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Campus/Site Action Steps for Age 0 to School Entry

 

Leadership Summary Statement for Age 0 to School Entry

In this component of the LASERS model, the Texas State Literacy Plan (TSLP) asks early childhood education sites to establish site/campus-based leadership teams. These teams will guide efforts to improve early learning and development for infants and toddlers, and language and pre-literacy development for preschool children. Teams will include site leaders, instructional coaches, teachers, preschool educators, and others who impact learning and pre-literacy development at the schools. The site/campus- based leadership team is responsible for creating or revising a data-informed plan for improving language and pre-literacy instruction. This plan expresses the school’s goals and initiatives and is informed by multiple sources of data, state guidelines, and validated research. Throughout the TSLP, the site/campus-based leadership team is asked to support the use of language and pre- literacy practices outlined in the Action Steps and Indicators of each component.

The Leadership component also includes Action Steps focused on other key areas related to leading quality language and pre- literacy instruction and improvement. These include ensuring all children receive instruction aligned to their individual strengths and needs, providing instructional leadership for evidence-based instruction, supporting communication between school and families, and partnering with community organizations to coordinate resources that support child development.

 

Leadership Action Steps 

Age 0 to School Entry

L1. Establish a site/campus-based leadership team to guide efforts to improve language and pre-literacy instruction.

L2. Ensure that all children receive language and pre-literacy instruction that is aligned to their individual strengths and needs.

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

L4. Provide instructional leadership and support for evidence-based language and pre-literacy instruction.

L5. Facilitate communication between school and families to support language and pre-literacy development.

L6. Partner with community organizations to coordinate resources that support child development.

 

Assessment Summary Statement for Age 0 to School Entry

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 present the different ways that observation and assessment data inform early childhood instruction. They also guide teachers in meeting the diverse needs of all children. Site/campus-based leadership teams are asked to create a detailed observation and assessment system. This system should also communicate the timelines and instruments used to document the development of young children. The information collected through observation and assessment should be used to guide instruction and should be shared with families and specialists to support the identification of special needs or developmental delays.

Assessment Action Steps

Age 0 to School Entry

A1. Create and maintain an observation system to document the development of children age 0–2, including language and pre- literacy development.

A2. Create and maintain an observation and assessment system to document the development of children age 3–5, including language and pre-literacy development.

A3. Use observation and assessment information to guide instruction.

A4. Support the identification of developmental delays or special needs by sharing observation and assessment information with families and specialists.

 

Standards-based Instruction Summary Statement

for Age 0 to School Entry

Standards-based literacy instruction helps ensure that children enter kindergarten with the foundational skills needed to achieve reading and writing proficiency. Texas early learning and prekindergarten educators are provided with the following sets of guidelines:

  • Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines: These guidelines were developed to move Texas forward in assisting instructional staff in understanding early childhood development and ensuring that all children have the high-quality early experiences needed for optimal development.
  • Texas Prekindergarten Guidelines (revised in 2008): These guidelines integrate research-based teaching strategies and developmental research on how children learn most effectively. The guidelines are designed to help instructional staff deliver playful, well-planned, and purposeful instruction that will jump-start school success and influence students’ growth throughout their lives.

The Standards-based Instruction component outlines the key elements of an effective language and pre-literacy curriculum that is aligned to state guidelines. It includes intentionally designed opportunities to develop vocabulary and receptive and expressive language. Early childhood sites are asked to provide parents and families with strategies and resources to support their children’s language and pre-literacy development.

Standards-Based Instruction Action Steps

Age 0 to School Entry

SBI 1. Provide all children access to developmentally appropriate language and pre-literacy instruction that is aligned to state guidelines.

SBI 2. Provide intentionally designed opportunities for children to develop vocabulary.

SBI 3. Provide intentionally designed opportunities for children to develop receptive language.

SBI 4. Provide intentionally designed opportunities for children to develop expressive language.

SBI 5. Provide parents with strategies and resources to support their children’s language and pre-literacy development.

 

Effective Instructional Framework Summary Statement

for Age 0 to School Entry

The goal of an effective instructional framework for children age 0 to school entry is to provide a language- and literacy-rich environment that is responsive to children’s diverse needs. For early childhood settings, an effective instructional framework includes having a system in place for using data to inform instruction, to set goals for all children, and to respond to children’s diverse needs. The Action Steps of this component call on leaders and instructional staff to ensure that evidence-based practices are used to address the different needs of children, whether those needs include accelerated learning opportunities or additional support and reinforcement in specific areas of development. This component also emphasizes the importance of empowering parents and families to be active participants in children’s language and pre-literacy development.

Effective Instructional Framework Action Steps

Age 0 to School Entry

E1. Implement a system for using data to inform instruction and set goals for all children.

E2. Provide a language- and literacy-rich environment in early childhood settings.

E3. Provide additional instructional time for children in need of extra reinforcement or accelerated learning opportunities.

E4. Provide time and structure for communication and collaboration between the site/campus and service providers to address the needs of children with delays or disabilities.

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

E6. Empower families to provide a language- and literacy-rich environment at home.

 

Reporting and Accountability Summary Statement

for Age 0 to School Entry

This component supports the implementation of all other components of the Texas State Literacy Plan (TSLP). Early childhood sites are asked to share children’s data to help provide continuity of services for children as they transition to other sites, such as prekindergarten and kindergarten programs. The Action Steps in this component call on leaders to hold themselves and their instructional staffs accountable for implementing their data-informed plan for improving language and pre-literacy instruction.

Reporting and Accountability Action Steps

Age 0 to School Entry

R1. Establish a system for collecting and sharing information to facilitate continuity of services and instruction for children.

R2. Ensure quality of instruction and services by having site administrators regularly visit classrooms.

R3. Examine and communicate site/campus-based prekindergarten assessment performance data and progress toward goals in the data-informed plan for improving language and pre-literacy instruction.

 

Sustainability Summary Statement for Age 0 to School Entry

The use of the Texas State Literacy Plan (TSLP) to guide language and pre-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, early childhood sites are asked to evaluate their initiatives. They are also asked to put systems in place to maintain and continue to improve language and pre-literacy instruction.

Sustainability Action Steps

Age 0 to School Entry

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

S2. Implement systems to build and maintain the ability to provide effective language and pre-literacy instruction.

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