Arizona State Literacy Plan

Arizona State Literacy PlanArizona Department of Education

Joanie Judd Bette Lovelace Director of K-12 ELA Education Program SpecialistJoanie.Judd@azed.gov Bette.Lovelace@azed.gov

Context for the State Literacy PlanFirst and foremost, we must recognize that we are a literacy-driven society. In the simplest of terms, across the span of our history, we have sought to understand each other and in turn, be understood. Effective communication has always propelled change foreword at the personal, community and world levels. All Arizona stakeholders need to have a sense of purpose and responsibility in raising up literate young adults.Literacy CountsAdolescents entering the adult world of the 21st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens and conduct their personal lives.Richard Vacca

Contemporary LiteracyEssential Big 6 Skills for the 21st Century

Task definitionDefine and identify information neededInformation seeking strategiesDetermine range and evaluate different possible sourcesLocation and accessLocate and find information within sourcesUse of information engage and extract important informationSynthesisOrganize and present informationEvaluationJudge the effectiveness and efficiency of the problem solving processReading By 3rd Grade Matters4X88%89%Students who cannot read by the end of the 3rd grade are four times more likely to drop out of high schoolEighty-eight percent of students who failed to earn a high school diploma were struggling readers in 3rd gradeEighty-nine percent of low-income students who achieved proficient reading skills by the 3rd grade graduated.U.S. Department of JusticeThe link between academic failure and delinquency, violence and crime is welded to reading failure.

Rising Literacy Demands25 fastest growing professions have far greater than average literacy demands

25 fastest declining professions have lower than average literacy demands

Approximately 70% of new jobs will require post secondary education

Arizonas State Literacy PlanInitial impetus Federal Striving Readers formula grant

Multiple state-wide literacy projects and programsFirst Things First and K-12 system

Adoption of the 2010 Arizona English Language Arts Standards (Common Core)Aligned assessments in 2014-15The ChargeConvene a State Literacy Team representing diverse expertise

Develop a birth through grade 12 literacy plan

Establish a communication and implementation plan of action

The Foundation10 shared belief statements

State statutes and State Board policies

2010 Arizona ELA Standards (Common Core)

Essential components of effective reading instruction

Current evidence based literacy research

Culture of collaboration

Belief StatementsThe foundation for lifelong literacy skills begins in infancy.Literacy is the most important skill learners acquire that will benefit them throughout lifeA students rate of growth is related to the quality of instruction and support students experience.Establishing a collaborative system among education and health professionals, family and community is essential to improved student literacy achievement.An integrated system of delivery of instruction provides for high quality learning experiences based on Arizonas Standards for all learners

Belief Statements ContinuedIntervention that is matched to learners academic, social-emotional and behavioral needs is essential.Continuous collection and use of valid and reliable benchmark, progress monitoring and diagnostic literacy data informs and promotes decision making.Purposeful, direct, explicit and systematic instruction and evidence based effective practices across the curriculum will support all learners in experiencing academic growth.Student learning and motivation are enhanced by a connection to cultural experience and personal relevance.Literacy instruction is supported by informed leadership consisting of parents, caregivers, community members, teachers, principals and district and state leaders.

The Goal Arizonas high school graduates will have developed a deep well of specific skills, content knowledge, and expertise that clearly demonstrates a fluid integration of oral language and literacy skills.

Ensure all essential stakeholders have a clear understanding of the process of developing language and literacy skills and recognize the part they have to play in this process

Student Achievement Targets in ReadingTHIRD GRADE: in 2020 - 93% of students meeting or exceeding State standards on the state assessment, interim benchmark of 83% in 2014. EIGHTH GRADE: in 2020 - 93% of students meeting or exceeding State standards on the state assessment, interim benchmark of 83% in 2014. in 2021 - 87%, of students achieving at or above basic on the NAEP assessmentan interim benchmark of 77% in 2015. TENTH GRADE: in 2020 - 93% of students meeting or exceeding State standards on the state assessment interim benchmark of 84% in 2014.

Implementation of the PlanEnsures that instruction is:Built on the foundation of sound research and evidenceFully aligned to the language and literacy continuumFully aligned to Arizonas Early Childhood Standards, 2010 English Language Arts Standards and the 2010 ELP StandardsClosely tied to intentional learning, data-driven instruction, and purposeful assessmentsAddressing state statutes, and State Board policyMobilizing all stakeholders to fully support all learners from cradle to career in developing necessary literacy skills Essence of the State Literacy PlanCreates a cohesive, seamless roadmap for all stakeholders

Outlines the stages of language and literacy development from birth through 12th grade

Provides guidance on the support that is required at all stages of growth to ensure learning is maximizedImportant considerations

What it takes to develop strong language and literacy skillsWhat reading and writing demands of our brainsWhat reading and writing contributes to our capacity to think, to feel, to infer, to understand ourselves and other human beingsLiteracy is a neuronally and intellectually circuitous actHow to teach those whose brains are poised to acquire reading skills and those whose brains are organized differentlyHow to prepare learners so they are positioned to acquire the next new learning

Definition of LiteracyLiteracy is defined as the ability to effectively communicate in a wide variety of complex settings through:The utilization of visual literacyPerceptive thinking and listening skillsArticulate and fluent language and speaking skillsProficient and comprehensive reading skillsConvincing ,powerful and compelling writing skills.

The integration of these language processes provides learners, in a continuum of development, the opportunity to think deeply while actively acquiring, constructing and expressing an understanding of the world around them.Components of the State Literacy Plan

Arizonas story

Literacy Framework

Common Structural Components

Implementation

References

AppendicesCommon Structural ComponentsLeadershipDirect and Explicit InstructionText ComplexityRigorClose Reading of TextAssessment and Data Based DecisionsRTI and InterventionsAt Risk Learners: ELL and Special Education studentsParent Engagement-Academic Parent Teacher Teams

ImplementationTheory of ActionStages of ImplementationSystems Models by Age and Grade SpanParent Engagement Model Professional DevelopmentOnlineFace-to-faceBirth to Age 5 Language DevelopmentYoung infants (birth - 6 months)Listening, use of sounds, facial expressions, movementOlder infants (6 months 18 months)Deliberate actions, mimic, meaning of wordsToddlers (18 months 36 months)Receptive language increases, specific use, read aloudsPreschoolers (3 years 5 years)Enhanced language increases ability to think, reason and problem solveGrades K - 5Teaching children to readDirect and explicit instructionCode focused instruction reading and writingVocabulary and comprehensionReceptive and expressive languageRigorous instructionText complexityMotivation Grades 6 - 8Systematic delivery of standardsText complexityInstructional componentsVocabulary ComprehensionWritingSpeaking and listeningInstructional practicesIncrease explicit instruction in comprehension strategiesIncrease amount/quality of sustained discussionSet and maintain rigor in discussion, reading and writingUse variety of practices to increase motivation/engagementTeach essential content knowledge and vocabularyGrades 9 - 12Direct, explicit, systematic instructionApply content and literacy knowledge in rigorous, authentic engaging situationsInstructional componentsReadingFluency, vocabulary, background knowledge, comprehension, motivationWritingas a tool, product, processSpeaking and listeningDiscussion and collaborationLanguage Vocabulary and conventionsMotivation and Cognitive Engagement

Intervention SystemsResponse to Intervention AZRTIMulti-tiered system of instruction

English Language LearnersProgram delivery in SEI classroomsInstructional support for FEP students

Special EducationInfants and toddlersPreschoolK-12

Read and Highlight Important Words or Phrases

The most expensive burden we place on society is those students we have failed to teach to read well. The silent army of low readers who move through our schools, siphoning off the lions share of administrative resources, emerge into society as adults lacking the single prerequisite for managing their lives and acquiring additional training. They are chronically unemployed, underemployed, or unemployable. They form the single largest identifiable group of those whom we incarcerate, and to whom we provide assistance, housing, medical care, and other social services. They perpetuate and enlarge the problem by creating another generation of poor readers. Fielding, L., Kerr, N., & Rosier, P.

28What is the present reality for our children?23% of children live in poverty in ArizonaEquates to 400,000 childrenNational average is 20%Children in poverty are more likely to suffer AcademicallyEconomicallySociallyHost of barriers will dramatically impact their growth and development

Impact of IlliteracyInstitute of Education Sciences 2003 Arizona studyApproximately 500,000 adults (16 years old +) do not have basic literacy skillsNationally3 of 4 welfare receipts are illiterate70% of prison inmates cannot read beyond a 4th grade level$73 billion in unnecessary medical expenses every year due to poor reading skillsLiteracy is a community issueImpacts individuals capacity to contributeInvestment begins at birthHealth SafetyEconomicsEducationCitizen engagement

In our K-12 Public School SystemElementary grades 3-8 Reading results (2011 AIMS)All students 488,88277% passed 376,439 students23% failed - 112,442 students

GradePassedFailed3rd75%25%4th76%24%5th78%22%6th81%19%7th81%19%8th71%29%In our K-12 Public School SystemHigh School Reading results (2011 AIMS)All students 96,619

CohortPassedFailed2014 (9th graders)42%58%2013 (10 graders)78%22% (16,707 students)2012 (11 graders)48%52% (7,286 students)2011 (12 graders)29%71% (3,600 students)201022%88%200927%83%200835%65%200735%65%Reading by 3rd grade mattersA.R.S. 15-701 potential 3rd grade retention of student falling far below grade level reading requirementsLEAs must:Provide information regarding the new law and the potential for student retention beginning in 2013-14 school yearProvide information to parents regarding:Description of instructional services being providedDescription of available interventionsDescription of strategies for parents to utilize to assist their childPotential of retention at the conclusion of 3rd gradeDescription of LEA policies on mid-year promotion

2010 English Language Arts StandardsMost significant impact on teaching and learningIncreased text complexityIncreased levels of comprehensionDepth of Knowledge levelsRecall and recognitionApplication of skills/conceptsStrategic thinkingExtended thinking

Key Advances in new 2010 ELA StandardsReadingBalance of literature and informational textsText complexity

WritingEmphasis on argument and informative/explanatory writingWriting about sources

Speaking and ListeningInclusion of formal and informal talk

LanguageStress on general academic and domain-specific vocabulary

35Key Advances in new 2010 ELA StandardsStandards for reading and writing in history/social studies, science, and technical subjects

Complement rather than replace content standards in those subjects

Responsibility of teachers in those subjects

Alignment with college and career readiness expectations

36Arizona High School Graduation RequirementsIn 2013 Total 22 credits4 credits English4 credits Mathematics3 credits Science3 credits Social Studies1 credit CTE/Fine Art7 credits Electives

Arizonas Graduation Rate 78%Approximately 18,000 students do not graduate

Leadership in ActionThere is frequently a chasm between what we know to be the best action and what we do. The connecting tissue is often the courage to act.

Effective leaders act with heart. In the final analysis, their decisions are informed by judgment, but emanate from their core purpose, values, and intention. They act with a Courageous Leadership Imperative.A. M. Blankstein

Moving forwardWebsite: To access and provide feedback, please visit http://www.azed.gov/k12-literacy/arizona-state-literacy-plan-home-page/

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