New Hampshires preK16 Literacy Action Plan for the 21st Century

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New Hampshires preK-16 Literacy Action Plan
for the 21st Century
Deb Wiswell Linda Stimson NH Literacy Task
Force July 23, 2007
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Some history

• Deputy Commissioner Mary Heath applied for a
  National Governors Association Grant to create a
  comprehensive state plan for literacy
• Was unsuccessful, but decided to go ahead anyway

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The Goal

• To make quality literacy instruction available to
  every student in New Hampshire, from preschool
  through high school and beyond

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The Rationale

• Despite substantial gains in early literacy
  achievement, the performance of students in NH
  mimics the national statistics declining
  through the grades
• Reviewing both NAEP and NECAP scores confirms
  this
• There is a correlation between students who
  struggle to read and those who drop out of high
  school
• There continues to be an achievement gap in
  reading between regular education students and
  those with educational disabilities
• There is a large body of research about literacy
  development, literacy instruction, and student
  and teacher learning
• In order to support NH schools and districts, we
  need to do this - NOW

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The Charge

• Create a comprehensive, results driven statewide
  literacy plan by spring 2007
• Present it to the NH Board of Education for
  approval and endorsement by June 2007
• Present the plan and carry out implementation
  training through professional organizations,
  institutes of higher education, regional PD
  centers, and in school districts
• Develop PSAs to promote literacy in NH

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The Vision

• Assemble a stakeholder task force representing
  Department of Education, school districts,
  community and parent groups, and Institutions of
  Higher Education
• Study the research on best practices in literacy
  instruction
• Develop guidance for parents, school districts,
  and pre-service education in the following areas

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• What the research says about literacy development
  and literacy instruction (including definitions
  in order to create common language)
• What effective data-driven instruction looks like
  (so we can recognize it, foster it, and help it
  to flourish)
• What are evidence based supplemental
  instructional interventions for struggling
  readers, and when and how to implement them
• Differentiated models of professional development
  for teachers across all grade levels and
  disciplines
• Using data to guide instruction and track student
  progress
• Professional development for school leaders in
  creating professional learning communities that
  promote a culture of literacy
• How communities can support literacy development
  and achievement for all

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Next steps do what good readers do

• Connect our prior knowledge to our new learning
• Monitor our understanding, always asking, Does
  this make sense?
• Ask questions
• Make predictions if we do or say this, what will
  the result be?
• Determine what is important (because we cant do
  it all)
• Visualize what the components of a good balanced
  literacy program would look like
• Synthesize the research and work done by other
  states and add our own meaning to make our
  toolkit effective and efficient for NH

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Lastly, throughout the process

• Communicate with and seek feedback from our
  constituency groups
• Reflect on our progress

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Since the initiation of the plan

• The group of contributors and reviewers grew
  because of interest
• The decision was made to focus on a document that
  would assist school and district leadership in
  implementing a comprehensive literacy program,
  pre-K -16, that also addresses 21st century
  literacies and focuses on student achievement

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Table of Contents

• I. Executive Summary
• II. Introduction rationale, vision, audience,
  focus
• III. Conceptual Framework
• IV. The Foundation

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Foundation

• Shared Beliefs about Learning and Literacy (p. 9)
• Essential Understandings about 21st Century
  Literacy (pp. 10-11)
• Clearly articulated goals for reading instruction
  (our NH Frameworks and appendices) pp.12-13
• Development of a reader and essential components
  of reading instruction (pp.15-22)
• A culture of collaboration (pp.22-30)

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COLLABORATION WITH INSTITUTIONS OF HIGHER
EDUCATION

• Emphasize the notion of excellence in literacy
  for all pre-service teachers and in the
  professional development of teachers
• Ensure that all education courses reflect best
  practices and evidence-based research in
  literacy to include literacy in all content
  areas
• Establish partnerships with local school
  districts in order to work collaboratively on
  literacy initiatives and action research

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Table of Contents

• I. Executive Summary
• II. Introduction rationale, vision, audience,
  focus
• III. Conceptual Framework
• IV. The Foundation
• V. Infrastructure

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Infrastructure for Supporting Literacy

• Knowledgeable Focused Leadership
  Literacy/Instructional Leadership Teams
• Curricular Coherence and Shared Expectations
• A System of Data Collection and Analysis
• Sufficient Resources for Teachers and Students
• Time for Teachers to Collaborate and Reflect on
  Their Practice
• Ongoing Professional Development for High Quality
  Teaching

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Table of Contents

• I. Executive Summary
• II. Introduction rationale, vision, audience,
  focus
• III. Conceptual Framework
• IV. The Foundation
• V. Infrastructure
• VI. Personalized Instruction PreK-16

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Personalized Instruction PreK-16

• Assessment-Driven Tiered Model of Instruction and
  Intervention
• Research Based Effective Practices Across Content
  Areas
• A Classroom Instructional Model
• Extended Learning Opportunities
• Well-Defined System of Support for Struggling
  Readers and
• English Language Learners
• Consistent Assessment and Evaluation

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Table of Contents

• I. Executive Summary
• II. Introduction rationale, vision, audience,
  focus
• III. Conceptual Framework
• IV. The Foundation
• V. Infrastructure
• VI. Personalized Instruction PreK-16
• VII. Creating a Literacy Action Plan

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Appendix

• A - Planning Tools
• B - Reading Assessments
• C Reading Strategies for Cognitive Processing
• D - Metacomprehension Flow Chart
• E - New Hampshire Information and Communication
  Technologies Standards for K-12 Students
• F - Parent/Family Involvement Chart
• G - What To Look For in Classrooms (and what you
  dont want to see)
• H - Choosing Research Applications for Struggling
  Learners
• I - Responding to Teachers Who Resist Taking on a
  Shared Role for Content Area Literacy Instruction
• J - Definitions of Primary and Secondary Literacy
  Coaching
• K - Book Study Titles and Sample Study Guide
• L - Additional Resources
• M - NH Literacy Task Force Members and
  Contributors
• N -The NH Conceptual Framework for 21st Century
  Literacy

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Thank You to all who participated in any way!

• We are here to support you and answer questions
  all week and all year.