Striving Readers Comprehensive Literacy Plan

STATE PROFILE

Wisconsin

Team Name

Wisconsin State Comprehensive Literacy Planning Team

Responsible Agency

Wisconsin Department of Public Instruction

Team Membership

Membership Types and Numbers
A Statethat receives aStriving 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 eachage/grade category and type of expertise.
Birth-school entry / Linda Leonhart, Gaye Tylka
K-5th Grade / Kim O’Connor, Sharonda Robinson
6th grade - 12th grade / Lynn Aprill, Doug Buehl, Leslie Teller
Managing/implementing literacy programs / Neva Moga, Patty Schultz
Evaluation of literacy programs / Damiana Gibbons
Planning and implementing Response-to-Intervention / Heidi Thuli
Screening and performance measurement / Nancy Forseth
Validated interventions and instruction for struggling readers, English learners and students with disabilities / Juan Torres, Yer Yang
Professional development for principals, teachers and coaches / Kathy Galvin
Teacher preparation and State licensure/accreditation in literacy development and instruction / Gloria Ladson-Billings
Other members and/or experts required / Michael Brickman, Mary Newton, Dipesh Navsaria, Marcia Sarnowski

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Applicable Standards

Birth – School Entry / Kindergarten– 5th Grade / 6th Grade – 12th Grade
WI Model Early Learning Standards (WMELS) / Common Core State Standards (CCSS) / CCSS

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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 of children from birth through Grade 12 /  /
  • Instructional Design Goal 1/Action 1: Integrate Culturally Responsive Practices into all instruction, assessment, and collaboration (22)
  • Instructional Design Goal 2/Action 1: Align curriculum, assessment, and instruction to CCSS and WMELS (24)

Address the literary needs and improve the learning outcomes of disadvantaged students, such as students who are English Language Learners (ELL) and students with disabilities /  /
  • Instructional Design Goal 1/Action 1: Integrate Culturally Responsive Practices into all instruction, assessment, and collaboration (22)
  • Instructional Design Goal 1/Action 2: Integrate high quality instruction, balanced assessment, and collaboration within a multi-level system of support (23)

Include the use of clear content standards in the areas of pre-literacy, reading, and writing. Also use curriculum and instructional material that align with State standards /  /
  • Instructional Design Goal 2/Action 1: Align curriculum, assessment, and instruction to CCSS and WMELS (24)
  • Instructional Design Goal 2/Action 2: Integrate media and digital literacy for learning (25)

Enable more data-based decision-making /  /
  • Alignment and Assessment Goal 1/Action 1: Connect the Wisconsin longitudinal data system across birth to adult education
    (31)

Provide evidence-based teacher preparation and professional development /  /
  • Professional Learning Goal 1/Action 2: Provide professional development to support the implementation of the Common Core State Standards and the WMELS (29)

Use coherent assessment and screening systems that are aligned with State standards /  /
  • Assessment Goal 1/Action 1: Use multiple literacy measures to determine the literacy development of students (27)
  • Assessment Goal 1/Action 2: Ensure data collected in early learning environments is used to inform instruction in the K-12 system (27)

Implement targeted interventions /  /
  • Instructional Design Goal 1/Action 1: Integrate Culturally Responsive Practices into all instruction, assessment, and collaboration (22)
  • Instructional Design Goal 1/Action 2: Integrate high quality instruction, balanced assessment, and collaboration within a multi-level system of support (23)

Propose use of technology to address student learning challenges /  /
  • Instructional Design Goal 2/Action 2: Integrate media and digital literacy for learning (25)

Action Plans
(List major implementation activities; include page numbers where activities are referenced in Comprehensive Literacy Plan)
  • Implement a Response to Intervention Framework (RTI) that scaffolds college and career ready success for all students (22)
  • Direct curriculum and instruction to help students reach college and career ready standards (24)
  • Design and implement a balanced assessment system to enhance literacy achievement (27)
  • Develop and implement a professional learning plan to enhance literacy instruction and student achievement (28)
  • Use data effectively to support student achievement (31)
  • Create a system to support high quality literacy leadership (32)

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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 tasksamong the leaders.)
  • Each goal and the underlying actions have four tiers and parties responsible for implementation: state, district, school, and partners. Each action is appropriate for sustainability as the action is aligned with the proximity to instruction of the responsible group

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State Comprehensive Literacy Plan Website

None

June 2012