BOARD OF EDUCATION OF HOWARD COUNTY

MEETING AGENDA ITEM

TITLE: PreK-12 Reading Language Arts Program Overview DATE: May 21, 2019

PRESENTER(S):

Ebony Langford-Brown, Executive Director, Curriculum, Instruction and Assessment Stephanie Milligan, Coordinator, Elementary Language Arts Nancy Czarnecki, Coordinator, Secondary Language Arts

Strategic Call To Action Alignment:

• Students acquire the skills, attributes and knowledge necessary to become global citizens and obtain meaningful and rewarding employment in a dynamic, international workplace.

• Each and every student receives a high-quality education through access to individualized instruction, challenges, supports and opportunities.

• Student voice is infused throughout the educational experience to inform teaching and create learning experiences that engage and inspire all students.

• All students see diversity and inclusion reflected in the curriculum and respect the contributions of all populations.

• Collaboration with families and the greater community prepares all students to be ready to learn. • Curriculum is based on standards and best practices, and aligned with meaningful assessments that provide

actionable data for instructional planning.

OVERVIEW: The Howard County Public School System (HCPSS) seeks to ensure that every student achieves academic excellence in an inspiring, engaging, and supportive environment. In every English language arts classroom, “all students must have the opportunities and resources to develop the language skills they need to pursue life's goals and to participate fully as informed, productive members of society.” (The Standards for the English Language Arts). To achieve this goal, there must be effective, consistent and impactful implementation of the Maryland College and Career-Ready Standards for English Language Arts (MCCRS-ELA), and at the intended level of rigor. This report will provide an update on the current work of the Offices of Elementary and Secondary Language Arts and an overview of the elementary and secondary language arts program, focusing on the areas of first instruction, differentiated supports and reading interventions, and equity and access.

RECOMMENDATION/FUTURE DIRECTION: The Offices of Elementary and Secondary Language Arts will continue to work collaboratively to ensure that HCPSS language arts programs are preparing students for success in college and careers. Staff will gather data to monitor progress and evaluate effectiveness of programs and interventions.

SUBMITTED BY: APPROVAL/CONCURRENCE: William Barnes

Chief Academic Officer Michael J. Martirano, Ed.D.

Superintendent

Ebony Langford-Brown

Executive Director

Karalee Turner-Little Deputy Superintendent

Curriculum, Instruction and Assessment

REPORT

INTRODUCTION

This report is structured into two sections. Section one includes a summary and highlights of the work done by the Elementary and Secondary Language Arts Offices to address System and community needs related to Cultural, Diversity and Inclusion committee recommendations; providing support to students with reading difficulties such as dyslexia, and addressing the needs outlined in the Striving Readers Comprehensive Literacy Grant. Section two includes a detailed description of the Pre-K-12 Reading Language Arts Program. The program is built and rooted in three areas: First Instruction, Differentiated Support and Reading Interventions, and Equity and Access.

SUMMARY AND HIGHLIGHTS OF WORK TO ADDRESS SYSTEM AND COMMUNITY NEEDS Cultural, Diversity and Inclusion Committee Recommendations In response to the recommendations of the Cultural, Diversity, and Inclusion Committee central office reading staff have begun the implementation of a systematic approach to ensure full utilization of diverse text in all language arts classrooms. Highlights of the work we are doing include: Elementary

• utilizing diverse anchor texts during whole group reading instruction • utilizing diverse texts to model author’s craft and the writing process during writing instruction • utilizing diverse texts in thematic units of study at each grade level throughout the school year • creating and refining interactive read alouds that include the use of diverse texts • analyzing language arts curriculum resources to identify areas needing additional diverse text and materials • developing a newly designed Family and Community Page to communicate how diverse text are utilized in

language arts classroom instruction • developing guidelines for teachers regarding curating and including diverse text in classroom libraries in a

variety of ways • working with school-based administrators, classroom teachers and media specialists to ensure that school

library collections are leveraged to supplement classroom libraries with diverse text that allow students to see themselves and others in books

Secondary

• utilizing student survey data to identify memorable books students have read and student recommendations for new title

• collaborating with the Secondary Textbook Advisory Committee to review and select new titles to submit to the Board of Education for approval

• working with all middle and high school ELA departments to create a mapping of major texts students will read in those grade bands to ensure that students experience diverse perspectives and voices throughout the secondary experience

• communicating expectations for 2019-20 English syllabi including requiring a section that informs parents and students of the major texts that will be read in class and submitting syllabi to school-based administrators and the Office of Secondary Language Arts for review and feedback

• developing resources and professional learning opportunities for teachers to support the instructional use of newly approved diverse titles

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Supporting Students with Reading Difficulties including Dyslexia For the 2019-2020 school year, HCPSS has designated two new positions for supporting the instructional program for students who are demonstrating reading difficulties such as dyslexia. The new positions are an Instructional Facilitator and Resource Teacher for K-12 Reading Equity and Access. These positions will work under the direction of the Coordinators of Elementary and Secondary Language Arts, to provide professional learning and instructional support to reading specialists and teachers of reading in grades K-12 by designing, developing, and evaluating K-12 reading interventions programs. For students exhibiting characteristics of being at risk for reading difficulties, focused attention is provided through targeted instruction and intervention. Based on data, many of these students will need an even more intensive instructional program for phonics. This instruction is a systematic, explicit, and multi-sensory approach to reading that will focus on the tenets of structured literacy. To support the implementation of the instructional program for phonics, the following professional learning sessions will be provided for Reading Specialists and Reading Support Teachers :

• Understanding what dyslexia is and early indicators • Understanding how to provide systematic, explicit, phonic and phonemic awareness instruction • Utilizing multisensory instructional approaches • Identifying specific areas of need through assessment • Supporting students who does not qualify for a 504 or an IEP • Understanding the needs of students who are dyslexic • Supporting students who have early indicators for being at risk • Offering materials in multiple modalities • Administering reading screener • Understanding the tenets of structured literacy

We will provide community outreach opportunities that will focus on the current legislation requirements for dyslexia education; the current work to support students demonstrating indicators of dyslexia; and supports for dyslexia education including universal screeners, parent resources and supports, academic support plans, and supporting students with reading difficulties during first instruction. During these sessions community member will provide feedback to school system leadership. Striving Readers Comprehensive Grant In the Spring of 2018, HCPSS received the Striving Readers Comprehensive Literacy Grant award of 2 million dollars for the next three years. The grant funding will support children birth – grade 12. As outlined below, the grant has afforded HCPSS the opportunity to be equitable in our instructional materials selection and distribution, and professional learning opportunities to support the literacy development of students across the system including children in early care and education centers. Early Childhood: birth - age 5

• Implementation of the Connect4Learning (C4L) curriculum pilot in 18 Pre-K classrooms. • Professional learning and support. • Replenishment of consumable classroom materials.

Elementary: Grades K-5

• Upgrade of the assessment system to the Fountas and Pinnell Benchmark Assessment System (3rd Edition): • Implementation of the following programs:

o The Really Great Reading intervention to support students exhibiting characteristics of dyslexia. o A grade K-2 phonics instructional program to provide systematic, explicit phonics instruction in

grades K-2. o Professional learning for all grade K-2 classroom teachers on phonics instruction.

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o A grade 3-5 comprehension instructional program to support mastery of intermediate reading standards.

o Professional learning for all grade 3-5 classroom teachers on comprehension instruction. Secondary: Grades 6-12

• Implementation of the following programs: o The updated Read 180 intervention program supports Tier II intervention instruction for grades 6-8. o Achieve 3000 will be implemented in the Strategic Reading classes at all high schools.

• Purchase of diverse texts for grades 9-12 English classes to support all readers.

PRE-K-12 READING LANGUAGE ARTS PROGRAM The Howard County Public School System (HCPSS) seeks to ensure that every student achieves academic excellence in an inspiring, engaging, and supportive environment. In every English language arts classroom, “all students must have the opportunities and resources to develop the language skills they need to pursue life's goals and to participate fully as informed, productive members of society.” (Guiding Visions, 2012) To achieve this, there must be effective, consistent, and impactful implementation of the Maryland College and Career-Ready Standards for English Language Arts (MCCRS-ELA), and at the intended level of rigor. The HCPSS has developed research-informed strategies to ensure that each and every student has an opportunity to access rigorous, college-level, language arts courses prior to graduation. Implementation of the HCPSS language arts program is crucial in realizing the outcomes set forth in the HCPSS’s Strategic Call to Action with a focus on the following desired outcomes:

• Students acquire the skills, attributes and knowledge necessary to become global citizens and obtain meaningful and rewarding employment in a dynamic, international workplace.

• Each and every student receives a high-quality education through access to individualized instruction, challenges, supports and opportunities.

• Student voice is infused throughout the educational experience to inform teaching and create learning experiences that engage and inspire all students.

• All students see diversity and inclusion reflected in the curriculum and respect the contributions of all populations.

• Collaboration with families and the greater community prepares all students to be ready to learn. • Curriculum is based on standards and best practices and aligned with meaningful assessments that provide

actionable data for instructional planning. The focus of the language arts program is centered on three essential areas: 1) First Instruction, 2) Differentiated Supports and Reading Interventions, and 3) Equity and Access.

First Instruction The HCPSS is committed to ensuring that all students graduate college and career ready. To this end, the objectives of the Pre-K-12 language arts program are to: 1) provide students with a solid foundation in the skills and processes of literacy to produce strategic independent readers who value reading as a lifelong pursuit; 2) accelerate student achievement in language arts and eliminate the achievement gaps among student groups; 3) provide rigorous language arts curricula and assessments reflecting Maryland College and Career-Ready Standards for English/Language Arts that integrate language arts and writing instruction into the content areas. The Pre-K-12 language arts program is designed to provide every student with opportunities to read comprehensively, write effectively, speak meaningfully, and listen critically, thereby producing successful communicators. The core of the language arts program is based on current research stating that children develop language skills by using them in authentic contexts in an atmosphere where they are constantly immersed in spoken and print language. The program

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utilizes s a student-centered, integrated instructional approach to ensure that learners become thinking, probing users of language. First (initial) instruction must be rigorous, aligned with evidence-based strategies, and implemented by highly-skilled teachers. All students deserve to receive high quality first instruction in literacy in a clearly defined and structured setting to develop a solid foundation for substantial growth in knowledge and skills. The most critical component of high-quality classroom instruction is ensuring that students experience explicit teacher modeling, receive opportunities for guided practice, and have time to pursue independent reading and writing for real purposes. The development of thinking processes is at the core of all successful teaching strategies. Teachers guide learners through meaning-seeking activities by employing higher-level thinking questions that enable students to become proficient readers and writers. Some HCPSS students, especially those from traditionally underserved populations and/or those receiving special services (i.e., those who have IEPs, are English learners, or are eligible for Free and Reduced-Price Meals (FARMs), are not attaining the highest levels of literacy learning. District formative tools are utilized to identify specific instructional needs. Teachers use district formative tools, including rubrics and assessments based on the Maryland College and Career-Ready Standards, to monitor progress and provide necessary supports. Early Childhood - Prekindergarten In the HCPSS, prekindergarten is considered the grade levels before kindergarten and is offered through a variety of programs: Infants and Toddlers, Preschool, Pre-K, and MINC. Exposure to language development starts early, from birth to age 5, through outreach and engagement with families and early care/education programs. In prekindergarten, students experience a developmentally appropriate approach to language arts instruction, which includes:

• oral language and vocabulary development; • shared and interactive reading experiences (including reading instruction for students who read simple text); • direct instruction of foundational skills (print concepts, phonics, and phonological awareness); and, • shared, modeled, interactive, and independent writing experiences.

These experiences occur in the whole group and small group setting and are differentiated to meet student needs. In prekindergarten, first instruction can be provided by the general or special educator; paraeducators also provide follow-up instruction and support to students. Students also have opportunities for authentic application of early reading and writing knowledge, skills, and behaviors during play-based learning centers. Elementary: Kindergarten - Grade 5 In elementary school, students experience a comprehensive literacy program aligned to the Maryland College and Career-Ready Standards, which includes whole group instruction that utilizes interactive read alouds, shared reading, and writing instruction. Differentiated reading instruction is provided in a small group setting when students are provided explicit systematic instruction of foundational skills (phonics/phonemic awareness) and/or guided practice of reading strategies through a guided reading or strategy instruction format. Differentiate small group instruction focus on authentic experiences by reading a variety of diverse fictional literature and informational text. Students have opportunities for authentic reading and writing practice during Daily 5 and IDR (Independent Daily Reading). The newly adopted HCPSS writing program, Being A Writer, focuses on genre studies and the integration of the standards of writing, speaking and listening, and language. The writing curriculum supports teachers in providing research-based differentiated instruction in: teaching letter formation, both cursive and print; modeling the writing process and the choices writers make based on audience, purpose, and content area; building independent writing skills; and providing authentic experiences with reading and writing. The expectations for range and content of student writing may be found in Appendix A.

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Middle School: Grades 6-8 Middle school language arts units are designed around themes and genres, with language instruction embedded in reading and writing rather than being taught in isolation. Recently, the three units in each grade-level were arranged in a consistent order to better align the scope and sequence of skills and establish consistency among schools. During the units, students learn how to make purposeful and deliberate choices when responding to diverse media and formats, read grade-appropriate, complex literary and informational texts, develop the ability to cite textual evidence when responding to text in written and spoken modes. Students analyze both the structure and content of text. Students complete two required tasks in each unit of study: a performance-based task (PBT) and a cornerstone task. Each performance-based task asks students to read a text and answer text dependent questions. Students then read two additional texts (a poem, piece of artwork, song lyrics, article or short story) and synthesize the three sources in order to answer a question and write an argumentative, narrative or explanatory essay. The cornerstone task is a summative assessment created by grade-level teacher teams to assess the skills and objective of the unit. Teachers review the results of this assessment in order to understand each student's level of mastery of the unit's standards and adjust future instruction accordingly. To build a foundation for college and career readiness, students learn to utilize writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. In HCPSS, each student will produce a minimum of six writing assignments that have been through the writing process by the end of each school year. The expectations for range and content of student writing may be found in Appendix B. Students also have opportunities to take Inquiry and Innovation Reading Modules, which are designed for students to apply specific disciplinary literacy skills to authentic and relevant real-world situations. These offerings are designed to provide opportunities for students to problem solve, develop research skills, enhance oral communication skills, and extend critical writing and thinking skills across curricular contents. Reading module choices include the following areas of study: literature/humanities, science, social studies, and technical subjects. Each stand-alone offering is designed to require students to work collaboratively and independently. High School: Grades 9-12 In grades 9-12, students build on prior learning as they read, synthesize, analyze, and respond to complex literary and informational texts. Students explore a variety of media, including the novel, essays, poetry, memoirs, and autobiography as well as shorter texts representative of diverse media and formats. Students examine rhetorical devices and author’s language as it is used to produce effective arguments and analytical compositions. The development of effective speaking and listening skills is an integral part of the coursework as well as continued instruction in the effective and correct use of language. As critical readers and writers, students construct explanatory and argumentative responses to a variety of texts from diverse media formats reflective of a variety of eras, genres, and purposes. Opportunities are also provided for students to polish their spoken communication skills. Students may also participate in language arts electives including Speech, Journalism, Yearbook, and SAT Prep. English offers two Advanced Placement (AP) courses. In grade 11, students may select AP Language and Composition. In 12th grade, students may select AP Literature and Composition.

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Disciplinary Literacy

In order to help students build a strong literacy foundation, Maryland expanded its approach to literacy by integrating multiple content areas in its definition of literacy.

“Disciplinary Literacy is the use of discipline-specific practices to access, apply, and communicate content knowledge, and, in Maryland, it is a shared responsibility. Literacy skills are an important part of every academic discipline; however, each discipline relies on different types of texts, writing styles, and language to convey ideas and learning. For students to be fully prepared for the challenges and expectations of college and career, it is critical that they develop literacy skills in all content areas.” (mdk12.msde.maryland.gov)

In June 2010, the Maryland State Board of Education adopted the Common Core State Standards for English Language Arts K-12 and Literacy in History/Social Studies, Science, and Technical Subjects 6-12. In 2011, Prekindergarten literacy standards were developed and added. All of these standards represent a shift in approaches to reading to explicitly identify and include reading and writing standards in the content areas of Science /Technical Subjects and History/Social Studies as companions to the English Language Arts Standards. The Common Core Standards for Disciplinary Literacy are organized by content: Science, Technical Subjects, and History/Social Studies. Each set of standards is further organized into strands for reading and writing. The Standards specify the literacy skills and understandings required for college and career readiness in each discipline. As such, literacy instruction takes place throughout the day during content classes such as science, social studies, and fine arts. Eighty percent of reading in college and careers is informational text. Students must build the skills necessary to independently read, analyze, and evaluate sophisticated texts in a variety of disciplines. Teachers must not only build generic literacy skills, but also deepen student understanding of essential discipline-specific content and strengthen their abilities to comprehend, write, argue, and persuade within the norms of different disciplines. Each discipline has its own content standards and practices for developing conceptual understandings. When reading and writing is meaningfully integrated with content, students have greater opportunities to engage, understand, clarify, question, or enrich their conceptual understandings.

Differentiated Supports and Reading Interventions HCPSS is providing access to inclusive instruction for students with disabilities, English learners, and other students who exhibit difficulties in the area of reading. This greater inclusion requires professional learning for teachers, access to accommodations for students requiring accommodations, and careful support and monitoring. To meet the needs of all students, the Offices of Elementary and Secondary Language Arts have implemented an integrated, tiered system of support. After receiving first instruction (Tier 1) aligned with Maryland’s College and Career Ready Standards and based on principles of Universal Design for Learning, most students will demonstrate mastery of grade level standards. For some students, additional targeted supports through Tier 2 or Tier 3 Intervention are necessary. Tier 2 is defined as Targeted Supplemental Instruction while Tier 3 addresses Intensive Instruction. Both tiers include the implementation of a curricula which is evidence-based. Interventions are evidence-based to provide a more individualized instructional approach. Student success is contingent on a consistent match of effective explicit instruction to student needs. Intensity varies with group size, frequency and duration of intervention, and expertise of the professionals providing instruction. These services and interventions are provided in small-group settings. Student progress is monitored on a regular basis with clear entrance and exit criteria. The selection of the appropriate intervention is based on multiple data points. The success of interventions cannot be judged without data collection that can demonstrate whether students are making progress toward the identified goal. Effective interventions contain the following data elements: 1) clear definition of the presenting student problem(s); 2) calculation of the student’s starting point, or baseline performance, in the identified area of concern; 3) setting of specific goals for student improvement; and 4) selection of a method to monitor the student’s progress.

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Instructional interventions are designed to build and improve a struggling student’s skills in areas that are necessary to allow him/her to meet grade-level expectations. Classroom teachers, reading specialists and special educators meet throughout the year to discuss each student receiving an intervention and individual needs as students transition between levels. Time is spent sharing information about students to align the correct programs from level to level as well as to address students’ growth in each intervention. If a student is not making progress, instructional changes are discussed to develop a plan to better meet the needs of the student. Elementary Language Arts Differentiated Supports and Reading Interventions Students who are identified as below grade level readers participate in interventions based on their identified needs. Currently there are 2,784 students in grades Kindergarten - 5 receiving a reading intervention. Interventions are typically incorporated into the daily reading rotation and differ based on the aspect of reading that particular students find most challenging. The following chart details current reading interventions available. For some students, first instruction that focus on the expectations of the standards is not sufficient. These students will require supplemental interventions. Targeted interventions grounded in curricular goals with specific instructional approaches should be implemented to develop skill mastery. Student success is contingent on a consistent match of effective explicit instruction to student needs. Intensity varies with group size, frequency and duration of intervention, and expertise of the professionals providing instruction. Student progress should be monitored on a regular basis with clear entrance and exit criteria.

Leveled Literacy Intervention (LLI)

Small-group (2-3 students) supplementary literacy intervention designed to help teachers provide powerful, daily instruction for the lowest achieving students in each grade level. LLI is a short-term program designed for 18-24 weeks of instruction. It emphasizes reading, writing, and phonics/word study.

Words Their Way A developmental word study program which has students work with level-appropriate word sorts in order to improve their understanding of written language. Word sorts categorize words based on similar spelling, sound, or semantic characteristics.

Fundations An Orton-Gillingham 30-minute small group systematic program used with This program focuses on critical foundational skills, emphasizing, phonemic awareness, phonics/word study and reading fluency.

The Wilson Reading System

A highly structured sensory approach to learning vocabulary and phonics for students in grades 2-12 who are not making sufficient progress in other interventions or who may require more intensive instruction. It is provided by a certified instructor in groups of up to six students. This intervention is delivered 3-5 time per week for 45 minute session.

Really Great Reading

A systematic multisensory phonics intervention that explicitly teach phonemic awareness, phonics concepts and word attack skills.

Soar to Success A research-based, reading comprehension intervention program that incorporates authentic, high-interest literature and uses reciprocal teaching strategies (summarizing, question generating, clarifying, and predicting)

Exploring Reading

A strategic intervention program support students in mastering foundational skills by integrate essential reading strategies to successfully comprehend complex fiction and nonfiction text across a range of text types and lengths.

Visualizing and Verbalizing (V&V)

A reading comprehension program for developing reading comprehension by developing visualization skills.

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Middle School Differentiated Supports and Reading Interventions Reading seminar courses are provided for middle school students needing targeted supports to address their specific needs in the areas of decoding, fluency, and comprehension. Reading seminars focus on eliminating achievement gaps by accelerating student growth. The course is conducted using a flexible grouping model to incorporate individual student needs. Literacy success is achieved by providing personalized educational experiences in decoding, fluency, and reading comprehension while continuing to address the Maryland College and Career-Ready Standards. Individual student achievement data is regularly monitored to provide timely, meaningful information that allows teachers adjust instruction to the appropriate level of challenge for learners. Clearly defined criteria are established to exit this class once the standards have been met. Seminar D is the reading intervention for middle school students who need assistance with decoding and comprehension. There are currently 260 students in grades 6-8 in Seminar D. It provides explicit instruction in critical foundational skills using a multi-sensory approach that focuses on phonological automaticity and reading fluency while providing explicit comprehension and vocabulary instruction and writing opportunities. System 44 is the curricular program used in this seminar. Reading specialists address phonemic fluency and comprehensive literacy in small group instruction with an individualized software component that includes multiple texts, video, and daily guided instruction. Seminar C is the reading intervention course provided for middle school students who need support with comprehension is. There are currently 980 students enrolled in Seminar C in grades 6-8. It is designed to help students read independently with understanding and to develop the comprehensive skills and strategies of vocabulary, fluency, independent reading, and writing techniques. Seminar C utilizes the Strategic Instructional Model (SIM), Soar to Success, and Read 180 curricula. Read 180 is currently being used in 14 middle schools. Read 180 meets the needs of at-risk reading students through its innovative use of computer software and teacher-guided instruction. The technology component of Read 180 offers differentiated reading instruction to students in an engaging framework. The teacher instructional model of Read 180 provides a balanced literacy program of reading, writing, vocabulary, and language. This program will also support a seamless transition for student who progress in Seminar D, with System 44, to Seminar C. The Striving Readers Comprehensive Literacy Grant will provide the funds to expand Read 180 to all middle schools by then start of the 2020 school year. High School Differentiated Supports and Reading Interventions High School Strategic Reading allows for targeted reading instructional support in the areas of vocabulary, fluency, metacognition, and comprehension in all content areas in order to eliminate achievement gaps. Students who are 2 or more years below grade-level as determined by multiple measures are eligible for enrollment in this program. Currently, there are 414 students enrolled in Strategic Reading. Instruction occurs in a small group setting utilizing research-based instructional strategies. Students are provided with relevant technologies, including collaborative online environments that enhance learning. The goal of Strategic Reading is to support students in becoming functional readers across all content areas as a basis for moving toward disciplinary literacy proficiency. The course is designed to accelerate student literacy, strategic competencies, effective communication skills, academic independence, and confidence that will transfer to the rest of each student’s academic career. Student achievement data is constantly monitored to provide timely, meaningful information to help teachers adjust instruction to provide the appropriate level of challenge for learners. Clearly defined criteria are established to exit this class once the standards have been met.

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The Striving Readers Comprehensive Literacy Grant provided high school reading specialists an opportunity to review intervention programs and make an informed selection for use in high school. The newly updated version of Achieve 3000 was selected, and will be used in all 12 high schools. Achieve 3000 uses a Level Set Lexile assessment tool and software, with selections on the same topic differentiated for students at their Lexile level. The program aligns with Maryland College and Career-Ready Standards in reading and writing and addresses literacy across content areas. Equity and Access The HCPSS Pre-K-12 language arts program is designed to provide pathways for students to graduate having successfully mastered critical reading and clearly communicating ideas through coherent written expression. While ensuring that students access the rich content standards, HCPSS is committed to strengthening pathways for students to access advanced-level high school coursework and ensuring that systems of support are in place for differentiating instruction so that all students can access the curriculum. Equity Through Accessible First Instruction The Strategic Call to Action calls for a curriculum that is “ based on standards and best practices, implemented with fidelity, and aligned with meaningful assessments that provide actionable data for instructional planning.” To ensure that each and every student is able to access the content, the Offices of Elementary and Secondary Language Arts frame the curriculum around the Understanding by Design (UbD) framework. The tenets of the framework emphasize that curriculum and instruction must 1) focus on teaching and assessing for understanding and learning transfer, and 2) design curriculum “backward” from what students should be able to demonstrate as mastery. To assist teachers with making the content accessible for each and every learner. the HCPSS language arts curriculum includes objectives, essential questions, enduring understandings, lesson seeds, options for differentiation, and formative assessments. All students are assessed on the skills of critical analysis of both informational and fictional texts in multiple genres and diverse media including poetry, short stories, music, visual representations, and novels. Using these diverse texts allows students to demonstrate mastery of reading and writing skills matched with learning types and student interest. Equity through Diverse Curricular Materials The National Council of Teachers of English, in the position paper, “Supporting Linguistically and Culturally Diverse Learner in English Education”, recognizes the uniqueness of all cultures, languages, and communities:

“As teachers and teacher educators, we understand the increasing cultural and linguistic diversity of our society and that we enter our classrooms with our own social identities and cultural biases. We see all classrooms as multicultural, and we work towards respecting, valuing, and celebrating our own and students’ unique strengths in creating equitable classroom communities.”

Valuing the diversity within the HCPSS student body, the HCPSS is committed to providing its students with literature and informational text that expresses the perspectives of diverse authors and that reflects the varied experiences of our students. Students bring with them a rich variety of experience which needs to be embraced and supported in language arts instruction. As diversity is a core attribute that guides both centralized purchases by the Curriculum, Instruction and Assessment Offices and school-based acquisitions, HCPSS sources materials from research-based literature, curricular experts, teacher experience, and parent and community suggestions. When approving new text for instructional use and interventions, HCPSS staff considers various criteria including instructional fit, appropriateness of content, and inclusion of historically underrepresented voices (i.e., of women, ethnic, racial, and religious minorities, persons with disabilities, etc.)

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Equity through Focused Pedagogy To ensure that instructional practice is grounded in the content standards and provides students access to high level literacy standards, the Offices of Elementary and Secondary Languages Arts thoughtfully design professional learning for instructional staff to support first instruction and intervention. At all levels, teachers receive training on how to best assess students’ reading and writing skills. Preparing students with 21st century skills that meet the Maryland College and Career-Ready Standards requires educators to teach with an expanded repertoire of skills in reading instruction and differentiation. Teachers are provided professional learning around differentiated reading instruction as well as writing instruction with mentor texts. Equity through Outreach and Advocacy for Students and Families Communication is an essential element of ensuring students are college and career ready. The Offices of Elementary and Secondary Language Arts strive to communicate information in a user-friendly fashion to internal stakeholders, as well as to families and community members. Canvas courses also provide learning and collaboration opportunities that assist staff and administrators in implementing high-quality literacy instruction. Through Canvas and other social media, families can be engaged as partners to help students reach language arts milestones and practice key reading and writing skills beyond the classroom. In addition, schools will increase efforts to engage families in placement discussions on at least an annual basis. Access to Advanced-Level Opportunities in Language Arts HCPSS strives to provide all students with pathways to access advanced-level courses in language arts. To reach this target, all students must receive first instruction rigorous, robust, and scaffolded. Within the HCPSS Pre-K-12 program, students are exposed to rigorous, complex texts at all instructional levels with enrichment opportunities provided based on student strengths and needs. For elementary students requiring additional extension and enrichment in literacy, Curriculum Extension Units (CEUs) provide advanced-level instruction in ELA standards within each content area. Student placement in CEUs is based upon multiple data points, including teacher observation. Students may participate in one or more of the CEUs each year. To increase opportunities for advanced-level instruction at the middle school level, HCPSS provides Gifted and Talented English courses in grades 6-8. All students participate in the census administration of the Cognitive Abilities Test (CogAT) and are considered for advanced opportunities through the G/T Placement Process. Placement occurs on an ongoing basis from grades 5-8 as students demonstrate readiness. Teachers, families, and students may all request placement consideration, which include the review of multiple criteria rather than dependence on a single measure. Additional opportunities for acceleration and intervention will be strengthened through offering:

• Instructional seminars in elementary and middle school to all interested students to help develop advanced-level skills (e.g. Book Club, writers’ workshop)

• Enrichment summer programs • Online modules for additional enrichment

At the high school level, HCPSS has increased access to advanced-level Honors and Advanced Placement English courses through the elimination of course prerequisites. The Office of Elementary and Secondary Languages Arts have also expanded access to advanced coursework by removing unnecessary prerequisites and other structural barriers.

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CONCLUSION AND NEXT STEPS The HCPSS is committed to ensuring academic success and social-emotional well-being for each student in an inclusive and nurturing environment that closes opportunity gaps. To achieve this, there must be effective, consistent, and impactful implementation of the Maryland College and Career-Ready Standards and at the intended level of rigor. As outlined below, the Offices of Elementary and Secondary Language Arts will continue to refine and implement the following programs, actions and supports to meet the needs of students.

• Adopt a systematic phonics program in Kindergarten - 2nd grade • Increase the number of diverse text for reading instruction in all grade levels • Support classroom teachers in instructional practices for foundational skill instruction and close reading • Utilize a universal screener as dictated by the Ready to Read Act, 2019 • Analyze and monitor reading data to ensure progress for all students. • Engage stakeholders in professional learning and support for reading difficulties such as dyslexia • Purchase instructional materials as outlined in the Striving Readers Comprehensive Grant

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Appendix A

Elementary Language Arts: Range and Content of Student Writing Text Types and Purposes:

• Write opinion pieces on topics or texts, supporting a point of view with reasons and information. • Write informative/explanatory texts to examine a topic and convey ideas and information clearly. • Write narratives to develop real or imagined experiences or events using effective technique, descriptive

details, and clear event sequences. Production and Distribution of Writing:

• Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

• With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

• With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

Research to Build and Present Knowledge:

• Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

• Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

• Draw evidence from literary or informational texts to support analysis, reflection, and research. • Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames

(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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Appendix B

Secondary Language Arts: Range and Content of Student Writing Text Types and Purposes:

• Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

• Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

• Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Production and Distribution of Writing:

• Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. • Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge:

• Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

• Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

• Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences

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Appendix C

Howard County Public School System Description of Literacy Terms Effective SY19-20 Aligned Intervention: Collaborative planning exists between designated highly qualified staff members to design a program that provides for instruction in identified areas of need for targeted students Balanced Literacy: A balanced approach to literacy is a decision-making approach through which teachers make thoughtful and purposeful decisions about how to help students become better readers and writers. It is built on research, views the teacher as an informed decision maker who develops a flexible program, and is constructed around a comprehensive view of literacy. Before, During, and After Reading: A system or strategy wherein a reading student is assisted in intervals (before, during, and after reading a selection) with the understanding of what is about to be read and the comprehension of what is being read and finally what has been read. Book Clubs: Small groups of readers that meet on a regular basis to systematically discuss books (and other texts) of the members' choice. These groups use a variety of response methods to prompt and extend book club discussion, and membership varies according to the desired configuration. O'Donnell-Allen, C. (2006) The Book Club Companion. Portsmouth, NH: Heinemann. (p. 1). Close Reading: Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining its meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole. Close, analytic reading entails the careful gathering of observations about a text and careful consideration about what those observations taken together add up to - from the smallest linguistic matters to larger issues of overall understanding and judgment. (PARCC Model Content Frameworks for ELA/Literacy, p. 6.) Collaborative Discussion: Teacher facilitated and student driven conversation within, about, and beyond the text. Students have the opportunity to "share insights, questions, or interpretations of the same or related texts." Examples of discussion models include book clubs, literature circles, shared inquiry, and Socratic seminar. (Fountas and Pinnell, 2006) Cornerstone Program: The Cornerstone Program is designed for children age 4 through grade 5 who have autism or related disorders and is housed at the Cedar Lane School. The program employs the principles of Applied Behavior Analysis with a focus on Skinner’s Analysis of Verbal Behavior to teach language and communication. Full day services for the child in the Cornerstone Program include a 1:1 staff to student ratio plus a special educator as well as ongoing support from a Board Certified Behavior Analyst (BCBA). Placement in the Cornerstone Program is determined by the Central Educational Placement Team (CEPT) when the child’s needs cannot be met in less restrictive settings. Creative Thinking: Creative thinking involves putting facts, concepts, and principles together in new ways and demonstrating a novel way of seeing or doing things. During creative thinking students may disregard accepted principles. Critical Thinking: Critical thinking involves being objective and open-minded while thinking carefully about what to do or what to believe, based on evidence and reason. During critical thinking students deeply question and apply accepted principles.

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Appendix C

Daily 5: The Daily 5™ is a framework for structuring literacy time so students develop lifelong habits of reading, writing, and working independently. Students select from five authentic reading and writing choices, working independently toward personalized goals, while the teacher meets individual needs through whole-group and small-group instruction, as well as one-on-one conferring. These choices include:

• Read to Self - practice each day with good-fit books that are selected by each student • Work on Writing - write each day, preferably about self-selected topics and genres the writer is

interested in or passionate about • Read to Someone - provides opportunities to practice strategies, improve fluency, check for

understanding, and hear one’s own voice while sharing in the learning community • Listen to Reading - hearing fluent and expressive reading of good literature expands vocabulary, helps

build stamina, and will make for a better reader • Word Work - expanded vocabulary leads to greater fluency in reading and therefore increasing

comprehension. Becoming more proficient as a speller leads to writing fluency and the ability to get ideas down on paper

Domain-Specific Words and Phrases: Vocabulary specific to a particular field of study (domain), such as the human body; in the Standards, domain-specific words and phrases are analogous to Tier Three words (Language, p. 33). www.corestandards.org Diverse Text: Text that provides opportunities for students to immerse themselves in the experiences and world of the characters in books. Student read about people and places that they experience (mirrors) and people and places different from what they have experienced (windows). Differentiated Instruction: Term to describe the designing of instruction to meet individual needs with a focus on content, process, products, or the learning environment. Teachers use ongoing assessment and flexible grouping to ensure instruction is meeting the needs of the learner. Dyslexia: “Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.” (Dyslexia International Association, 2002) Foundational Skills: These standards are directed toward fostering students' understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated in order to meet the varying needs of each student. Flexible Needs-Based Group: Temporary small group instruction as needed to support student learning including but not limited to: phonics, word study, reading comprehension, fluency, vocabulary support, responding to text, reading strategies. Full Day PreK: The five-day prekindergarten program provides 6-1/2 hours of classroom instruction five days per week. Children must be 4 by September 1st and includes income eligible and special education students and live in the select home school area. Family Training and support are provided through periodic home visits or school-based sessions as appropriate. Related services are provided as appropriate.

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Appendix C

General Academic Words and Phrases: Vocabulary common to written texts but not commonly a part of speech; in the Standards, general academic words and phrases are analogous to Tier Two words and phrases Genre Study: Genre simply means type of text. "By genre study we mean more than just learning the specific characteristics of each genre. We mean helping students learn how to learn about genre from other writers-how to study the way writers used craft and conventions in communicating meaning to their readers. Student's think about the writer's purpose and audience and notice the features that help the writer achieve an effective communication. What is learned about genre in this way is generative-it can be applied to all the reading and writing students do for the rest of their lives." (page 7 Genre Study, F and P) Guided Reading: Guided reading is small-group instruction that builds each student's ability to process increasingly challenging texts with fluency and understanding. Teach readers to develop systems of strategic actions for processing increasingly challenging texts. Independent Reading: An allotted time that occurs daily to provide students with self-selected, choice reading. Sustained reading for longer time frames contributes to improved reading performance. Instructional Level: The level of texts read that stretch the reader's capabilities without processing breaking down. A reading instructional text level is determined by the student's accuracy (90% and above) and comprehension (70% and above) of literary and informational text. Comprehension is determined by interactive, oral discussions that reflect inferential and critical understanding of text as judged by teacher observation during small group reading instruction. Literature Circles: A method to encourage literary analysis, in which students read a work, then meet together (usually sitting in a circle) to discuss the text and their reactions to it, and to reread important or meaningful passages. Dictionary of Education

Meaningful Follow-up: An important aspect to reinforce the small group lesson focus, which may include but not limited to preparing for the next day's lesson, rereading or reading ahead with a purpose, or to demonstrate learning. Data may be collected to inform instruction and for grading and reporting purposes. MCPS Measurement Topic: Categories of content and processes that students should know and be able to do. Indicators are grouped together to form a Measurement Topic. All content is grouped by Measurement Topic. MCPS, Curriculum 2.0 Metacognition: Knowing and being aware of one's own thinking and having the ability to monitor and evaluate one's own thinking. MCPS, Curriculum 2.0 MINC-EL (Multiple Intense Needs Class- Early Learners): 3-year-olds and 4-year-olds and sometimes 5-year-olds with more intense IEPs (usually for autism), and includes Learning Together Program (paying peers); 2 ½ -6 ½ hours of classroom instruction 4 days per week. Novel skills are introduced using most to least prompting. Systematic generalization is used to expand skills to the natural environments. Focus of instruction is on expanding learning behaviors in multiple areas of development with a variety of opportunities to work on communication skills throughout the day. Family training and support activities including parent support modules, in school support, and/or home or community visits. MINC-PS (Multiple Intense Needs Class- Preschool): Children must be 3 by September 1st or after 3rd birthday once found eligible for IEP services. These students have more intense IEPs, includes Learning Together Program (paying peers); 4-hours of classroom instruction 4 days per week. Focus of instruction is on building foundational learning skills in the areas of engagement, independence, communication, and social interaction. Parent and caregiver coaching and support are provided regularly through visits to the home or community setting.

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Appendix C

MINC-PK (Multiple Intense Needs Class- PreK): Children must be 4 by September 1st. Students with more intense IEPs, includes Learning Together Program (paying peers); full-day program. Focus of instruction is on expanding learning behaviors in multiple areas of development. Family training and support activities including parent support modules, in school support, and/or home or community visits.

On Demand Writing: A timed situation to produce a cohesive, well-developed written piece using the stages of the writing process without ownership of the form or feedback. Students are given the topic, audience, purpose, and form. Prose: The ordinary form of spoken or written language without the metrical structure of poetry. Prekindergarten at Cedar Lane School: 3-year-olds and 4-year-olds and sometimes 5-year-olds with more intense IEPs; 6-1/2 hours of classroom instruction 4 days per week. IEP addresses needs in multiple areas, with an emphasis on communication, mobility and self-help. Instruction focuses on functional skills and generalization. Eligible students present the need for a consistent, structured learning environment and may require multiple related services and have extensive supports or medical services. The students participate in selected activities with typically developing children. May be considered at transition at age 3 by IEP team; or considered by CEPT after age 3. Prekindergarten: Considered the grade levels before kindergarten. It is offered through a variety of programs (i.e. Pre-K, Preschool, MINC). Preschool: The four-day preschool program provides 2-1/2 hours of classroom instruction four days per week. Children must be 3 by September 1st or after 3rd birthday once found eligible for IEP services. Family Training and support are provided through periodic home visits or school-based sessions as appropriate. Related services are provided as appropriate. Pre-K: The five-day prekindergarten program provides 2-1/2 hours of classroom instruction five days per week. Children must be 4 by September 1st and includes income eligible and special education students. Family Training and support are provided through periodic home visits or school-based sessions as appropriate. Related services are provided as appropriate. Responsive Writing: Writing to demonstrate learning, often from a stimulus (a piece of literature) or prompt. PARCC Model Content Frameworks for ELA/Literacy Shared Inquiry: Shared Inquiry™ is a discussion method, a teaching and learning environment, and a way for individuals to achieve a more thorough understanding of a text by discussing questions, responses, and insights with fellow readers. The Great Books Foundation Socratic Seminar: Socratic Seminar is defined as a collaborative, intellectual dialogue facilitated with open-ended questions about a text. The keys to a successful discussion require participants to closely study the text in advance, actively listen to one another, share questions and ideas with one another in response to questions and ideas of other participants, and search for evidence in the text to support one's ideas. Structured Literacy: Structured Literacy™ instruction is the umbrella term used by the International Dyslexia Association (IDA) to unify and encompass evidence-based programs and approaches that are aligned to the Knowledge and Practice Standards and are effective for students identified with SLD/Dyslexia. Text: A book or other written or printed work, regarded in terms of its content rather than its physical form. Technical text is written work dealing with technical issues to a given field.

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Appendix C

Text Complexity: The inherent difficulty of reading and comprehending a text combined with consideration of reader and task variables; in the Standards, a three-part assessment of text difficulty that pairs qualitative and quantitative measures with reader-task considerations Text Complexity Band: A range of text difficulty corresponding to grade spans within the Standards; specifically, the spans from grades 2-3, grades 4-5, grades 6-8, grades 9-10, and grades 11-CCR. Text Dependent Questions: Questions that can only be answered with evidence from the text and challenge students to examine the inferential levels to extract key meanings and ideas. Thinking and Academic Success Skills: Academic success involves possessing attitudes and behaviors that enable students to reach their full potential in academic settings. Understanding by Design (UBD): is a framework and accompanying design process for thinking decisively about unit lesson planning UDL: Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

Howard County School System Description of Intervention Terms Effective SY 19-20 Accommodations: Accommodations are adjustments to the testing situation, test format, or test administration that provide equitable access during assessments for students with disabilities, students who are English learners, and students with disabilities who are also English learners. Accommodations are intended to reduce or even eliminate the effects of a student’s disability or English language proficiency; however, accommodations do not reduce learning expectations. Accessibility Features: Accessibility features refer to the tools available for all students on the PARCC assessment. These features include: headphones, magnification/enlargement device, notepad, pop-up glossary, spell checker and writing tools. In addition, there are accommodations that may be identified in advance for students with disabilities, 504 or English Language Learners Evidence Based: Evidenced-based refers to an instructional program or collection of practices that have been tested and shown to have a record of success. That is, reliable, trustworthy, and valid evidence indicates that when that program or set of practices is used, students can be expected to make adequate gains in academic achievement. Intervention: Additional reading instruction that is specifically designed based on the instructional needs of the student. Areas for intervention may include

• comprehension • decoding • fluency • vocabulary

• phonemic awareness Reading interventions should be implemented to ensure the success in meeting the identified outcomes for the student. It must be evidence based or research based. Reading interventions should be delivered by a highly qualified, highly effective certified staff member.

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Appendix C

Instructional Match: The purpose of this intervention is to improve instruction through the accurate assessment of the student’s current instructional level and selection of appropriately matched curriculum and materials to the student’s current level and ability. A student’s prior knowledge, the difficulty of the learning task, and the pace of instruction differ, and therefore instruction must be tailored to the individual student to generate an instructional match. http://ebi.missouri.edu/?p=13 Monitoring Progress ( duration of intervention): The check point for the intervention. Data is collected throughout the intervention beginning with baseline data and several data points along the period of time. Check points should be pre-established where data is reviewed on the rate of progress. Some boxed research based programs include a schedule of days and minutes per week the intervention should be provided. They may also provide the expected outcome if the intervention is delivered. Process for Identifying Highly Qualified, Highly Effective Teachers: Establish a collaborative leadership team consisting of the administrators, RST, Special Education ITL, Reading Specialist or RST. Based on walk-throughs, teacher observations and feedback from weekly planning meetings with the RST. Determine who is best equipped to be a reading intervention teacher. Determine who is best suited to be the swing teacher for reading in a Elementary School Model school. Staff may include the TITLE I teacher, Special Educator, Reading Specialist, Differentiated Staffing ,Media Specialist( if the specialist has time in the schedule and has been deemed highly qualified and highly effective) Research Based Intervention: Research-based interventions are established on multiple, systematic investigations, including testing and evaluations, and are designed to develop or contribute to generalized knowledge. Response to Intervention: RTI is the practice of providing quality instruction and intervention and using student learning in response to that instruction to make instructional and important educational decisions Scheduling Intervention Time: An intervention time will be provided in addition to the first instruction time block. This block will be scheduled 5 days a week. Four of the five slots are designated as intervention time. One slot will be reserved for band, strings, chorus, GT seminar or additional slot for related service providers. If there is a week that is less than 5 days, the four days shall be reserved for the intervention. According to Allington, if we add no new instructional minutes to the reading block for intervention, there is “ little reason to expect that we will obtain accelerated reading growth.” The reading intervention should be an additional block of time outside of the reading block. In other words, an additional block beyond what all students receive. Size of Effective Reading Intervention Groups Research: In eight studies on the size of effective reading intervention groups six of the eight group size was one to one. Two of the studies had a 1 to 3 ratio.

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Appendix D

References Allington, Richard “What Really Matters When Working with Struggling Readers” The Reading Teacher Volume 66, Issue 7, pp. 520-530 Instructional Match “Acquisition Interventions: The task is too hard for the student” University of Missouri (2011)ebi.missouri.edu/?p=13 Teaching and Learning Disciplinary Literacy mdk12.msde.maryland.gov/instruction/curriculum/disciplinary_literacy/index.html T. Louisa C Moats, Ed. D., and Karen E. Dakin, M. Ed. “Dyslexia Basics” (2017) Dyslexia International Association https://dyslexiaida.org/dyslexia-basics/ The Standards for the English Language Arts “Guiding Vision” 2012 National Council of Teachers of English (NCTE) www.ncte.org/standards/ncte-ira 1