New Hampshire’s preK-16 Literacy Action Plan for the 21 st Century

1. New Hampshire’s preK-16 Literacy Action Plan for the 21st Century Deb Wiswell & Linda Stimson NH Literacy Task Force July 23, 2007

2. Some history… • Deputy Commissioner Mary Heath applied for a National Governor’s Association Grant to create a comprehensive state plan for literacy • Was unsuccessful, but decided to go ahead anyway

3. The Goal • To make quality literacy instruction available to every student in New Hampshire, from preschool through high school and beyond

4. The Rationale • Despite substantial gains in early literacy achievement, the performance of students in NH mimics the national statistics – declining through the grades • Reviewing both NAEP and NECAP scores confirms this • There is a correlation between students who struggle to read and those who drop out of high school • There continues to be an achievement gap in reading between regular education students and those with educational disabilities • There is a large body of research about literacy development, literacy instruction, and student and teacher learning • In order to support NH schools and districts, we need to do this - NOW

5. The Charge • Create a comprehensive, results driven statewide literacy plan by spring 2007 • Present it to the NH Board of Education for approval and endorsement by June 2007 • Present the plan and carry out implementation training through professional organizations, institutes of higher education, regional PD centers, and in school districts • Develop PSAs to promote literacyin NH

6. The Vision • Assemble a stakeholder task force representing Department of Education, school districts, community and parent groups, and Institutions of Higher Education • Study the research on best practices in literacy instruction • Develop guidance for parents, school districts, and pre-service education in the following areas:

7. What the research says about literacy development and literacy instruction (including definitions in order to create common language) • What effective data-driven instruction looks like (so we can recognize it, foster it, and help it to flourish) • What are evidence based supplemental instructional interventions for struggling readers, and when and how to implement them • Differentiated models of professional development for teachers across all grade levels and disciplines • Using data to guide instruction and track student progress • Professional development for school leaders in creating professional learning communities that promote a culture of literacy • How communities can support literacy development and achievement for all

8. Next steps: do what good readers do… • Connect our prior knowledge to our new learning • Monitor our understanding, always asking, “Does this make sense?” • Ask questions • Make predictions: if we do or say this, what will the result be? • Determine what is important (because we can’t do it all) • Visualize what the components of a good balanced literacy program would look like • Synthesize the research and work done by other states and add our own meaning to make our “toolkit” effective and efficient for NH

9. Lastly, throughout the process… • Communicate with and seek feedback from our constituency groups • Reflect on our progress

10. Since the initiation of the plan… • The group of contributors and reviewers grew because of interest • The decision was made to focus on a document that would assist school and district leadership in implementing a comprehensive literacy program, pre-K -16, that also addresses 21st century literacies and focuses on student achievement

12. Table of Contents • I. Executive Summary • II. Introduction: rationale, vision, audience, focus • III. Conceptual Framework • IV. The Foundation

13. Foundation • Shared Beliefs about Learning and Literacy (p. 9) • Essential Understandings about 21st Century Literacy (pp. 10-11) • Clearly articulated goals for reading instruction (our NH Frameworks and appendices) pp.12-13 • Development of a reader and essential components of reading instruction (pp.15-22) • A culture of collaboration (pp.22-30)

14. COLLABORATION WITH INSTITUTIONS OF HIGHER EDUCATION • Emphasize the notion of “excellence in literacy” for all pre-service teachers and in the professional development of teachers • Ensure that all education courses reflect “best practices” and “evidence-based research” in literacy – to include literacy in all content areas • Establish partnerships with local school districts in order to work collaboratively on literacy initiatives and action research

15. Table of Contents • I. Executive Summary • II. Introduction: rationale, vision, audience, focus • III. Conceptual Framework • IV. The Foundation • V. Infrastructure

16. Infrastructure for Supporting Literacy • Knowledgeable Focused Leadership: Literacy/Instructional Leadership Teams • Curricular Coherence and Shared Expectations • A System of Data Collection and Analysis • Sufficient Resources for Teachers and Students • Time for Teachers to Collaborate and Reflect on Their Practice • Ongoing Professional Development for High Quality Teaching

17. Table of Contents • I. Executive Summary • II. Introduction: rationale, vision, audience, focus • III. Conceptual Framework • IV. The Foundation • V. Infrastructure • VI. Personalized Instruction PreK-16

18. Personalized Instruction PreK-16 • Assessment-Driven Tiered Model of Instruction and Intervention • Research Based Effective Practices Across Content Areas • A Classroom Instructional Model • Extended Learning Opportunities • Well-Defined System of Support for Struggling Readers and English Language Learners • Consistent Assessment and Evaluation

19. Table of Contents • I. Executive Summary • II. Introduction: rationale, vision, audience, focus • III. Conceptual Framework • IV. The Foundation • V. Infrastructure • VI. Personalized Instruction PreK-16 • VII. Creating a Literacy Action Plan

20. Appendix • A - Planning Tools • B - Reading Assessments • C – Reading Strategies for Cognitive Processing • D - Metacomprehension Flow Chart • E - New Hampshire Information and Communication Technologies Standards for K-12 Students • F - Parent/Family Involvement Chart • G - What To Look For in Classrooms (and what you don’t want to see) • H - Choosing Research Applications for Struggling Learners • I - Responding to Teachers Who Resist Taking on a Shared Role for Content Area Literacy Instruction • J - Definitions of Primary and Secondary Literacy Coaching • K - Book Study Titles and Sample Study Guide • L - Additional Resources • M - NH Literacy Task Force Members and Contributors • N -The NH Conceptual Framework for 21st Century Literacy

21. Thank You to all who participated in any way! We are here to support you and answer questions all week and all year.