Structured Literacy Action Step • Provide professional development specific to literacy instructional practices to include phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing. Audience Employees who hold instructional certificates in early childhood education, elementary-middle level, PK-12 Special Education, English as a Second Language and Reading Specialists. Topics to be Included Competency 1 - Phonological and Phonemic Awareness (PK-4) Essential Principles and Practices (4-8, ESL, PK-12 Reading Specialists and Special Education Teachers) Competency 2 - Phonics and Word Recognition, Competency 3 - Automatic, Fluent Reading of Text, Competency 4 - Vocabulary, Competency 5 - Listening and Reading Comprehension, Competency 6 - Written Expression Evidence of Learning Walkthrough and observational data, student performance data, teacher and student feedback show that teachers have a greater understanding of evidence-based reading practices, apply them in their lesson planning, implement explicit and systematic literacy instruction, use diagnostic and formative assessment to guide and differentiate instruction, to improve students' ability to read fluently, comprehend what they are reading, and ultimately enjoy reading. Lead Person/Position Anticipated Start Anticipated Completion Curriculum, Instruction, Literacy (CIL) Coordinators, Reading Specialists, IU 12 2025-06-09 2028-06-09
Learning Format Type of Activities
Frequency
Course(s)
3-6 hours depending on audience/area of certification
Observation and Practice Framework Met in this Plan • 1a: Demonstrating Knowledge of Content and Pedagogy This Step Meets the Requirements of State Required Trainings Language and Literacy Acquisition for All Students
Learning Format Type of Activities
Frequency
Professional Learning Community (PLC)
on-going
Observation and Practice Framework Met in this Plan • 3e: Demonstrating Flexibility and Responsiveness
52
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