All students are capable of engaging in rich literacy experiences that optimize their success when schools implement multi-tiered instruction as a positive approach to determine levels of direct instruction and intervention a child may need to be successful (Kerins, Trotter, & Schoenbrodt, 2010).
When students struggle in literacy, it’s often because they face barriers in accessibility and engagement and these barriers are not addressed in a defined literacy plan that moves students through a tiered system (Schutte, 2016). Research suggests that these barriers can be eliminated by assessing the needs of the school, creating a common vision on what a culture of literacy looks like in action, and designing a literacy action plan across the content areas (Witte, Beemer & Arjona, 2010).
Novak Educational Consulting has teamed up with the Massachusetts Department of Elementary and Secondary Education to provide a multi-year tiered literacy academy that supports teams in building a data-driven, evidence-based, multi-tiered system and a defined literacy action plan to meet the needs of all students, so they can build critical skills in literacy as well as a foundation for success in school and in life.
Novak and associates have the potential to scale this model in additional schools, districts, and states, so if you’re interested in long-term professional development and technical assistance in building an effective tiered, literacy model, please contact us to discuss.
How Will You Know It Worked?
For both the Massachusetts Academy and any other long-term literacy work, Novak and associates are committed to working with schools and districts to utilize data to demonstrate student achievement gains as a result of their participation.
No participant will be forced to purchase or adopt new assessment measures or a canned set of measures. However, the academy will be able to provide a review process of existing assessment measures and provide resources and guidance if this plan needs to be revised. Assessment maps will be designed to articulate the timing and frequency of universal screening measures, interim assessment measures, as well as the diagnostic assessments used for tiered support.
Assessment maps will be designed with the following in mind:
- Data is collected in feasible ways that do not interrupt instruction
- Maps includes a measure of important student outcomes to determine whether Tier 2 and Tier 3 interventions are yielding student achievement gains (progress monitoring tools)
- Assessment results are reviewed regularly by the leadership team and used for problem solving and action planning
- Assessment results are shared with the full faculty at least four times per year to foster collaboration and community and increase collective teacher efficacy (Balu, et.al, 2015)
Through technical assistance, we will provide the following measures of effectiveness:
- Classroom observation data from the Instructional TA’s to assess instructional practices
- Completed literacy plans against a quality rubric
To learn more about this opportunity, or to create a similar opportunity in your area, please download the brochure.Download Literacy Academy Brochure
The Literacy Academy Team
Katie Novak, Ed.D. is an internationally renowned education consultant, a practicing leader in education, and author of 8 books on inclusive practices. Katie designs and presents workshops both nationally and internationally focusing on implementation of Universal Design for Learning (UDL), MTSS, inclusive practices, equity in education, and universally designed leadership.
With twenty years of experience in elementary and secondary education, Tara is one of the most creative, innovative educators today. With undergraduate degrees in special education and psychology and a graduate degree in reading and language, Tara has the unique perspective of practicing UDL as a special educator, a reading interventionist and a classroom teacher.
Jennifer Quinn holds a M.Ed. in Reading and Language for all grade levels. She has a strong knowledge base and background in reading, language arts, spelling, writing, the co-teaching model, assessment, integration of technology as a teaching and learning tool, and universally designed instruction.
Kelly True is an experienced reading specialist, classroom teacher and curriculum coordinator with 20 years of experience teaching and leading. As a co-chair of the RTI/MTSS Action Committee for the Massachusetts Reading Association, Kelly has assisted many districts with assessing current systems, developing MTSS action plans, and following through on implementation.