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Campus Action Steps for Kindergarten through Grade 5

Leadership Summary Statement for Kindergarten through Grade 5

In this component of the LASERS model, the Texas State Literacy Plan (TSLP) calls on schools to establish campus-based leadership teams to guide the school-wide efforts to improve literacy instruction. These teams include principals, instructional coaches, teachers, special educators, and others who impact literacy achievement at the school. The campus-based leadership team is responsible for facilitating the creation or revision of a data-informed plan for improving literacy instruction that is integrated

with existing plans for school improvement. This plan articulates the school’s goals and initiatives focused on reading and writing instruction and is informed by multiple sources of campus data, state standards, and validated research. Throughout the TSLP, the campus-based leadership team is called on to initiate and support the implementation of literacy practices outlined in the Action Steps and Indicators of each component.

In addition to establishing the campus-based leadership team and developing the data-informed plan for improving literacy instruction, the Leadership component includes Action Steps focused on other key areas related to leading quality literacy instruction and improvement. These include facilitating the use of a response to intervention framework, providing ongoing instructional leadership on evidence-based literacy instruction, establishing a coaching model, and facilitating communication between the school and the community.

Leadership Action Steps

Kindergarten through Grade 5

L1. Establish a campus-based leadership team to guide efforts to improve literacy instruction.

L2. Facilitate the use of a response to intervention framework for providing literacy instruction.

L3. Create and implement a data-informed plan for improving literacy instruction.

L4. Provide ongoing instructional leadership on evidence-based literacy instruction.

L5. Establish a coaching model designed to achieve the goals of the data-informed plan for improving literacy instruction.

L6. Facilitate communication between school and community to support literacy.

 

Assessment Summary Statement for Kindergarten through Grade 5

Kindergarten through Grade 5

One of the founding principles of the Texas State Literacy Plan (TSLP) is the use of data to inform action. In the Assessment component, the Action Steps outline the different ways that assessment data informs instruction and guides teachers in meeting the diverse needs of all students. Campus-based leadership teams are called upon to create a detailed literacy assessment plan that articulates the timelines and instruments used to collect literacy data for key purposes. These purposes are outlined in subsequent Action Steps: to identify students at risk for literacy difficulties, to determine students’ specific instructional needs, to monitor students’ progress toward literacy goals, and to evaluate overall literacy performance.

Assessment Action Steps

Kindergarten through Grade 5

A1. Create and maintain a literacy assessment plan.

A2. Use assessment data to identify students at risk for literacy difficulties.

A3. Use assessment data to determine students’ specific instructional needs.

A4. Use appropriate assessment data to monitor students’ progress toward targeted literacy goals.

A5. Use assessment data to evaluate students’ overall literacy performance.

 

Standards-Based Instruction Summary Statement for Kindergarten through Grade 5

Standards-based literacy instruction helps ensure all students are college and career ready. Texas literacy standards are research- and evidence-based and are set forth in three sets of standards:

  • English Language Arts and Reading (ELAR) and Spanish Language Arts and Reading (SLAR) Texas Essential Knowledge and Skills (TEKS)
  • English Language Proficiency Standards (ELPS)
  • College and Career Readiness Standards (CCRS)

The Standards-based Instruction component outlines the key elements of an effective literacy instruction program, including providing structured opportunities to develop academic language in all content areas. The Action Steps of this component also address the need for evidence-based reading instruction that includes the five elements of reading, along with evidence-based writing instruction.

Standards-Based Instruction Action Steps

Kindergarten through Grade 5

SBI 1. Provide all students access to a common language arts and reading curriculum that is aligned to state standards.

SBI 2. Provide structured opportunities to develop academic language.

SBI 3. Provide evidence-based reading instruction.

SBI 4. Provide evidence-based writing instruction.

 

Effective Instructional Framework Summary Statement for Kindergarten through Grade 5

The Texas State Literacy Plan (TSLP) includes the implementation of a response to intervention (RTI) framework for literacy instruction. The goal of RTI at the elementary school level is to intervene early—when students begin to struggle with learning— to prevent them from falling behind. The Action Steps of this component provide an outline for implementing effective literacy instruction based on the RTI framework, including practices that meet the diverse needs of students and empower families to be active participants in the literacy development process.

Effective Instructional Framework Action Steps

Kindergarten through Grade 5

E1. Implement a system for using data to inform instruction and set goals for all students using the response to intervention (RTI) framework.

E2. Provide differentiated, evidence-based Tier I literacy instruction to all students.

E3. Provide evidence-based Tier II intervention to students at risk for literacy difficulties.

E4. Provide more intensive Tier III literacy intervention for students who do not respond adequately to Tier II instruction.

E5. Ensure that evidence-based practices are used to address the diverse needs of all students.

E6. Empower families and students to participate in the literacy development process.

 

Reporting and Accountability Summary Statement for Kindergarten through Grade 5

This component supports the implementation of all other components of the Texas State Literacy Plan (TSLP). Schools are called upon to share student data as students move from grade to grade and campus to campus so that their receiving teachers can continue to provide instruction targeted to their needs. Schools examine their progress and hold themselves and their instructional staff accountable for implementing their data-informed plan for improving literacy instruction, which articulates their road map for literacy instruction and achievement.

Reporting and Accountability Action Steps

Kindergarten through Grade 5

R1. Establish a system between sites and campuses for reporting student data to facilitate student transitions.

R2. Connect teacher accountability with literacy initiatives outlined in the data-informed plan for improving literacy instruction.

R3. Examine and communicate campus performance data and progress toward goals in the data-informed plan for improving literacy instruction.

 

Sustainability Summary Statement for Kindergarten through Grade 5

The use of the Texas State Literacy Plan (TSLP) to guide literacy instructional planning and improvement is designed to be an ongoing process rather than an event or project. Throughout the TSLP and especially in this component, schools are asked to evaluate the impact of their initiatives and to put systems in place to maintain and continue to improve literacy instruction.

Sustainability Action Steps

Kindergarten through Grade 5

S1. Evaluate the level of implementation of the Texas State Literacy Plan.

S2. Implement systems to build and maintain capacity to provide effective literacy instruction.

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