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5/10/2017

Introduction & Welcome


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NAEP Data Analysis
c Growth, but out-paced
Committee Members
c Four co-chairs of very different backgrounds
c 22 members spanning the state & experiences
Five strategic areas of focus determined
c Access, Equity, Empowerment, & Advocacy (AEE&A)
c Teacher Education Programs-Higher Education (TEP-HE)
C Professional Development (PD)
c Community & Workforce Development (C&WD)
c Curriculum & Instruction (C&I)

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Access, Equity, Empowerment, & Advocacy


(AEE&A)
~

_ PD centered strategically on
c National Council of Teachers of Mathematics teaching
practices
c Standards for mathematical practice with accountability
c School systems understanding of micro-messaging
Create an office of Access, Equity, and Empowerment
c Monitors, evaluates, and supports quality math education
c Socio-economic, race/ ethnicity, gender, data are compiled
regarding enrollments, teaching assignments, and provided
PD
c Monitor and assist high-risk schools

Access, Equity, Empowerment, & Advocacy


(AEE&A)
~ ~------~----------------------------------------

Increase access and expectations of all students


.__ Create policies that balance qualified / quality of
teachers' assignments of courses
1 Institute high-needs disciplines and school supports
c Tuition, state loan forgiveness, salary supplements
Address the teacher shortages publicly
c Recruit more diversity
c Local community partnerships grow their own teachers
c Examine higher education policies that may restrict
access for qualified teacher candidates

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5/10/2017

Teacher Ed Programs-Higher Education


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TEP-HE)
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Standards
c Praxis II Math Scores & Mathematics Coursework
c Strategic sequence of Moth Ed teaching methods courses
c Fully align to Conference Board of Mathematical Sciences
Mathematics Education of Teachers 2, National Council of
Teachers of Mathematics, Association of Mathematics Teacher
Educators
Incentives
c Salary Matrix adjustments
c Induction support for professionals
c Scholarships in high needs areas
c Additionally incentivize title-1, rural

Teacher Ed Programs-Higher Education


TEP-HE)
Graduate Programs Committee Creati on
c PK-6, 4-8, 9-1 2 Mathematics Specialists
c Measurable learning Outcomes for:
Mathematical Knowledge for Teaching
Pedagogical Content Knowledge
STEM careers to Teaching Committee Creation
Other Issues
c Elimination of ABC pathway in 3 years
c Review of MATH vs. Math Ed in grad programs
c STARS review, Community College rigor issues

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5/10/2017

Professional Development (PD)


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Collabo ration between A LSDE & Higher Educatio n to
equip inse rvice teachers through professional
development and tie standards to expected student
outcomes as well as certification renewal
Organize schools around effective professional
learning that is teacher-driven, job-embedded and
focused on school needs/ data.
Professional Development should include 3 critical
components:
D Content Knowledge (Mathematical Knowledge for Teaching)
D Science of Student Learning
D Pedagogical Knowledge & Enactment

Professiona I Development (PD)


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Utilize / Coordinate Professional Learning through
existing structures:
c Regionallnservice Centers
c Alabama Moth, Science and Technology Initiative
Mentorship
c Math Specialist/
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5/ 10/2017

Community & Workforce Development


(C&W_D )_ _ _ _ _ _ _ __
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Ranking Methodology Developed to determine Initiatives
with the Broadest Impact Across Alabama's Diverse Student
Population
o Age Groups (K-6, 7-9. 10-12}
o Skill Levels (Adv. Scholar, Scholar, Life-Learner}
o Geography (Urban, Rural }

Public-Private Partnership Recommendations


o Targeting Essential Math Skills
o Advocacy for middle and high school life-skills learners
o Tax code revamp to develop Public/ Private scholarships for
teachers

Community & Workforce Development


C&WD
Institutional Partnership Recommendations
c Local community partnership s with K-12 schools, higher
education (e.g. math circles, grant programs)
c Advanced math courses in rural areas through free
community college tuition, low costs to implement
All five recommendations strongly supported by full
committee

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Curriculum & Instruction (C&I)


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Build awareness of standards, their focus areas and
vertical alignment among teachers
Improve curricular options for teachers
In elementary and middle grades:
c Provide OGAP training for teachers and school
instructional coaches
c Emphasize students' "Number Fluency"
c Allow math-certified teachers in intermediate
elementary grades (3-5 )

Curriculum & Instruction (C&I)


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Study possibility of providing accelerated path to
8th Grade Algebra 1 starting in the 6th Grade,
and evaluate effectiveness of "Algebra A&B "
Revisit the Course of Study for high school to
consider eliminating "ineffective" math classes,
adding others, or reorganizing standards into
integrated math classes

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5/ 10/2017

Closing Remarks, Q&A


~c

~ Extremely diverse committee members


0 Educational positions, workforce, experience, degrees

o Political spectrum viewpoint differences


Very strong consensus on all recommendations
The culture of educati on has to change
o Mathematically, Alabama can lead the nation in
improvement by making these recommendations a
reality, this board's legacy
o The next 25 years needs to see the fruits of this
committee 's work

Science Strategic
Planning Committee
Overview of Recommendations
for State Board of Education
May 11, 2017

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The Committee
Committee Members:
Kevin Heering
Felecia Briggins Amy Murphy
Leella Holt
Jennifer Brown Kim Sargent
Shaik Jeelani
Mark Conner Tammy Simons
Albert Killen
Schelly Corry Jerry Snow
Stephanie LeGrone
Tammy Dunn Wayne Strickland
Stuart Loch
Jeff Goodwin Brenda Terry
Tina Miller-Way
Andre Green Mike Wyss

ALSDE:
Cathy Jones Sandy Ledwell Jayne Meyer Dawn Morrison Robin Nelson

Co-Chairs:
Amara Alexander Jeff Gray Neil Lamb Lee Meadows

The Vision
Imagine it is February 2025. Thanks to a
series of modifications instituted in 2017,
the most recent science assessment results
have catapulted Alabama from the bottom
of the list to 25th place .
You visit an Alabama science classroom.
Describe what you see.

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Science Strategic Recommendations


1. Overarching Science Themes
2. Instructional Learning
3. Pre-service Education
4. In-service Professional Learning
5. Computer Science & Enginee ring

Instructional Learning
Overarching Recommendations

The AMSTI program coordinator's position should be re-


designed as the ALSDE STEM Director.
provide leadership for AMSTI/ASIM, Technology in Motion,
Computer Science and Engineering
additional staff added to the STEM Director's team to
support Computer Science and Engineering programs
implemented across the state
STEM Director would establish an advisory committee of
internal & external stakeholders to help guide the state's
STEM-focused programming.

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Instructional Learning
Overarching Recommendations

AMSTI should undergo an external review identifying


accomplishments, areas of improvement, approaches for
expansion and options for greater efficiency.
AMSTI then develops a plan of improvement/next steps and
metrics of success to measure future progress.
The process of identifying an external reviewer should be
coordinated by AMSTEC, with additional participation from
other stakeholders (e.g., legislators, industry, K-12 and
higher education).

Instructional Learning
Recommendations

1. By 2019, the ALSDE, in collaboration with each LEA, shall


mandate daily science instruction in the K-5 classroom .
current COS reads suggested" daily time for science
II

instruction
recommend changing to "at least"
- grades 1-3: 30 minutes
- grades 4-6: 45 minutes.
- Kindergarten : add recommendation of 30 minutes

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Instructional Learning
Recommendations

2. By 2019, the ALSDE, shall ensure that all K-12 science


classrooms have equitable access to instructional resources
that provide students with active learning opportunities.
reliable high speed internet
sufficient instructional tools, equipment and consumable
supplies
appropriate professional learning that explains how
these resources should be safely and properly used

Instructional Learning
Recommendations
3. By 2020, the ALSDE should ensure all K-12 teachers are
providing high quality science instruction, fully
incorporating 3-Dimensional teaching practices as well as the
Five E+IA instructional model.

4. 2021, the ALSDE should identify, validate and incorporate an


appropriate suite of K-12 formative and summative
assessment tools to measure a student' s understanding of
science content, ability to propose scientific experiments,
analyze results, draw conclusions and make connections
between scientific concepts and real-world applications.

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5/10/2017

Pre-service Education
Overarching Recommendations

STEM educators shall be appropriately compensated,


recognizing their critical role and re lative scarcity in certain
parts of the state.

By 2018, ALSDE is taking an active, aggressive leadership role in


recruiting science teachers, including career switchers.

Pre-service Education
Overarching Recommendations

The ALSDE should lead a collaborative effort with Alabama


Schools of Education and Schools of Arts & Sciences to create
specialized content courses appropriate for pre- and in-service
teachers that are intentionally designed to strengthen science
teachers' content knowledge. For pre-service educators, these
courses should count as science credits (rather than education
credits) in the teaching curriculum .

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5/10/2017

Pre-service Education
Recommendations

1. By 2019, the State will identify a new and dedicated revenue


stream ....for the additional higher ed. faculty required for
supervising and supporting high quality field experiences.

2. Immediately, the ALSDE develops, announces & commences a


process fo r both pre-service and in -service to create
certifications for CS & engineering and an endorsement
allowing elementary teachers to specialize in science (or
STEM).

Pre-service Education
Recommendations

3. Immediately, the ALSDE holds GPA requirements at 2.5 and


commences a data-based decision making process to
balance raising GPA and teacher pipeline issues.

4. By 2018, the ALSDE reduces the cost and number of tests


required for init ial teacher certification .

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Pre-service Education
Recommendations

5. By 2018, the ALSDE secures funding for full scholarships for


all students who have met admission req uirements for
science education programs (both TEP/undergrad and
AMP/5t h Year masters). These schol arships should include a
requirement of 4 years of teaching in an Alabama public
school.

In-service Professional Learning


Recommendations
1. By 2018, the ALSDE should establish an Office for lnservice
Professional Learning, tasked w ith approving Certified
Professional Learning Experiences {CPLE) -a designation
given to professional development programs that meet a
stringent set of objectives.

2. Before the 2019-2020 academic year, the ALSDE should


develop and implement a CP LE-designated Progression of
Professional Learning Opportunities to guide and support
educators along the pathway from novice to master teacher
in their specific field .

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5/10/2017

In-service Professional Learning


Recommendations
3. Beginning with t he 2019-2020 academic year, the ALSD E
shall requ ire educators to obt ain a diversified portfolio of
professional learning clock hours/educational credits for
teacher recertification that :
requires 75% of professional learning activities be directly related
to the certificate being renewed
spans pedagogy, content knowledge and mandatory compliance
ties to grade band, subject area and level of classroom
experience
is obtained through multiple modalities
includes at least 20 hours of CPLE across the five-year
recertification window

Engineering & Computer Science


Overarching Recommendations

The ALSDE should explore accepti ng computer science and


engineering courses as science and math electives for the
High School General Diploma, allowing them to count as either
type of elective .

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5/10/2017

Engineering & Computer Science


Recommendations
Enhancing Infrastructure Support
1. By 2019, all Alabama K-12 schools will meet the established wifi
expectations of the Alabama Ahead Act (from 80% to 100%).
2. By 2020, all Alabama K-12 schools will meet the established
student-device classroom ratio expectations of the AAA (1:1
mapping between devices and students in the classroom).
3. Immediately, the ALSDE should investigate the feasibility of a fou r-
year device refresh upgrade policy to provide all Alabama
students with access to modern technology. Similarly, software
upgrades to applications essential to E&CS courses should be
updated...

Engineering & Computer Science


Recommendations

New Professional Development Opportunities


1. By 2018, the ALSDE should initiate discussion with the Ala bama
Association of Colleges for Teacher Ed ucation to design crea tive
opportunit ies for pre-service students to ga in additional
preparation in E&CS
2. After Spring 2018, when the Digital Literacy and Computer Science
Course of Study is released, ALSDE/AMSTI should develop
additiona l E&CS modu les for the K-5 grade levels...
3. Similar t o #2, after Spring 2018, ALSDE/AMSTI should develop
additional E&CS modules for integration into core science and
mathematics courses.

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Engineering & Computer Science


Recommendations

New Professional Devel opment Opportunities


4. Immediately, ALSDE/AMSTI/CTE should initiate discussions with
Alabama PO providers ... to collaborate with national
organizations who offer rigorous PD for E&CS curricula. New
partnerships should be established ... that offers enriched training
opportunities to middle and high school teachers who desire to
introduce new independent E&CS courses at their schools.
5. Immediately, the ALSDE should consider the adoption of a 9.5
month contract for teachers seeking E&CS PD over the summer,
to provide an incentive to in-service teachers ...to bring new
courses to their schools.

Engineering & Computer Science


Recommendations
School Adoption and Curriculum Coverage
1. After Spring 2018 (when t he Digital Literacy & Computer Science
Course of Study is released}, the ALSDE should develop incentives
for teachers to i ntegrate E&CS into their courses.
2. Immediately, the ALSDE should create new ways to help make
" E&CS Count" and to incentivize LEAs in offering more E&CS
opportunities in their schools.
3. Immediately, stakeholder champions should be sought to inform
policy regarding the importance of E&CS in Alabama K-12
schools.

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Engineering & Computer Science


Recommendations

Overarching Science Themes

Questions/Discussion

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Alabama State Superintendent's

Strategic Planning Committee on Reading

Committee Members
Committee Members
Ms. Holly Box Dr. Donnella Carter Ms. Heather Collum Dr. Carol Donovan
Dr. Jameha Gardner Mr. Heath Grimes Mr. Steve Hannum Ms. Kim Hargett
Dr. Cynthia Hicks Dr. Amy Hoaglund Dr. Bradley Hunter Dr. Andrea Kent
Dr. Anna McEwan Dr. Bruce Murray Ms. Nancy Pack Dr. Teri Prim
Dr. Beth Quick Dr. Danjuma Saulawa Ms. Meredith Smith Ms. Carita Venable
Ms. Kim Vivanco Ms. Julia Wall Ms. Judy Warmath
Ms. Sonya Yates Ms. Reeda Betts

Committee Co-Chairs
Dr. Janet Bavonese, Co-Chair Preservice Teacher Preparation
Mr. Keith Lankford, Co-Chair Curriculum and Instruction
Mrs. Ca roline Novak, Co-Chair lnservice Education
Mr. James Pope, Co-Chair Professional Learning

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Vision for 2022

Suppose it is April 10, 2022. You walk into an


Alabama classroom. Describe what you would
find in a classroom that is well-resourced for
teaching reading?
Grade Bands : K-2 3-5 6-8 9-12

Alabama Literacy Taskforce

Immediately establish an Alabama literacy Taskforce


Shift the culture from reading to literacy across all
grade levels and content areas
Partner with Regional Education Laboratory
Strengthen higher education and P-12 partnerships
Review literacy standards and benchmarks
Create infrastructure for literacy specialists
Design framework for state wide coaching support
Build a foundation for continued literacy leadership

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Teacher Preparation
Subcommittee

Teacher Preparation
Vision
We will work to ensure all teacher candidates meet research
based standards for knowledge and skills in teaching reading
and literacy at all levels and across all content areas. These
standards are appropriate for entry level professionals. We
acknowledge the need for partnering with P-12 systems ta
provide positive role models for exemplary reading and
literacy instruction during field-based practice opportunities.
First-fifth year teachers should have access to reading
coaches, teacher leaders, peer mentors, and instructional
leaders who can provide support for exemplary reading and
literacy instruction and assessment.

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Teacher Preparation Recommendation #1

Teacher candidates will graduate with the requisite entry


level knowledge and skills in the teaching of reading t o
assume full-time posit ions in the profession w ith ongoing
LEA support.
Strengthen higher ed partnerships to inform program needs
Co-construct a continuum of teacher development from
preservice through expert and advanced levels of leadership
(teacher leader, reading specialist, instructional leader)
Partner with LEAs to identify exemplary reading and literacy
teachers to serve as mentors, role models, and cooperating
teachers (according to continuum).

Teacher Preparation Recommendation #1, continued

Continue development through LEA coaching in the teaching of


reading and literacy during the first five years, including specific
district and school curriculum, assessments, and resources which may
require LEA support
Partner with LEAs to identify exemplary reading and literacy teachers
to serve as mentors, role models, and cooperating teachers (according
to continuum).
Continue development through LEA coaching in the teaching of
reading and literacy during the first five years, including specific
district and school curriculum, assessments, and resources which may
require LEA support

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Teacher Preparation Recommendation #2

Require curriculum and experiences for P-12 teacher


candidates to develop entry level knowledge and ski lls to
effectively differentiate instruction and assessment

Phonemic Awareness Minimum Requirements


Phonics - 6 cr hrs ECE, EED
Fluency -3 cr hrs SPE, Secondary
Vocabulary Education
Comprehension Follow the ALSDE Code of
Writing Educator Preparation
Oral/Academic Language
Development

Teacher Preparation Recommendation #3

Continue requiring nationally recognized assessments


for teacher candidates as a conditio n for all areas of
initial certification
-All P-6 teacher candidates will be required to pass the
Praxis II Teaching Reading Exam #5204.
Consider phasing out Reading Praxis as edTPA
becomes consequential
- All P-12 teacher candidates will be required to pass
edTPA which includes applied literacy components in
planning, instruction, and assessment

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Teacher Preparation Recommendation #4

EPP faculty responsible for the teaching of reading and literacy


courses w ill participate in professional networking and
encourage future literacy leaders

- Convene at least once a year to share best practices and to


interact with P-12 teachers of reading as well as Alabama
Reading Initiative Specialists and ALSDE
-Encourage faculty engagement with the Regional Educational
Laboratory Southeast (Alabama Literacy Alliance)
Work with leadership of Alabama Literacy Association to
establish a P-12 teacher candidate pre-conference workshop
during the annual Alabama Literacy Association Conference and
establish a Jr. Board of Directors

Curriculum and Instruction


Subcommittee

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Curriculum and Instruction


Vision

Every Alabama student will develop and demonstrate proficient literacy


skills (Reading, Writing, Speaking, and Listening) by participating In high
quality, explicit literacy instruction across all content areas and grade
levels. This will be accomplished through a nationally aligned rigorous
curriculum, targeted professional learning, and evidence-based resources
and materials to support our students' needs.

Curriculum and Instruction Recommendation #1

School-Based Personnel Staffing


-la. There is a need for a highly trained literacy Specia list in all
schools with the emphasis being elementary and primary. It is
recommended that these personnel be vetted through a credentialing
process leading to a possible endorsement.
-lb. Content Literacy Specialists in all middle and high schools should
be considered based on funding.
-lc. We recommend that every school has a full-time school librarian
to encourage students to read for enjoyment. The school librarian plays a
prominent role in instructing students, faculty, and administrators in a range
of literacies including information, digital, print, visual, and textural
literacies. As leaders in literacy and technology, school librarians are
perfectly positioned to instruct every student in the school community
through both traditional and blended learning.

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Curriculum and Instruction Recommendation #2

Accountability Assessments
-The assessment suite to be used ?
in Grades 3-8 and early high
school should match the Alabama ARMT
CCRS standards. The assessment
@ ASPIRE

~ ~ ~lo
suite should include interim and
summative assessments.
Preservice and practicing
teachers should know how to
interpret the assessment results.
Our teachers and students need a
consistent form of assessme nt. Hitting a
moving target is not a realist ic
expectation.

Curriculum and Instruction Recommendation #3

K-2 Essenti al standa rds and retent ion


-A curricu lum committee should immediately review the cu rrent Alabama
CCRS standards and determine (based on literacy/ Reading research) the
essen tial standards for grades K-2 from the Alabama CCRS.
- After determining the essential standards for K-2 from the Alabama CCRS,
establish common expectations and benchmark levels. Standards-Based
Report Card s should reflect the essent ial standards and level of
proficiency.
-There is a need for a consistent framework to assess K-2 essential
standards (beyond DIBELS).
There is a need for a con sistent reading retention framework for all
students in K-2 across the state. Students reading one year or more below
grade level, as verified by multiple valid assessments, should be
considered for specia l placement, summer programs, or grade retention.
However, children should not be retained more than one year or beyond
second grade.

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Curriculum and Instruction Recommendation #4

Vetting our programs and interventions


-consistent core reading and intervention programs should be based on what
works for students, not on cost or t he " bells and whistles" associated with the
programs. Programs adopted by schools should be evaluated for content and
rigor by REL Southeast, the What Works Clearinghouse, or an established
Alabama Research Center. A tiered ranki ng system, as conducted in Louisiana,
would indicate which programs are best suited for Alabama students. LEAs
should be responsible for detailed planning, as in Florida, as a condition for
supplemental funding of local init iatives.
-Programs should meet established mandates for dyslexia and other reading
interferences identified through testing and interventions (RTI/PST).
-Vocabulary should be developed systematically and explicit ly in a planned
instructional program featuring semantic word groupings beginning w ith oral
language instruction in kindergarten and aiming at word ownership in grades
2-12. It is not sufficient to teach only the words needed for reading specific
texts.

Curriculum and Instruction Recommendation #5

There is a need for ALSDE to provide ongoing


"Targeted" professional learning to LEAs.
- Elementary/ early childhood teachers should be t rained on the
essential elements of reading- phonemic awareness, phonics,
fluency, vocabulary, and comprehension.
- Teachers in grades 3-12 should learn how to teach literacy strategies
through content areas.
LEAs should be responsible fo r submitting a detailed literacy plan
to ALSDE, as in Florida, as a condit ion for supplemental funding of
local initiatives. Priority would be given to schools fa lling below State
benchmarks.

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Curriculum and Instruction Recommendation #6

LEA Flexibility
We recommend flexible scheduling to establish
schedules that allow for effective interventions and
enrichment in literacy.
K-2 should focus on literacy, numeracy, and play with
intergrated science and social studies.
In grades 6-12, reading courses should be offered for all
students 2 grade levels below as a credit bearing course
(elective} to help close the GAP in reading proficiency.
This course should be instructed by a high-quality reading
specialist. Additional foundation unit in low performing
middle and high schools for this course.

Recommendations
Curricu lum and Instructi on

Three Research-Based Reasons to Use Grade K-2 Read ing Assessments

1. Patterns of reading development are established early and are stable over time
unless interventions are implemented to increase student progress.
2. Without intense interventions, struggling readers do not eventually " catch up" to
their average performing peers-in fact, the gap between strong and weak readers
increases over t ime.
3. Reading interventions that begin in grade 3 and extend beyond are likely to be less
successful and less cost-effective than interventions that begin in the earlier grades.
The later interventions begin, the longer they take to work, the longer they need to
be implemented each day, and the less likely they are to produce desired effects.

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Instructional Delivery
Subcommittee

Instructional Delivery
Vision
Every child in grades K-12 will learn to read
through a balanced strategic approach
through both direct and explicit method. This
high-quality, research-based approach
focuses on Phonemic Awareness, Fluency,
Vocabulary, and Comprehension Instruction
to teach a child to read . Effective use of
formative and summative assessments are
essential in making instructional decisions for
students. n ~.........._ ,,..:.l>.r- . . "]""

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Instructional Delivery Founded on the


Big Five Components of Read ing
Phonemic Awareness-the ability to hear, identify,
and manipulate individual sou nds (phonemes in
spoken w ords)
Classroom teachers will ensure instructiona l delivery in
th is area encompasses phoneme isolation, phoneme
identity, phoneme categorization, phoneme blending,
deletion, addition, substitution, and segmentation .

" Before children learn to read print, they need to become more aware of
how the sounds and words work. "

Instructional Delivery Founded on the


Big Five Components of Reading
Phonics instruction teaches chil dren the
relationships between the letters of written
language and the individual sounds of spoken
language; including, syllab le types, morphology
(Greek and Latin roots), and mu ltisyllabic words.
Classroom teachers will implement a systematic and
explicit phonics progression that spirals from simple to
complex in grades K-5.
"Systematic and explicit phonics instruction makes a bigger contribution
to children's growth in reading than instruction that provides non-
systematic or no phonics instruction. "

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Instructional Delivery Founded on the


Big Five Components of Read ing
Fluency is the ability t o read a t ext accurately
and quickly.
Classroom teachers must implement repeated and
monitored oral reading practices in ALL classrooms
grades K-5.

"Fluency is important because it provides a bridge


between word recognition and comprehension."

Instructional Delivery Founded on the


Big Five Components of Reading
Vocabulary refers t o t he w ords students must
know to communicate effectively.
Classroom teachers will ensure that ALL students
are taught academic language skills, including the
use of inferential, narrative language and
vocabulary knowledge through direct and indirect
instruction.

"Children Jearn the meanings of most words indirectly,


through everyday experiences with oral and written
language."

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Instructional Delivery Founded on the


Big Five Components of Reading
Comprehension is the reason for reading. If
readers can read the words but do not
underst an d what they are read ing, t hey are not
rea lly read ing.
Classroom t eachers w ill teach research based
compreh ensi on st rat egies.
"Comprehension monitoring teaches students to
be owore of whot they do understand,
identify whot they do NOT understand
use appropriate "fix-up" strategies to resolve problems in
comprehension."

1/.~ i/,.1,.,.,11 \r.r:t (1,. r r J Ftl r

Instructional Delivery Recommendation #1

Foundational reading instruction should be based from the RTI


framework, with an emphasis on multi-sensory instruction
embedded in strong core reading and writing instruction, which
includes:
*Explicit and systematic reading and writing instruction should take
place daily in all P-5 classrooms across the stat e of Alabama at a
minimum of a 90 minute block ofTier I instruction.
{Instruction will be data driven.)
Tiered Instruction
Tier I Instruction-Whole group and small group
Tier II instruction-Additional30 minutes
Tier Ill instruction-AdditionallS-45 minutes (skills based on stu dent
needs who are reading below grade level)

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Instructional Delivery
Priority Recommendation la
Retooling P-12 principals, reading specialists,
and teachers in the revised ARI modules w ith
an emphasis on lesson study, lesson planning,
multi-sensory instruction, and student
engagement to support the Big Five
Framework.

Instructional Delivery
Priority Recommendation l b
The priority should be placed in foundational reading and writing,
standards in grades P-2. (Instructional delivery for these grade
levels should focus on best pract ices in foundational reading and
possibly lessen instruction in other areas.)
- Phonological awareness
- Direct and explicit phonics instruction
- Fluency with an emphasis on accuracy (Daily reading and rereading of
appropriate grade level text.)
- Vocabulary development through targeted, guided and shared reading
(interactive word walls)
- Active student engagement
In reference to the strong shift for CCRS comprehension, data
revealed gaps in accuracy and fluency concurrent with 3'd grade test
scores.

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5/1 0/2017

Instructional Delivery
Priority Recommendation lc
The priority should be placed In grades 3-5 on the following:
advanced phonics
multi-syllabic words
Interactive word walls connected to explicit vocabulary instruction (this
is not utilizing a dictionary/ glossary for definitions of words)
Greek/Latin roots (morphology)
Depth of Knowledge questioning (levels 2-3)
Active student engagement {purposeful modeling, interactive class
participation, and purposeful independent practice)
fluency wit h an emphasis on accuracy which leads to comprehension.
(Daily read ing and rereading of appropriate grade level text.)
Improve daily writing through reading

Instructional Delivery
Priority Recommendation ld
The priority should be place in grades 6-12 on the following:
- Interactive word walls connected to explicit vocabulary instruction (this is not
utilizing a dictionary/ glossary for definitions of words)
- Context clues
- Greek/Latin roots (morphology)
- Content literacy standards connected to the literacy anchor standards through
strategic teaching
- Purposeful volumes of connected reading and writing
- Explicit read aloud Instruction (teacher modeling with think alouds, DOK high
order questioning)
- Active student engagement (purposeful modeling, interactive class
participation, and purposeful Independent practice)
- literacy Design Collaborative (Equips educators to effectively teach reading,
writing, speaking and listening in any subject area.)
- Middle and high school leveled text with an emphasis on daily writing
connected to reading.

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5/10/2017

Instructional Delivery Recommendation #2

Multi-sensory teaching is an important


component of instructional delivery that uses
visual, auditory, kinesthetic, and tactile
pathways simultaneously to enhance working
memory and learning of written language.
*Multisensory instruction should be
incorporated into all P-12 classrooms with the
support of a literacy coach and should be
reinforced through a school digital library plan.

Instructional Delivery Recommendation #3

Content literacy is purposeful planning that


includes connected strategies, student
engagement, gradual release of responsibility,
and formative assessment in order to maximize
student understanding and retention of content
material for grades 6-12. Coaching support for
P-12 should be provided for all literacy
components based on data.

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5/ 10/2017

Instructional Delivery Recommendation #4

A non-profit and community leader group needs


to be appointed to investigate partnerships with
schools to develop family and student
improvement programs. Public libraries should
be included in the advocacy of community
outreach.
A Reading Advocacy program for high school
students connected to real life situations
(applications or job embedded handbooks).

Instructional Delivery Recommendation #5

Instructional Delivery is supported by a trained,


qualified Reading Coach utilizing the Coaching
Cycle (Pre-planning, planning, modeling, side by
side, teacher practice, reflection and feedback).
Coaching opportunities will be employed based
on teacher needs through a collaboration of
instructional leadership, data, and a needs
assessment.

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5/10/2017

Instructional Delivery Recommendation #6

The instructional delivery should be based on


explicit instruction w ith appropriate,
corrective feed back.

Professional Learning
Subcommittee

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5/1 0/2017

Professional Learning
Vision

Our mission is the commitment to a progressive framework that


ensures improved student outcomes. This framework provides
substantial, evidence-base professional learning that initiates,
supports, and sustains life-long literacy development. This
framework assures alignment of learning based on assessment of
individual needs by explicitly defining roles and competencies of
all stakeholders. This framework will continue to be refined until
all students read on or above grade level.

Professional Learning Recommendation #1

Literacy Professional Learning should be designed by state level


staff and required for all new teachers, administrators, and
coaches to address foundational skills, comprehension and
writing. School-wide support is mandated for ali schools not
performing at or above the state level. Schools that are
successfully teaching reading will not receive t he same support as
those who are performing well. Professional learning modules for
K-3 will be designed by ARI staff with input from the field and
assistance from the Regiona l Education Lab based at the Florida
Center for Reading Research

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5/1 0/2017

Professional Learning Recommendation #2

All LEA's must provide evidence/research-based literacy professional


learning. Schools and systems w ill form a literacy committee that will
develop and write a literacy plan that w ill be eva luated by state-level staff.
Committees should include principals, reading coaches, MSLE trained
teachers, librarians, and special education teachers. Plans should include:
specific details on raising student outcomes; a timeline;how to evaluate
progress; and should be based upon the results from statewide assessment
results. Each school within a system should form a school level literacy
committee to write a literacy plan specific to the needs of their students.

Professional Learning Recommendation #3

Each system should have at least one highly qualified intervention


specialist that has completed an intensive tra ining course as
defined by the Alabama Administrative Code. These specialists
should receive extra compensation and may also serve as system-
wide literacy consultants to the school-based literacy specialists
and interventionists.

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5/10/2017

Professional Learning Recommendation #4

Regional Literacy Coaches for Leadership should be established


and trained to support school administrators and school level
literacy coaches. Routine professional learning should be prov1ded
for administrators and coaches based on specific needs. This
should include overviews for principals of the modules that
teachers are provided, along with how to support literacy
instruction in classrooms through practices such as progress
monitoring. developing student aim lines, instructional rounds,
and targeted instruction. Central office staff should be Included to
ensure coherence

Central office staff should be Included to ensure system


coherence.

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Professional Learning Recommendation #5

School based coaches support improvements in inst ruction that


impact student learning gains. The coaching model should include
both school-based literacy coaches at all levels that have content
knowledge and expertise and Instructional Partners that have
knowledge and expertise to support changes In school practices
and instruction. Coaches work school wide to ensure an increase
in collective efficacy. State funding for coaches should priorit ize
schools with the greatest needs but not penalize schools w ith
challenges that are making progress.

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5/10/2017

Professional Learning Recommendation #6

Knowledge surveys should be used to det ermine professional


learn1ng for individual teacher growth that would benefit each
school. Support may be provided through state developed
modules or other providers of professionallearnmg. The state
should explore micro-credentiallng to ensure the effectiveness of
profess1onal learning pursued by individual teachers.

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