P1 F2 Literacy
Priority 1: Focus 2: - Literacy
Priority 1: Student-Centered Curriculum (SC)
Focus 2: Student Achievement - Literacy (2.SC)
Goal 1: Improve student achievement in literacy by aligning curriculum implementation, data analysis, and professional development across all schools.
| Strategies | People Responsible | Budget |
|
|
2212, 2213, 2214, 2291 |
| Action Steps | Evaluation | Evaluation Date |
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Administer literacy benchmark and summative assessments throughout the year and analyze data at district and building levels to identify trends and patterns in student performance. |
MET UNMARKED |
Quarterly ----- |
|
Annually review and update the district literacy plan to ensure it remains comprehensive and vertically aligned across PreK–12, making revisions as needed. |
ONGOING UNMARKED |
10.29.25 ----- |
|
Use PLCs and the RTI framework to identify students in need of literacy-targeted interventions aligned to priority standards, and implement supports while monitoring student response. |
ONGOING UNMARKED |
Monthly ----- |
|
Provide ongoing professional development on evidence-based literacy strategies and responsive instruction, and evaluate its effectiveness through teacher feedback, classroom implementation, and student growth data. |
ONGOING UNMARKED |
10.29.25 ----- |
|
Develop interdisciplinary lessons that emphasize literacy skills. |
NOT MET UNMARKED |
10.29.25 ----- |
Supporting Data:
- LETRS, Early Childhood LETRS, ASPIRE participation
- District Board of Education Data Packet
- Academic Vocabulary and Effective Questioning PD
- Fundations Grade-Level Training (PK-3)
- ELA and Content Literacy Training for New Teachers
- PLC Meeting at Each Building
Performance Measures:
- Summative and benchmark assessments show proficiency in reading/writing (BOY, MOY, EOY, end of unit).
- Percentage of students demonstrating growth between benchmark administrations.
- Reduction in the percentage of students performing below grade level.
- Progress monitoring data reflects the effectiveness of RTI interventions.
- Teacher surveys show increased confidence and use of literacy strategies.
Fidelity Measures:
- Observation and walkthrough data confirm fidelity of Tier-One instruction.
- PLC documentation shows consistent use of assessment data to guide instruction.
- Records confirm timely administration of assessments and interventions.
- PD attendance and follow-up implementation checks are documented.
Reflections:
BOY: We are continuously strengthening our district-wide literacy practices to ensure high-quality instruction for all students. To date, approximately 100 teachers have completed or are actively engaged in LETRS, Early Childhood LETRS, or Aspire training. We have placed a strong focus on supporting new teachers through ongoing Literacy Professional Development aligned to the Science of Reading. In addition, principals are participating in training on our literacy curriculum and evidence-based literacy practices to enhance instructional leadership and alignment.