or experts required | |
Add more rows if needed.
Applicable Standards
|Birth – School Entry |Kindergarten – 5th Grade |6th Grade – 12th Grade |
|Utah’s Early Learning Guidelines for Birth to |CCSS |CCSS |
|Age Three | | |
|Utah’s Early Childhood Core Standards for |Utah Effective Teaching Standards |Utah Effective Teaching Standards |
|preschool years 3 and 4 and feed directly to | | |
|the Utah Core Standards, based on the Common | | |
|Core State Standards (CCSS) | | |
| |Utah Educational Leadership Standards |Utah Educational Leadership 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| |Adopted standards for preschool and K-12 student learning that |
|of children from birth through Grade 12 | |focuses on promoting literacy instruction |
| | |“Promises to Keep” commits the state to striving for 100% of |
| | |students reading at grade level by the end of grade 3 |
|Address the literary needs and improve the learning | |“Promises to Keep” commits the state to striving for 100% of |
|outcomes of disadvantaged students, such as students who | |students reading at grade level by the end of grade 3 |
|are English Language Learners (ELL) and students with | |Developing increased access to ELL Endorsement programs in |
|disabilities | |ensure that all teachers have the skills needed to help |
| | |students be successful |
|Include the use of clear content standards in the areas of | |Adopted standards for preschool and K-12 student learning that |
|pre-literacy, reading, and writing. Also use curriculum and | |focuses on promoting literacy instruction |
|instructional material that align with State standards | |State Recommended Instructional Materials System (RIMS) |
| | |database includes reviews and recommendations for all |
| | |curriculum materials based on their alignment with Core |
| | |Standards |
|Enable more data-based decision-making | |State data teams are creating better teacher-school-community |
| | |access to data at several levels to inform instruction |
|Provide evidence-based teacher preparation and professional | |Moving to OnTrack, a comprehensive online teacher learning |
|development | |management system to create easier access to vetted |
| | |professional learning opportunities |
| | |Implemented Core Academy for K-12 literacy and K-10 mathematics|
| | |for more than 8,000 teachers using evidence-based strategies |
| | |for teacher learning |
|Use coherent assessment and screening systems that are | |Requests for Proposals (RFP) out for common assessments |
|aligned with State standards | |State-wide formative assessment question bank revised to align |
| | |with new Core Standards |
|Implement targeted interventions | |The Literacy Plan does not address the implementation of |
| | |interventions |
|Propose use of technology to address student learning | |Moving to state-wide use of open educational resources (OER) |
|challenges | |materials |
| | |Increased funding for technology to support K-3 and K-1 reading|
| | |development |
| | |All state required testing moving to online |
|Action Plans |
|(List major implementation activities; include page numbers where activities are referenced in Comprehensive Literacy Plan) |
|Birth to Age 5 (13) |
|Education pediatricians-hold a summit; funding for training and implementation. |
|Reach out to religious organization and educate them about early brain development and early literacy |
|Scale Welcome Baby and Reach Out and Read statewide; |
|Collect better information as to what is happening in local communities to encourage early literacy |
|Connect with doctors and hospitals; develop a list of questions to accompany an Ages in Stages assessment |
|Hold a summit for healthcare; childcare, and preschool providers to educate and provide materials, information on best practices |
|Educate lawmakers; Provide online Child Development Associate (CDA) certification that is interactive |
|Make school district CDA sources available to local providers |
|Research best practices in professional development and bring to scale statewide |
|K to Grade 5 (18) |
|Adopt or create a common assessment |
|Require universities to prepare teachers to teach, understand tests and measurements, consume research findings, and get a common state |
|teacher preparation curriculum at the undergraduate level |
|Reform Teacher Education Programs at Universities to receive initial state licensure |
|Require new licenses or endorsements per above |
|Bring cohesion to teacher development services and provide consistent direction and funding to support the needs of literacy learners, |
|increase teacher quality, mandate proportion of teacher education faculty to provide necessary state-wide PD for state endorsements for course|
|cost and not full tuition with additional legislative funding |
|Grade 6-12 (23) |
|Adopt or create a common assessment |
|Require universities to prepare teachers to teach, understand tests and measurements, consume research findings, and get a common state |
|teacher preparation curriculum at the undergraduate level |
|Reform Teacher Education Programs at Universities to receive initial state licensure |
|Require new licenses or endorsements per above |
|Bring cohesion to teacher development services and provide consistent direction and funding to support the needs of literacy learners, |
|increase teacher quality, mandate proportion of teacher education faculty to provide necessary state-wide PD for state endorsements for course|
|cost and not full tuition with additional legislative funding |
|Increase in amount of informational text: setting minimum expected percentage. |
|Professional development for all teachers in using informational and digital text. |
|PD for all teachers in how to explicitly teach writing. |
|PD for core teachers in using informational/content text and writing |
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.) |
|This portion of the Literacy Plan is currently under development |
Add more rows if needed.
State Comprehensive Literacy Plan Website
|None |
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