Alabama Strategic Mathematics Planning Committee (2017) May 11, Presentation to the State Board of Education Introduction & Welcome NAEP Data Analysis
Committee Members Growth, but out-paced Four co-chairs of very different backgrounds 22 members spanning the state & experiences Five strategic areas of focus determined
Access, Equity, Empowerment, & Advocacy (AEE&A) Teacher Education Programs-Higher Education (TEPHE) Professional Development (PD) Community & Workforce Development (C&WD) Curriculum & Instruction (C&I) Access, Equity, Empowerment, & Advocacy (AEE&A) PD centered strategically on
National Council of Teachers of Mathematics teaching practices Standards for mathematical practice with accountability School systems understanding of micro-messaging Create an office of Access, Equity, and Empowerment
Monitors, evaluates, and supports quality math education Socio-economic, race/ethnicity, gender, data are compiled regarding enrollments, teaching assignments, and provided PD 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 Institute high-needs disciplines and school supports Tuition, state loan forgiveness, salary supplements Address the teacher shortages publicly
Recruit more diversity Local community partnerships grow their own teachers Examine higher education policies that may restrict access for qualified teacher candidates Teacher Ed Programs-Higher Education (TEP-HE)
Standards Praxis II Math Scores & Mathematics Coursework Strategic sequence of Math Ed teaching methods courses 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 Salary Matrix adjustments Induction support for professionals Scholarships in high needs areas Additionally incentivize title-1, rural Teacher Ed Programs-Higher Education (TEP-HE)
Graduate Programs Committee Creation PK-6, 4-8, 9-12 Mathematics Specialists Measurable Learning Outcomes for: Mathematical Knowledge for Teaching Pedagogical Content Knowledge STEM careers to Teaching Committee Creation
Other Issues Elimination of ABC pathway in 3 years Review of MATH vs. Math Ed in grad programs STARS review, Community College rigor issues Professional Development (PD)
Collaboration between ALSDE & Higher Education to equip inservice 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:
Content Knowledge (Mathematical Knowledge for Teaching) Science of Student Learning Pedagogical Knowledge & Enactment Professional Development (PD) Utilize / Coordinate Professional Learning through existing structures:
Mentorship Math Specialist/ Coach at every level Master Teacher/ Learning Designer every system Accountability at all levels Regional Inservice Centers
Alabama Math, Science and Technology Initiative Community & Workforce Development (C&WD) Ranking Methodology Developed to determine Initiatives with the Broadest Impact Across Alabamas Diverse Student Population
Age Groups (K-6, 7-9, 10-12) Skill Levels (Adv. Scholar, Scholar, Life-Learner) Geography (Urban, Rural) Public-Private Partnership Recommendations Targeting Essential Math Skills Advocacy for middle and high school life-skills learners Tax code revamp to develop Public/Private scholarships for teachers Community & Workforce Development
(C&WD) Institutional Partnership Recommendations Local community partnerships with K-12 schools, higher education (e.g. math circles, grant programs) Advanced math courses in rural areas through free community college tuition, low costs to implement
All five recommendations strongly supported by full committee Curriculum & Instruction (C&I) Build awareness of standards, their focus areas and vertical alignment among teachers Improve curricular options for teachers In elementary and middle grades:
Provide OGAP training for teachers and school instructional coaches Emphasize students Number Fluency Allow math-certified teachers in intermediate elementary grades (3-5) Curriculum & Instruction (C&I)
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 Closing Remarks, Q&A
Extremely diverse committee members Educational positions, workforce, experience, degrees Political spectrum viewpoint differences Very strong consensus on all recommendations The culture of education has to change
Mathematically, Alabama can lead the nation in improvement by making these recommendations a reality, this boards legacy The next 25 years needs to see the fruits of this committees work Science Strategic Planning Committee Overview of Recommendations for State Board of Education May 11, 2017
The Committee Committee Members: Felecia Briggins Jennifer Brown Mark Conner Schelly Corry Tammy Dunn Jeff Goodwin Andre Green Kevin Heering Leella Holt Shaik Jeelani Albert Killen
Stephanie LeGrone Stuart Loch Tina Miller-Way Amy Murphy Kim Sargent Tammy Simons Jerry Snow Wayne Strickland Brenda Terry 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. Science Strategic Recommendations 1. Overarching Science Themes 2. Instructional Learning 3. Pre-service Education 4. In-service Professional Learning 5. Computer Science & Engineering Instructional Learning Overarching Recommendations The AMSTI program coordinators position should be redesigned as the ALSDE STEM Director. provide leadership for AMSTI/ASIM, Technology in Motion, Computer Science and Engineering
additional staff added to the STEM Directors 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 states STEM-focused programming. 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 instruction recommend changing to at least grades 1-3: 30 minutes grades 4-6: 45 minutes. Kindergarten: add recommendation of 30 minutes
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 students understanding of science content, ability to propose scientific experiments, analyze results, draw conclusions and make connections between scientific concepts and real-world applications. Pre-service Education Overarching Recommendations STEM educators shall be appropriately compensated, recognizing their critical role and relative 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. 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 for 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 initial teacher certification.
Pre-service Education Recommendations 5. By 2018, the ALSDE secures funding for full scholarships for all students who have met admission requirements for science education programs (both TEP/undergrad and AMP/ 5th Year masters). These scholarships 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 Inservice Professional Learning, tasked with 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 CPLE-designated Progression of Professional Learning Opportunities to guide and support educators along the pathway from novice to master teacher in their specific field. In-service Professional Learning Recommendations 3. Beginning with the 2019-2020 academic year, the ALSDE shall require educators to obtain 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 accepting 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. 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 fouryear 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 Alabama
Association of Colleges for Teacher Education to design creative opportunities for pre-service students to gain 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 additional E&CS modules for the K-5 grade levels 3. Similar to #2, after Spring 2018, ALSDE/AMSTI should develop additional E&CS modules for integration into core science and mathematics courses. Engineering & Computer Science Recommendations New Professional Development Opportunities 4. Immediately, ALSDE/AMSTI/CTE should initiate discussions with Alabama PD 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 the Digital Literacy & Computer Science Course of Study is released), the ALSDE should develop incentives for teachers to integrate 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. Engineering & Computer Science Recommendations Standards and Certification 1. Immediately, the ALSDE should commit to updating the Digital Literacy & CS COS much more frequently ... than in the recent past. 2. By 2018, the ALSDE should review the current Science COS and identify areas where additional E&CS concepts could be integrated as enhancements to the core science knowledge. 3. By 2019, the ALSDE should develop a separate supplement to the
existing Science COS that describes additional topics and integration points of E&CS content modules across grade levels. 4. By Summer 2018, the ALSDE should articulate a certification or endorsement pathway to prepare teachers for the rigorous needs of E&CS while increasing the capacity of each school to offer E&CS. Overarching Science Themes Questions/Discussion Alabama State Superintendents 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. Caroline Novak, Co-Chair Inservice Education Mr. James Pope, Co-Chair Professional Learning 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 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 to 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.
Teacher Preparation Recommendation #1 Teacher candidates will graduate with the requisite entry level knowledge and skills in the teaching of reading to assume full-time positions in the profession with 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
Teacher Preparation Recommendation #2 Require curriculum and experiences for P-12 teacher candidates to develop entry level knowledge and skills to effectively differentiate instruction and assessment Phonemic Awareness Phonics Fluency
Vocabulary Comprehension Writing Oral/Academic Language Development Minimum Requirements 6 cr hrs ECE, EED 3 cr hrs SPE, Secondary Education Follow the ALSDE Code of Educator Preparation Teacher Preparation Recommendation #3 Continue requiring nationally recognized assessments
for teacher candidates as a condition 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 Teacher Preparation Recommendation #4 EPP faculty responsible for the teaching of reading and literacy courses will 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 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 1a. There is a need for a highly trained Literacy Specialist 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. 1b. Content Literacy Specialists in all middle and high schools should be
considered based on funding. 1c. 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. 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
CCRS standards. The assessment suite should include interim and summative assessments. Preservice and practicing teachers should know how to interpret the assessment results. ? ARMT ASPIRE SAT 10 Our teachers and students need a consistent form of assessment. Hitting a
moving target is not a realistic expectation. Curriculum and Instruction Recommendation #3 K-2 Essential standards and retention A curriculum committee should immediately review the current Alabama CCRS standards and determine (based on Literacy/Reading research) the essential 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 Cards should reflect the essential 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 consistent 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 special placement, summer programs, or grade retention. However, children should not be retained more than one year or beyond second grade. 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 the 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 ranking 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 initiatives. Programs should meet established mandates for dyslexia and other reading interferences identified through testing and interventions (RTI/PST). Vocabulary should be developed systematically and explicitly in a planned instructional program featuring semantic word groupings beginning with 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 trained 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 for submitting a detailed literacy plan to ALSDE, as in Florida, as a condition for supplemental funding of local initiatives. Priority would be given to schools falling below State benchmarks. 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 Curriculum and Instruction Three Research-Based Reasons to Use Grade K-2 Reading 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 peersin fact, the gap between strong and weak readers increases over time. 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. 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. Instructional Delivery Founded on the Big Five Components of Reading Phonemic Awareness-the ability to hear, identify, and manipulate individual sounds (phonemes in spoken words) Classroom teachers will ensure instructional delivery in this 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 children the relationships between the letters of written language and the individual sounds of spoken language; including, syllable types, morphology (Greek and Latin roots), and multisyllabic 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 childrens growth in reading than instruction that provides nonsystematic or no phonics instruction. Instructional Delivery Founded on the Big Five Components of Reading Fluency is the ability to read a text 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 to the words 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 learn the meanings of most words indirectly, through everyday experiences with oral and written language. 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 understand what they are reading, they are not really reading. Classroom teachers will teach research based
comprehension strategies. Comprehension monitoring teaches students to be aware of what they do understand, identify what they do NOT understand use appropriate fix-up strategies to resolve problems in comprehension. 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 state of Alabama at a minimum of a 90 minute block of Tier I instruction.
(Instruction will be data driven.) Tiered Instruction Tier I Instruction-Whole group and small group Tier II instruction-Additional 30 minutes Tier III instruction-Additional 15-45 minutes (skills based on student needs who are reading below grade level) Instructional Delivery Priority Recommendation 1a Retooling P-12 principals, reading specialists, and teachers in the revised ARI modules with
an emphasis on lesson study, lesson planning, multi-sensory instruction, and student engagement to support the Big Five Framework. Instructional Delivery Priority Recommendation 1b 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 practices 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 rd grade test scores. Instructional Delivery Priority Recommendation 1c 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 with an emphasis on accuracy which leads to comprehension. (Daily reading and rereading of appropriate grade level text.) Improve daily writing through reading Instructional Delivery Priority Recommendation 1d 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.
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 P12 should be provided for all literacy components based on data. 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.
Instructional Delivery Recommendation #6 The instructional delivery should be based on explicit instruction with appropriate, corrective feedback. Professional Learning Subcommittee 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 all schools not performing at or above the state level. Schools that are successfully teaching reading will not receive the 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 Regional Education Lab based at the Florida Center for Reading Research Professional Learning Recommendation #2 All LEAs must provide evidence/research-based literacy professional learning. Schools and systems will form a literacy committee that will develop and write a literacy plan that will be evaluated 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 training course as defined by the Alabama Administrative Code. These specialists should receive extra compensation and may also serve as systemwide literacy consultants to the school-based literacy specialists and interventionists. 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 provided 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. Professional Learning Recommendation #5 School based coaches support improvements in instruction 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 prioritize schools with the greatest needs but not penalize schools with challenges that are making progress. Professional Learning Recommendation #6 Knowledge surveys should be used to determine professional learning for individual teacher growth that would benefit each school. Support may be provided through state developed modules or other providers of professional learning. The state should explore micro-credentialing to ensure the effectiveness of professional learning pursued by individual teachers.