Literacy for ME: Maine's Comprehensive State Literacy Plan

Appendix A: Matrices for Local Plan Development

Strong Leadership
System-wide Commitment and Partnerships
Standards and Aligned Curriculum
Instruction and Intervention
Assessment
Professional Learning

blue diamond

Strong Leadership

Beginning to Plan

Beginning to Implement

Expanding Emphasis

Sustaining Plan

Establish a Literacy Leadership Team that includes cross-agency and/or community partners, to work with staff to develop, implement, and monitor a research-based, comprehensive literacy plan.

Guide implementation and refinement of the comprehensive literacy plan. Include Birth-Adult stakeholders in the process.

Review and refine comprehensive literacy plan goals and objectives, according to the results of learner achievement, and continue implementation.
Identify and commit adequate fiscal and other resources that move effective practices to full implementation.

Systematically measure the progress of implementation of the comprehensive literacy plan goals.

Identify and commit adequate fiscal and other resources to ensure sustainability.

Conduct a needs assessment that includes analysis of early literacy and school readiness data, Kindergarten screening data, current literacy achievement data, current literacy practices, and identification of variables (e.g., scheduling, use of time, and personnel expertise) within the school and/or organization’s control.

Collect multiple sources of evidence (e.g., learner achievement data, and teacher observation data.) to track impact of literacy plan implementation, monitor its implementation, and revise plan as necessary.

Continue to collect multiple sources of evidence (e.g., learner achievement data and teacher observation data) to track impact of literacy plan implementation, monitor its implementation, and revise plan as necessary.

Utilize sources of evidence to make decisions about which practices to sustain over time and policies to establish to support plan sustainability.

Engage in professional learning focused on the role of leadership with respect to managing systemic change and research-based literacy practices appropriate to the age span.

Implement a variety of ongoing professional learning opportunities/structures connected to comprehensive literacy plan content, literacy goals, and identified learner needs.

Provide follow-up professional learning and technical assistance to meet individual teacher needs (determined by learner achievement data), including regular peer observations.

Continue to support the literacy focus by optimizing funds to ensure highly-qualified staff through ongoing professional learning to reach literacy goals.

Identify multiple levels (i.e. Literacy Leadership Team, principal, child care director, literacy coach, grade level team, etc.) and functions of leadership necessary to carry out a comprehensive literacy plan, including attention to both infrastructure and implementation.

Assign duties and schedules to match staff expertise with identified learner needs.

Re-assign staff as needed, matching the most effective teachers with the neediest learners, and recruit new staff based on their ability to accomplish comprehensive literacy plan goals.

Adopt hiring practices that are in alignment with comprehensive literacy plan goals.

Identify and establish structures/norms/protocols for regular collaboration of staff utilizing learner literacy achievement data to inform planning for instruction.

Implement regular collaboration of staff utilizing learner literacy achievement data to inform planning for instruction.

Continue to increase time and supports for teachers and staff to participate in regular collaboration meetings dedicated to data examination and instructional planning.

Institutionalize expectations and structures for regular collaboration meetings dedicated to data examination and instructional planning.

Explore the establishment of a tiered system of differentiated instructional support for literacy learning to ensure that “failure is not an option”

Guide the establishment of a tiered system of differentiated instructional support for literacy learning

Refine and strengthen a tiered system of differentiated instructional support for literacy learning

Define and institutionalize instruction and assessment practices that have led to increased literacy achievement within the tiered system of differentiated instructional support

Explore the qualities of a learner-centered, responsive climate of collaboration and shared decision making that promotes and celebrates literacy achievement.

Support implementation of a learner-centered, responsive climate of collaboration and shared decision making that promotes and celebrates literacy achievement.

Continue to support a learner-centered, responsive climate of collaboration and shared decision making that promotes and celebrates literacy achievement.

Institutionalize the practices that have led to a learner-centered, responsive climate of collaboration and shared decision making that promotes and celebrates literacy achievement.

Identify and establish structures/tools for monitoring implementation of the comprehensive literacy plan, including regular observations.

Monitor adherence to and appropriate implementation of required instruction and assessment practices.

Monitor appropriate implementation of comprehensive literacy plan components.

Adjust, as needed, appropriate implementation of comprehensive literacy plan components.

Identify and establish systems of communication for sharing information with staff and stakeholders. Include system of transition across learning communities across the birth-adult continuum.

Implement a system of communication for sharing information with staff and stakeholders.

Maintain a system of communication for sharing information with staff and stakeholders.

Sustain a system of communication for sharing information with staff and stakeholders.

Explore relationships with community partners, including parents, to connect literacy efforts.

Establish community partnerships to support comprehensive literacy plan implementation.

Utilize community partnerships to strengthen and increase successful practices.

Engage in activities to broaden connections with additional community partners and to explore ways other organizations have successfully improved literacy achievement to gain valuable insights and new ideas.

 

purple diamond

System-wide Commitment and Partnerships

Beginning to Plan

Beginning to Implement

Expanding Emphasis

Sustaining Plan

Identify and evaluate existing initiatives and partnerships related to literacy programming at the appropriate birth-adult span(s), both within the learning community (intra) and outside the learning community (inter)

Build on successful partnerships and identify new needs/approaches

Involve learners and parents in identifying literacy needs and developing partnering strategies

Monitor effectiveness of literacy related partnerships.

Create a shared vision for collaborative partnership initiatives that promote literacy learning across and between learning communities in the birth-adult span (i.e. schools, districts, early childhood providers, etc.).

Establish collaborative partnerships

Develop a plan to link or coordinate activities and/or programs across collaborative partnerships

Revisit vision, capacity and needs

Evaluate fiscal capacity for programming - Identify potential fiscal resources

Identify/involve additional community partners (i.e. early childhood, Head Start, after school programs, community libraries, business, family literacy, home visiting, Parent support programs, media, other)

Establish and define partnerships with community partners

Involve media in community activities and events for wider community exposure

Involve community to identify employment literacy needs

Maintain reciprocal relationships with community organizations

 

red diamond

Standards and Curriculum

Beginning to Plan

Beginning to Implement

Expanding Emphasis

Sustaining Plan

Schedule professional learning on research-based language and literacy development, standards, and curriculum alignment from birth-adulthood.

Provide professional learning targeted to appropriate areas of need as determined through standard examination and curriculum alignment.

Continue to provide professional learning targeted to appropriate areas of need as determined through data examination

Continue to provide professional learning targeted to appropriate areas of need as determined through data examination

Review State standards and guidelines for literacy development across the birth-adult span.

Ensure that language and literacy curriculum is aligned to State learning guidelines and standards.

Articulate curriculum horizontally and vertically within and across learning communities (i.e. schools, districts, early childhood programs)to provide fluid transitions.

Refine and strengthen transitions across learning communities (i.e. schools, districts, early childhood programs).

Review and select language and literacy curricula that is research-based, differentiated, and aligned with State language and literacy guidelines and standards.

Implement research-based, differentiated language and literacy curricula that allow for continuous progress for all students to meet their learning needs.

Monitor research-based, differentiated language and literacy curricula that allow for continuous progress for all students to meet their learning needs.

Monitor research-based, differentiated language and literacy curricula that allow for continuous progress for all students to meet their learning needs.

Analyze instructional materials and learning environments for alignment with standards/guidelines and curriculum.

Utilize instructional materials and learning environments aligned to standards/guidelines and curriculum.

Refine use of instructional materials and learning environments based on assessment of learner needs.

Refine use of instructional materials and learning environments based on assessment of learner needs.

Explore tools for inventorying learner interests.

Inventory learner interests and use results to inform selection of instructional materials (http://www.ala.org/ala/mgrps/divs /yalsa/teenreading/ tipsenc/reading_interest_survey.pdf)

Expand collection of materials and learning experiences that match learner interests and curriculum implementation.

Expand meaningful and motivating opportunities for learners to practice literate abilities throughout the language and literacy curriculum.

Explore methods for supporting parent and community understanding of developmentally appropriate language and literacy standards and guidelines.

Support parent and community understanding of developmentally appropriate language and literacy standards and guidelines.

Expand family and community involvement in language and literacy learning opportunities for learners.

Continue to expand family and community involvement in language and literacy learning opportunities for learners.

 

orange diamond

Instruction and Intervention

Beginning to Plan

Beginning to Implement

Expanding Emphasis

Sustaining Plan

Research and identify essential elements of core language and literacy instruction for learners in the targeted age/grade span and across content areas across the birth-adult span; including language and literacy skills; instructional pedagogy, interventions; engagement and motivation; time allocation; data-based decision making; differentiation for diverse learners; and integrated use of technology.

With fidelity, implement research-based, core literacy instruction for all learners that is engaging, explicit, systematic, and utilizes a variety of instructional grouping patterns (whole, small, partner, individual, and independent)

Continue to implement research-based, core literacy instruction for all learners

Refine and modify instruction based on current research and learner needs

Institutionalize instructional practices that have demonstrated positive impact on student learning

Examine data collected through needs assessment to determine current instructional alignment and gaps, as well as student learning strengths and needs

Analyze learner assessment and teacher observation data to determine impact of ongoing instructional practices

Provide educators with frequent feedback on their instructional practices collected through regular observations

Refine and modify instruction based on current research and learner needs determined through assessment data

Remain focused on improved student learning by continuously analyzing data for impact of instruction on learner achievement and refining practices accordingly

Set clear guidelines for a fluid, tiered instructional delivery model that includes core instruction for all learners, and supplemental and intensive interventions for learners not meeting age/grade level literacy expectations

Using multiple sources of data to determine learning needs, provide tiers of literacy intervention by well qualified educators to learners who have diverse learning needs and/or are not meeting or exceeding age/grade level expectations

Research and add additional intervention approaches as warranted by identified learner needs
Encourage sharing of effective instructional practices and interventions during regular collaboration meetings

Refine and modify intervention practices and approaches as warranted by learner assessment data

Examine current scheduling and personnel expertise to inform provision of literacy instruction and intervention.

Build a master schedule to accommodate adequate uninterrupted time for all tiers of literacy instruction that matches educator expertise with learners needs

Ensure scheduling enables adequate time for core literacy instruction and for tiers of intervention to be provided by the most qualified staff

Adjust scheduling of core instruction and tiers of intervention to maximize learning resources for students

Institutionalize scheduling practices that have resulted in learner literacy achievement gains and make adjustments to improve scheduling when literacy achievement has been compromised.

Inventory instructional materials and interventions currently available and analyze their alignment with curriculum and identified student learning needs

Research and select instructional materials

Utilize instructional materials/resources aligned to learners instructional needs

 

Refine use of instructional materials/resources to meet learners instructional needs

Budget funding for replenishing instructional materials, and for provision and expansion of materials to support further refinement of instruction, particularly for diverse learners

Establish positive learning environments that promote learner engagement and self-directed learning, and provide constructive feedback on learning progress

Integrate curriculum with student selected learning opportunities and real world applications

Explore and implement extended learning opportunities (i.e. before and after school, during vacations, etc.).

Continue to expand opportunities for student selected learning opportunities

Plan for regular opportunities for structured educator collaboration meetings to plan instruction that is informed by assessment information

Provide regular opportunities for structured educator collaboration meetings which include the transition from preschool to kindergarten and to plan instruction that is informed by assessment information

Refine and expand opportunities for structured educator collaboration meetings which include the transition from preschool to kindergarten and to plan instruction that is informed by assessment information

Institutionalize opportunities for structured educator collaboration meetings which include the transition from preschool to kindergarten and to plan instruction that is informed by assessment information

Plan and provide professional learning opportunities based on needs assessment, literacy standards and curriculum, and identified student and educator learning needs, including training in the use of specific instructional practices and interventions

Provide ongoing professional learning opportunities, including literacy coaching and peer observations, related to improving instruction and intervention based on data-identified needs for all staff

Differentiate and provide follow-up professional learning based upon student assessment and teacher observation data

Provide focused support to new teachers related to explicit core instruction

Continue to differentiate and provide ongoing professional learning based upon student assessment and teacher observation data

Provide focused support to new teachers related to explicit core instruction

Explore methods for engaging parents in promoting rich literacy experiences for their children, and plan opportunities to extend parents learning about ways they can support their childrens language and literacy development

Establish partnerships with parents and community resources that enhance instruction and provide additional practice opportunities for learners

Provide opportunities for parents to further their capacity for supporting their childrens literacy learning

Continue to expand partnerships with parents and community resources (such as home visiting) that enhance instruction and provide additional practice opportunities for learners

Explore innovative partnerships with parents and community resources that enhance instruction and provide additional practice opportunities for learners

 

yellow diamond

Assessment

Beginning to Plan

Beginning to Implement

Expanding Emphasis

Sustaining Plan

Research and select valid and reliable formative and summative assessment measures linked to language and literacy goals and aligned with literacy standards and curriculum at appropriate age/grade spans across the birth-adult continuum.

Develop an assessment calendar and data collection plan for administering, storing, analyzing, and disseminating assessment results that includes use of screening, progress monitoring, diagnostic, and outcome measures to guide instructional decisions across a tiered intervention model (RTI).

Administer formative and summative assessments; input, analyze, and disseminate data according to the established plan.

Analyze and document learning and growth through a variety of formative and summative assessments, as well as anecdotal notes, observations, work samples, and multi-media.

Analyze and disaggregate data by subgroups to determine learner achievement of literacy goals and annual yearly progress, and identify continued literacy and language learning needs. Share findings with Literacy Leadership Team.

Use assessment results to change instructional practices and strategies, adjust curriculum, and make changes to the instructional schedule and classroom environment that will results in increased learner achievement.

Utilize assessment data to evaluate and adjust the effectiveness of programs and policies, to redefine literacy improvement goals, and to adjust curriculum to eliminate gaps.

Use data to inform budget decisions aligned with literacy priorities.

Evaluate technology infrastructure capacity to support test administration, analysis, and dissemination of results.

If necessary, upgrade technology infrastructure to support assessment administration, analysis, and dissemination.

Continue to adjust technology infrastructure to fine tune its use with administration, analysis, and dissemination of assessment results.

Plan for budgetary considerations related to technology infrastructure for assessment.

Identify and train staff who will administer assessments to ensure standardization and accurate data collection.

Establish and implement procedures for insuring fidelity of assessment administration and use.

Provide continued professional learning for all staff who administer and utilize assessments.

Provide continued professional learning for all staff who administer and utilize assessments.

Provide professional learning regarding the forms and purposes of formative and summative assessment for all educators who will be using the data.

Provide ongoing professional learning opportunities to enhance educators interpretation and utilization of data to inform instruction.

Provide ongoing professional learning opportunities to develop increasingly sophisticated abilities to interpret and utilize data to inform instruction.

Continue to provide ongoing professional learning opportunities to develop increasingly sophisticated abilities to interpret and utilize data to inform instruction.

Establish structures and protocols for educators to use to analyze assessment data and schedule regular opportunities for these data collaboration meetings to occur.

Implement structures and procedures for reviewing and analyzing data in collaborative educator teams.

In collaborative teams, utilize assessment results to make informed decisions about learner placement and instruction/ intervention, and to monitor learner progress over time.

Continue to analyze learner data in collaborative teams with increasing sophistication.

Research methods to increase learner involvement in the assessment process.

Provide multiple opportunities through different modalities for learners to demonstrate abilities, including goal setting and self-reflection.

Provide timely and descriptive feedback to learners.

Increase involvement of learners in the assessment process.

Refine methods of involving learners in the assessment process.

Research methods for training and resources for parents and other stakeholders to support their understanding of assessment information and its connection to ways they can support learners outside of school.

Provide training and resources for parents and other stakeholders to support their understanding of assessment information and its connection to ways they can support learners outside of school.

With learners, parents, and community stakeholders, communicate assessment results and celebrate learner achievement improvements documented through data and brainstorm additional ways of addressing continued student learning needs.

With learners, parents, and community stakeholders, continue to communicate assessment results and celebrate learner achievement improvements documented through data and brainstorm additional ways of addressing continued student learning needs.

 

green diamond

Professional Learning

Beginning to Plan

Beginning to Implement

Expanding Emphasis

Sustaining Plan

Ensure that all appropriate stakeholders are at the table during critical planning and decision-making activities.

Continue annual meetings with stakeholders.

Involve stakeholders in an assessment of professional development goals and structures.

Involve stakeholders in decision making regarding ongoing professional learning opportunities.

Develop a survey of learning needs from parents, students, and educators that can be used to match available resources to actual need.

Continue annual surveys of parents, learners, and educators to update professional learning needs.

 

 

Take inventory of currently available professional learning resources related to language and literacy, including human resources, media sources, and professional literature. Analyze language and literacy achievement and school readiness data. Use data analysis and resource inventory to highlight strengths and gaps in professional learning.

Add professional learning resources that support educator needs, such as professional libraries, media based resources, etc.

Expand and strengthen school, community, and university partnerships to build networks of support for ongoing professional learning.

Continuously update professional learning resources based on identified educator needs

Evaluate all available funding sources to determine what can be leveraged to support literacy efforts.

Utilize funding resources to target the most pressing professional learning needs.

Use data from a variety of resources to allocate funding resources to meet professional learning needs.

Actively seek to provide resources (fiscal and time) for professional learning.

Seek grants to support professional learning.

Develop a Professional Learning Action Plan with specific and measurable goals for improving literacy using research-based practices at the appropriate age/grade span Birth-Adult. Plan should include goals for individual educator learning as well as the larger learning community, including professional learning opportunities for families and community partners.

Implement the Professional Learning Action Plan

Continue implementing the Professional Learning Action Plan, differentiating opportunities for educators based on level of experience and documented need.

Continually revise and update Professional Learning Action Plan based on identified learner and educator needs.

 

Schedule blocks of time within and outside of the school day for teachers to engage in professional learning and to collaboratively plan lessons, examine learner work, share expertise, and reflect on practice

Provide time for teachers to engage in professional learning and to meet in collaborative teams to plan lessons, monitor learner progress, and share successful literacy strategies.

Require structured protocols for collaborative work to maximize effectiveness.

Continue to provide adequate time for job-embedded professional learning and collaboration

Secure a literacy coach and/ or explore use of teacher mentors to provide ongoing, job-embedded support for educators.

Conduct collaborative sessions in which the literacy coach and/or teacher mentors co-plan, model, practice, and co-teach with educators.

Use classroom observations to identify and support individual teachers with follow-up coaching, conferencing, and mentoring.

Establish an ongoing structure for differentiating coaching/mentoring support for educators to continually improve their practice.

Identify methods for measuring the effectiveness of professional learning, including use of data.

Implement methods for measuring the effectiveness of professional learning, including:
Use of literacy achievement data
Observations and walk-throughs to document implementation of practices
Measures of educator knowledge

Continue to use multiple methods to evaluate effectiveness of professional learning programs and practices.

Continue to use multiple methods to evaluate effectiveness of professional learning programs and practices.

 

 

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7/24/12