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New Hampshire’s preK-16 Literacy Action

Plan for the

21st CenturyDeb Wiswell & Linda Stimson

NH Literacy Task Force

July 23, 2007

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Some history… Deputy Commissioner Mary

Heath applied for a National Governor’s 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

can’t 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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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

COLLABORATION WITH INSTITUTIONS OF HIGHER

EDUCATION

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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 don’t

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.