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Draft Title: WY State Literacy Framework

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Draft Title: WY State Literacy Framework

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Rationale:
The term "Framework" gives more respect to autonomy of districts.  Embed continuous improvement ideals.

-Flexibility for LEA autonomy
-Expectations for continuous improvement
-Based on a convergence of research and not any isolated data point.

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Results in sustained changes in practices and approaches.

Targets observable, tangible changes in district staff behavior.

Not episodic events or activities.

Not reliant upon a specific, externally marketed product.

Enabling processes are not separate initiatives, but are embedded in action plans (such as technology, professional development, communication).

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2021 Wyoming K-3 Literacy Guidance Framework

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2021 Wyoming K-3 Literacy Guidance Framework

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PreK - 12+

Alignment of PreK to K Transitions

Literacy Intervention

Accelerated Literacy Courses

Adult Literacy Access & Education

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1. Teaching & Learning

Leadership

Instructional Practice

Tiered Intervention

Standards

Assessment & Evaluation

Professional Development

2. Alignment of Initiatives

MTSS - RTI

Mission/Vision/Theory of Action

Comprehensive Center Initiative

Culturally Responsive Schools

3. Equitable Resource Toolbox

Opportunity Zone Resources

Culturally Responsive Teaching Strategies

Wyoming Library Resources

After School Tutoring

4. Early Childhood Education

PreK Programs

Daycare & Home Daycare

Parent Engagement & Education

Imagination Library (Dolly's Book Program)

5. Family & Community Engagement

6. Access to Adult Literacy Programs

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1. Teaching & Learning

Leadership

Instructional Practice

Tiered Intervention

Standards

Assessment & Evaluation

Professional Development

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2. Alignment of Initiatives

MTSS - RTI

Mission/Vision/Theory of Action

Comprehensive Center Initiative

Culturally Responsive Schools

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3. Equitable Resource Toolbox

Opportunity Zone Resources

Culturally Responsive Teaching Strategies

Wyoming Library Resources

After School Tutoring

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PreK Programming

Daycare & Home Daycare

Parent Engagement & Education

Imagination Library (Dolly's Book Program)

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Notes (Draft Initiatives)
+ Implement a clear plan on how to identify and move students throughout the MTSS/RTI process

+ Implement the standardized literacy assessment K-3

Shared successes: attended several pieces of training, admin invested, created everything from the ground up, gained buy-in through educating people over a multi-year process, listed interventions in place, and used Aims-Web (FastBridge is similar), the huge proponent in standardized assessments/LEA control is a hiccup, progress monitoring is a must

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Districts will establish a literacy instructional leadership team with clearly defined roles.
For example: district leaders, school leaders, instructional leaders, etc.

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Implement a clear plan on how to identify and move students throughout the MTSS/RTI process

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Implement a clear plan on how to identify and move students throughout the MTSS/RTI process

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Implement the K-3 (Pre-K if offered) standardized literacy benchmark assessment recommended by the State (including oral language).

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Implement the K-3 (Pre-K if offered) standardized literacy benchmark assessment recommended by the State (including oral language).

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Notes: FastBridge was grant-funded by the state for LEAs to use.
-Assessment chosen NEEDS to include Oral Language
-Screeners need to be valid and reliable (white paper)

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Response to Intervention (RTI)
Multi-Tiered System of Supports (MTSS)

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Implement Research/Evidence-Based Programs
Identifying
Adopting
Professional Development
Putting the curriculum into practice

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Continuous
On-Going

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Design a comprehensive and balanced assessment and evaluation system.

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Design a comprehensive and balanced assessment and evaluation system.

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Notes
-Examine a Theory of Action usage in the State of Wyoming
-Peer-Reviewed Research is a must (not 'Supporting Articles')
-Getting teacher buy-in Mission/Vision/TOA and resources

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Notes (What is out there?)
-Teaching daycares providers foundational early literacy skills
-What adult literacy for parents on the importance of early literacy skills are out there?
-What adult literacy programs (adults learning to read) are out there
-Should we ask LEAs to compile the available resources out there from birth-adulthood

Ohio: To meet the needs of all learners in Ohio, state, regional and local leaders stand resolute that more must be done to ensure that all learners have access to high-quality language and literacy instruction and appropriate intervention from birth through grade 12. Ohio’s Plan to Raise Literacy Achievement capitalizes on and aligns to the state’s current portfolio of literacy-related policies and practices (see page 11) and promotes evidence-based language and literacy instruction and intervention. To achieve this alignment, the state is cohesively coordinating and linking efforts to drive maximum impact through the following strands of action (see Figure 1). These strands include • Shared leadership; • Multi-tiered system of supports; • Teacher capacity; • Family partnerships; • Community collaboration.

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Notes: Have you identified underserved populations within your district? Have you provided training on culturally responsive classrooms and/or cultural sensitivity? Are all populations performing equally in literacy (provide supporting data - Equity Audits)? What are the essential understandings that are important to understand when serving specific populations?

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Utilize a Pre-K Screening Program (leveled professional development) tiered system, vertical alignment with early childhood to kindergarten
Continuous professional development
Evidence-based programs

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Ensure the District Mission, Vision and/or Theory of Action meets the literacy needs of all learners in Wyoming.

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Ensure the District Mission, Vision and/or Theory of Action meets the literacy needs of all learners in Wyoming.

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Provide professional development opportunities for Pre-K programs
Utilize evidence-based programs

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Facilitate opportunities to learn about additional literacy resources available to the community outside the K-12 setting.

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Facilitate opportunities to learn about additional literacy resources available to the community outside the K-12 setting.

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Develop comprehensive transition plan between PreK and kindergarten to also include support from external partners.

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Develop comprehensive transition plan between PreK and kindergarten to also include support from external partners.

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i.e. include communication plan between PreK providers and schools

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Ensure that all children are receiving equitable access to literacy opportunities through identifying underserved populations and embedding intervention strategies and resources that specifically target identified groups. (DRAFT)

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i.e - Near-peer mentoring

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Assess community partnerships to increase literacy support and resources to students and families. 

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Assess community partnerships to increase literacy support and resources to students and families. 

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Assessing existing early childhood literacy resources and partnerships for current viability.

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Assessing existing early childhood literacy resources and partnerships for current viability.

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i.e. Raising Readers - program that partners with pediatricians

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Develop structure to enable parents as literacy facilitators in the home. 

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Develop structure to enable parents as literacy facilitators in the home. 

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i.e. Parents as Teachers; home visits

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Create system of ECE assessments within the home and community. 

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Create system of ECE assessments within the home and community. 

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i.e. Child Development Centers

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Develop pathway connecting families with external partners to assess and support students, particularly children with diverse learning needs. 

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Develop pathway connecting families with external partners to assess and support students, particularly children with diverse learning needs. 

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i.e. Child Development Centers

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Implement a universal screener from PreK to Kinder using evidenced-based instruments.

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Implement a universal screener from PreK to Kinder using evidenced-based instruments.

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i.e. include assigned WISER ID's for PreK

*** include guidance of best practice for implementing universal screener***

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Licensed day care providers are required to have STAR hours in literacy each year.

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Licensed day care providers are required to have STAR hours in literacy each year.

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Platte County pre-natal literacy program (example for early engagement for literacy)

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Platte County pre-natal literacy program (example for early engagement for literacy)

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Book and a Bite Programs (Ellbogen Foundation) (literacy program example)

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Book and a Bite Programs (Ellbogen Foundation) (literacy program example)

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Educators will recognize the importance of including students’ cultural references in all aspects of learning.  They will implement strategies that:

•Strengthen students’ sense of identity                                     •Promote equity and inclusivity in the classroom                            •Engage students in the course material
•Support critical thinking

Engage Learners in their Learning

Open the Lines of Communication (Student/Family)

Promote Student Voice and Choice

‘We can’t teach what we don’t know’ - Reflect on What Do We Know and Don’t Know

Learn to correctly pronounce students names; Don’t change or substitute them

Use student’s experiences to Activate Prior Knowledge

Invite students to use their home languages

Use rigorous and relevant curriculum

Develop and Maintain Positive Relationships

Differentiated Assessments

BUILD WORD WEALTH - building a student’s vocabulary is key

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Educators, school librarians, and childcare providers are encouraged to utilize all Wyoming libraries for resources, continuing education information and materials, strategic planning resources, and to build a culture of literacy and collaboration between libraries and families.

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School districts will provide parents or guardians with information and resources to support their child’s academic instruction outside of the school day. This can include, but not limited to 1.) After school tutoring programs (provided by the school district), 2.) Tutoring centers, 3.) Private tutors, or 4.) Online tutoring sites

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Expand access to literacy services by supporting social service agencies in adding sustainable adult literacy services to their existing offerings.  (see, ProLiteracy.org)

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Work with libraries and provide them with training and resources to create personalized action plans for serving our community’s adult learners (through ProLiteracy.org)

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Help preservice teachers develop their understanding of the multiple dimensions of family literacy (see PACE program link on the 5 pillars)

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Help preservice teachers develop their understanding of the multiple dimensions of family literacy (see PACE program link on the 5 pillars)

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Schools will develop a 'menu' of evidence-based, tiered intervention programs for Tiers 2 &3 

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Schools will develop a 'menu' of evidence-based, tiered intervention programs for Tiers 2 &3 

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All educators or para educators working with students who have been identified as being at-risk, will be trained in the tiered intervention programs and will progress monitor students on a monthly, bi-weekly, or weekly basis dependent upon the tier of intervention

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All educators or para educators working with students who have been identified as being at-risk, will be trained in the tiered intervention programs and will progress monitor students on a monthly, bi-weekly, or weekly basis dependent upon the tier of intervention

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PLC teams will review data on a regular basis to determine any needed changes to a students IRP.

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PLC teams will review data on a regular basis to determine any needed changes to a students IRP.

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Parents will be updated on their child's progress quarterly, at minimum.

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Parents will be updated on their child's progress quarterly, at minimum.

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Students literacy needs will be evaluated within the first quarter of the new school year based on benchmark data that will be conducted within the first month of school.  Any new students to a school will be evaluated within the first two weeks of attending school and a determination will be made if they are at-risk. If they are, a BIT meeting must be held within two weeks of the assessment.

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Students literacy needs will be evaluated within the first quarter of the new school year based on benchmark data that will be conducted within the first month of school.  Any new students to a school will be evaluated within the first two weeks of attending school and a determination will be made if they are at-risk. If they are, a BIT meeting must be held within two weeks of the assessment.

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All students will be assessed for a reading disability at the beginning of the school year or within two weeks of attending a new school. 

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All students will be assessed for a reading disability at the beginning of the school year or within two weeks of attending a new school. 

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Students will be benchmarked 3 - 4 times per year and the data will be reviewed to screen for signs of dyslexia or other literacy disabilities

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Students will be benchmarked 3 - 4 times per year and the data will be reviewed to screen for signs of dyslexia or other literacy disabilities

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All teachers will be trained in appropriate literacy assessments, how to administer them, and how to evaluate the data to determine if a student is on target or at-risk of a reading or writing disability.

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All teachers will be trained in appropriate literacy assessments, how to administer them, and how to evaluate the data to determine if a student is on target or at-risk of a reading or writing disability.

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Higher learning institutions will use evidence-based literacy instruction that incorporates the latest scientific research on how children learn to read and write. They will teach preservice teachers how to recognize, assess and determine if a child or student is at-risk for a reading disability and how to identify if a student is dyslexic.  

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Higher learning institutions will use evidence-based literacy instruction that incorporates the latest scientific research on how children learn to read and write. They will teach preservice teachers how to recognize, assess and determine if a child or student is at-risk for a reading disability and how to identify if a student is dyslexic.  

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will base their literacy practices on the most current scientific research with regard to literacy practices.

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will train pre service teachers in the most current scientific-based literacy practices, instruction and assessments.

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Online literacy resources will be provided to all students. The State will provide Internet access to all Wyoming students regardless of their sex, race, or SES.

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Advancing Education and Child Development in Opportunity Zones

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Advancing Education and Child Development in Opportunity Zones

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https://eig.org/wp-content/uploads/2020/09/oz-education-report.pdf

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https://eig.org/wp-content/uploads/2020/09/oz-education-report.pdf

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Reach out to local libraries to talk about shared literacy resources and shared public/school program opportunities.

Provide literacy awareness training to library staff to increase intervention opportunities or referrals to resources/assistance during library visits.

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*Heggerty (funding to donate Pre-K books)
*Provide PA training/modeling for providers
*Importance of Read-Alouds (modeling)

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Teachers conducting kindergarten screenings will be trained to identify early signs of dyslexia (see https://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/

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The signs of dyslexia can appear as early as preschool. Whether you're a parent or teacher- or think you might have dyslexia yourself-here's what to look for, starting in the earliest years through adulthood.

The Preschool Years

Trouble learning common nursery rhymes, such as "Jack and Jill"

Difficulty learning (and remembering) the names of letters in the alphabet

Seems unable to recognize letters in his/her own name

Mispronounces familiar words; persistent "baby talk"

Doesn't recognize rhyming patterns like cat, bat, rat

A family history of reading and/or spelling difficulties (dyslexia often runs in families)

© Sally Shaywitz, Overcoming Dyslexia, p. 122

Kindergarten & First Grade

Difficulties

Reading errors that show no connection to the sounds of the letters on the page-will say "puppy" instead of the written word "dog" on an illustrated page with a picture of a dog

Does not understand that words come apart

Complains about how hard reading is; "disappears" when it is time to read

A history of reading problems in parents or siblings

Cannot sound out even simple words like cat, map, nap

Does not associate letters with sounds, such as the letter b with the "b" sound

Strengths

Curiosity

Great imagination

Ability to figure things out; gets the gist of things

Eager embrace of new ideas

A good understanding of new concepts

Surprising maturity

A larger vocabulary than typical for age group

Enjoys solving puzzles

Talent for building models

Excellent comprehension of stories read or told to him

© Sally Shaywitz, Overcoming Dyslexia, pp. 122 - 123

Second Grade through High School

Reading

Very slow in acquiring reading skills. Reading is slow and awkward

Trouble reading unfamiliar words, often making wild guesses because he cannot sound out the word

Doesn't seem to have a strategy for reading new words

Avoids reading out loud

Speaking

Searches for a specific word and ends up using vague language, such as "stuff" or "thing," without naming the object

Pauses, hesitates, and/or uses lots of "um's" when speaking

Confuses words that sound alike, such as saying "tornado" for "volcano," substituting "lotion" for "ocean"

Mispronunciation of long, unfamiliar or complicated words

Seems to need extra time to respond to questions

School and Life

Trouble remembering dates, names, telephone numbers, random lists

Struggles to finish tests on time

Extreme difficulty learning a foreign language

Poor spelling

Messy handwriting

Low self-esteem that may not be immediately visible

Strengths

Excellent thinking skills: conceptualization, reasoning, imagination, abstraction

Learning that is accomplished best through meaning rather than rote memorization

Ability to get the "big picture"

A high level of understanding of what is read tohim

The ability to read and to understand at a high level overlearned (or highly practiced) words in a special area of interest; for example, if he or she loves cooking they may be able to read food magazines and cookbooks

Improvement as an area of interest becomes more specialized and focused-and a miniature vocabulary is developed that allows for reading in that subject area

A surprisingly sophisticated listening vocabulary

Excels in areas not dependent on reading, such as math, computers and visual arts, or in more conceptual (versus fact-driven) subjects, including philosophy, biology, social studies, neuroscience and creative writing

© Sally Shaywitz, Overcoming Dyslexia, pp. 123-125

Young Adults & Adults

Reading

A childhood history of reading and spelling difficulties

While reading skills have developed over time, reading still requires great effort and is done at a slow pace

Rarely reads for pleasure

Slow reading of most materials-books, manuals, subtitles in films

Avoids reading aloud

Speaking

Earlier oral language difficulties persist, including a lack of fluency and glibness; frequent use of "um's" and imprecise language; and general anxiety when speaking

Often pronounces the names of people and places incorrectly; trips over parts of words

Difficulty remembering names of people and places; confuses names that sound alike

Struggles to retrieve words; frequently has "It was on the tip of my tongue" moments

Rarely has a fast response in conversations; struggles when put on the spot

Spoken vocabulary is smaller than listening vocabulary

Avoids saying words that might be mispronounced

School & Life

Despite good grades, often says he's dumb or is concerned that peers think he's dumb

Penalized by multiple-choice tests

Frequently sacrifices social life for studying

Suffers extreme fatigue when reading

Performs rote clerical tasks poorly

Strengths

Maintains strengths noted during the school-age years

Has a high capacity to learn

Shows noticeable improvement when given additional time on multiple-choice examinations

Demonstrates excellence when focused on a highly specialized area, such as medicine, law, public policy, finance, architecture or basic science

Excellent writing skills if the focus is on content, not spelling

Highly articulate when expressing ideas and feelings

Exceptional empathy and warmth

Successful in areas not dependent on rote memory

A talent for high-level conceptualization and the ability to come up with original insights

Inclination to think outside of the box and see the big picture

Noticeably resilient and able to adapt

© Sally Shaywitz, Overcoming Dyslexia, pp. 125- 127

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The signs of dyslexia can appear as early as preschool. Whether you're a parent or teacher- or think ...

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1. Teacher Instruction
2. Curricular Tools & Programs
3. Student Engagement

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Promote the free literacy resources provided through local libraries and the State Library (WSL resources can be foudn at  https://gowyld.net/; K-8 Resources can be viewed at https://gowyld.libguides.com/KidsK-8). For example, Bookflix is a literacy resource for grades PreK-3 that pairs classic fictional video storybooks with related eBooks. Animation, audio and interactive games are designed to reinforce core reading skills. [a library card and PIN will be required for access outside of school buildings. A generic login is provided to all schools]

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New Resources for Educators

©2000-2021; The Wyoming State Library

Your library may license resources not listed here. Please check with your local library for a complete list of available resources.

Contact us | About | Libraries | Help

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Subject Guides & Tutorials: Kids K-8 Resources: Home

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Transition of district efforts to implement all literacy state identified power standards and PLDs.

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Transition of district efforts to implement all literacy state identified power standards and PLDs.

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Some libraries provide access to https://www.tutor.com/libraries?ceid=nav and https://home.brainfuse.com/libraries/. Some State Libraries provide statewide access to this type of service. The tutoring goes beyond Literacy. This may be an option for a statewide resource. Results vary by state/library and seem to be based on the level of the promotion of the service vs the service itself. Patrons are very satisfied with these types of resources.

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Innovative Academic and Career Programs for Teens, Young Adult and Adult Library Patrons - Tutor.com for Libraries

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Online services for library communities. Homework help programs for kids, teens and young adults. Job search, career and back to school services for adult library patrons.

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Align District Common Formative Assessments (CFAs) to Performance Level Descriptors (PLDs). 

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Align District Common Formative Assessments (CFAs) to Performance Level Descriptors (PLDs). 

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Incorporate the Indian Ed for All initiative in school districts.

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Incorporate the Indian Ed for All initiative in school districts.

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Encourage training in partnership with CBOs

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Encourage training in partnership with CBOs

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Engage out of school time staff in professional development.

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Incorporate Culturally Responsive trainings in districts to meet the needs of specific populations.

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Incorporate Culturally Responsive trainings in districts to meet the needs of specific populations.