Striving Readers Comprehensive Literacy Plan

STATE PROFILE

Minnesota

Team Name

State Literacy Team – Minnesota

Responsible Agency

Minnesota Department of Education (MDE)

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 / Barbara O’Sullivan, Michele Bedor, Peggy O’ Toole-Martin
K-5th Grade / Andrew Rummel, Kathy Cahill, Pam Tomassoni
6th grade - 12th grade / Kari Ross, Eva Boehm
Managing/implementing literacy programs / Bobbie Burnham, Mary Kirchoff
Evaluation of literacy programs / Dr. Debra Peterson
Planning and implementing Response-to-Intervention / Dr. Vicki Weinberg
Screening and performance measurement / Dr. Gail Jordan
Validated interventions and instruction for struggling readers, English learners and students with disabilities / Eric Kloos
Professional development for principals, teachers and coaches / Dr. Beth Aune, Dr. Carolyn Gwinn, Sue Paasch
Teacher preparation and State licensure/accreditation in literacy development and instruction / Dr. Cindy Whaley, Dr. Daniel Bittman
Other members and/or experts required / Jessie Montano

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Applicable Standards

Birth – School Entry / Kindergarten – 5th Grade / 6th Grade – 12th Grade
2005 Early Childhood Indicators of Progress / 2010 Minnesota K-12 Academic Standards in English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (Includes the English Language Arts Common Core State Standards) / 2010 Minnesota K-12 Academic Standards in English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (Includes the English Language Arts Common Core State Standards)
2007 Minnesota’s Early Learning Guidelines for Birth to 3 Early Childhood Indicators of Progress

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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 / ü  / ·  Provide Early Childhood Indicators of Process: MN Early Learning standards birth through age 5, English Language Arts Kindergarten through grade 12, and World-Class Instructional Design and Assessment (WIDA), and other declarations of student expectations as appropriate to adequately inform curriculum, instruction and assessment for all students (17)
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 / ü  / ·  MDE will provide an Implementation Guide and Program Mapping Tool that will assess current literacy needs and provide guidance and support for the implementation of the core components of the Minnesota Comprehensive B-12 Literacy Plan (18)
·  MDE provides training and support that addresses all five essential components of reading instruction and uses a coherent instructional process that leads to reading, writing and oral language proficiency of all students, including those most disadvantaged (19)
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 / ü  / ·  2007 Minnesota’s Early Learning Guidelines for Birth to 3 Early Childhood Indicators of Progress
http://www.dhs.state.mn.us/main/groups/children/documents/pub/dhs16_144668.pdf
·  2005 Early Childhood Indicators of Progress
http://www.dhs.state.mn.us/main/groups/children/documents/pub/dhs16_144667.pdf
·  2010 Minnesota K-12 Academic Standards in English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (Includes the ELA Common Core State Standards)
http://www.education.state.mn.us/MDE/EdExc/StanCurri/K-12AcademicStandards/index.htm
Enable more data-based decision-making / ü  / ·  Blueprint pages 10-11: MDE will support communities and districts in improving learner outcomes by enhancing the use of the Statewide Longitudinal Education Data System (SLEDS) to ensure data is available for analysis and decision making for all B-12 educators
Provide evidence-based teacher preparation and professional development / ü  / ·  Collaborate with the Minnesota Board of Teaching to provide guidance on ensuring educator preparation programs teach literacy in an integrated way, including evidence-based approaches; support to teacher preparation programs and beginning teachers; incorporate a literacy focus in leadership development program; and incorporate and communicate the Minnesota B-12 literacy plan implementation and monitoring into preparation and certification programs consistent with Licensure Rule 8710.4725 (2)
·  Collaborate with Center for Reading Research and Center for Early Education and Development, at the University of Minnesota, to provide professional development in effective literacy teaching and learning strategies and resources, develop and provide materials to communities and district partners to promote cohesion among home, school and community (2)
Use coherent assessment and screening systems that are aligned with State standards / ü  / ·  Data Based Decision Making also involves the use of a coherent assessment system aligned to standards and uses a valid and reliable screening, diagnostic, and progress monitoring tool and ensures appropriate accommodations are available for ALL learners to be reliably and accurately assessed (Blueprint 10-11)
Implement targeted interventions / ü  / ·  Use of a multi-tiered system of support that differentiates and accelerates the learning of all consistent with MN Statute 120B.12 (6)
Propose use of technology to address student learning challenges / ü  / ·  The MDE is dedicated to using innovative technology and Universal Design for Learning (UDL) to increase learning opportunities for all students and teachers. UDL provides a blueprint that supports learners having multiple ways to engage in, respond to and be evaluated on their comprehension of materials. Educational researchers and practitioners alike assert that the potential of new technologies for learning is likely to be found not in the technologies themselves but in the way these technologies are used as tools for learning (9-10)
Action Plans
(List major implementation activities; include page numbers where activities are referenced in Comprehensive Literacy Plan)
·  Governor Dayton’s 7 Point Plan for Education includes specific attention to “Reading Well by Third Grade
http://mn.gov/governor/multimedia/pdf/Better-Schools-For-A-Better-Minnesota.pdf
·  Developing a state-wide system of support for Priority and Focus schools to increase student achievement and close the achievement gap: http://education.state.mn.us/MDE/Welcome/AdvBCT/NCLBWaiver/
·  Established and maintain a State Literacy Team of stakeholders to guide and advice work on B-12 literacy initiatives within our SEA
·  Full implementation of 2010 Minnesota K-12 Academic Standards in English Language Arts (including all of the ELA Common Core State Standards) in SY 2012-13

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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.)
·  Cross Agency Implementation Team coordinates SEA efforts for all Focus and Priority Schools with Centers of Excellence Staff
·  Professional development created and delivered in collaboration with the Minnesota Center for Reading Research, the Minnesota Reading Association, and the Minnesota ASCD
·  Pilot state with the National Implementation Research Network (NIRN) on system implementation of statewide initiatives

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State Comprehensive Literacy Plan Website

None

June 2012