Early Literacy

Pictures of students engaged in literacy reading books

On March 1, 2015, Governor Snyder created the Third-Grade Reading work group (work group) to analyze Michigan’s reading proficiency at the third-grade level (reading proficiency), and to suggest policy to improve this necessary element of future academic and career success. For the past twelve years, Michigan’s reading proficiency has been steadily declining, while almost every other state has improved. To understand this problem and address it effectively, the work group reviewed data and programs from various states, and interviewed teachers, reading intervention specialists, principals, superintendents, professors of early literacy development, and policy experts who have all had significant positive impacts on reading proficiency despite challenges posed by child poverty. These schools, districts, and states are achieving early literacy using similar diagnostic-driven instruction and intervention methods which are individualized for each student (diagnostic-driven). National test results indicate that more than two-thirds of Michigan students fail to demonstrate third grade proficiency on standardized reading tests. Michigan must do better and should strive to be the national leader in early literacy by 2025.

Based on the results of the Governor’s Third-Grade Reading Workgroup’s strategy recommendations, the early literacy work at the Department must focus on:

  • Giving students the research-supported diagnostic and screening instruments, instruction, and interventions necessary for success.
  • Providing every educator with training to use diagnostic-driven methods with knowledge and fidelity.
  • Engaging parents in developing their children’s early literacy skills through information, awareness, and outreach.
  • Providing Michigan teachers and leaders with data that compares our status and growth over time and when compared to other states.

MAISD is focusing on increasing the early literacy skills of our students. The Early Literacy Initiative is a major activity in partnership with the Michigan Department of Education (MDE)  over the next few years. Research shows that if students are not proficient in reading by third grade, their chances of becoming proficient are minimal. The MAISD believes that to ensure the early literacy skills of all our students, we need to develop and deliver an educational system that provides high-quality literacy instruction to all students, provides regular information on student progress and strategically intervenes with research-based strategies when students fall behind. The MAISD also believes that prior to children becoming students (at preschool entry), engaging and supporting parents and other family members in supporting language and age-appropriate early literacy development will provide the foundation for later success for students.  We believe it will also increase engagement of families in their children’s schooling.

The Early Literacy Coaching within the MAISD is a grant program through the State Of Michigan.  It is also a core component of supporting the implementation of College- and Career-Ready standards in Michigan, particularly in our earliest grades. The MAISD is making a concerted effort to consistently focus on the foundations described in all of the Early Literacy Practices and to build capacity to support our seven Districts on the key driver of student achievement –  Literacy Essentials.

MAISD Literacy Coaches by District

Carson City-Crystal Area Schools - Sue Meier 
Central Montcalm Public Schools - Margaret Sible 
Greenville Public Schools - Robin Picarazzi
Lakeview Community Schools - Sarah Johnson
Montabella Community Schools - Mary Bloomer
Tri County Area Schools -  TBD 
Vestaburg Community School - Amy Johnston

Early Literacy Coordinator - Betty Krzyszton   bkrzyszton@maisd.com

 

For more information on the State of Michigan Early Literacy Essentials Coaching Network Click here!  

2020-2021 Montcalm Area ISD Early Literacy Coaching Model Options

Option 1
School Based Literacy Coaching
Option 2
HIL Grant Identified Schools Coaching
Option 3
Group Coaching
Available to HIL Cohort A schools and/or other school buildings demonstrating coaching readiness in sustainable systems.

**Face-to-Face Coaching and/or Virtual Coaching

Available to Cohort A and B Schools

**Face-to-Face Coaching and/or Virtual Coaching

Available for all K-3 Elementary Buildings

**Face-to-Face Coaching and/or Virtual Coaching

Leadership team support specific to the Essential Instructional Practices in Early Literacy, K to 3 and focused on a MICIP/HIL literacy building goal that is based on instruction. MAISD early literacy coaches could shift into job-embedded, shoulder to shoulder coaching. Coaching cycles must consist of a small group of grade level teachers, individual teachers in short coaching cycles based upon MICIP literacy goals, and flexible coaching cycles to support MICIP literacy goals.

This would require the following:

  • Collaborative planning among the ISD Early Literacy Coach, the HIL Grant Implementation Facilitator, and the building principal
  • Job-embedded, shoulder to shoulder coaching specific to the Essential Instructional Practices in Early Literacy, K-3, specific to the teacher identified goal and action plan. Teachers participating in this option would be built up as leaders that strive to build capacity around the essential instructional practices for their district.

Goal = School identified/Literacy Leadership Team

Leadership team support specific to the Essential Instructional Practices in Early Literacy, K to 3 and focused on a HIL grant building goal that is based on instruction. MAISD early literacy coaches could provide support to the HIL Grant implementation facilitator and the building leadership team.

 

 

 

 

This would require the following:

  • Collaborative planning among the ISD Early Literacy Coach, the HIL Grant Implementation Facilitator, and the building principal

 

 

 

 

 

 

 

Goal - School identified

Professional Learning Community (PLC) and job-embedded, shoulder to shoulder coaching specific to the Essential Instructional Practices in Early Literacy, K-3, specific to a group identified goal and action plan. Teams might consist of a small group of grade level teachers, one resource room teacher, and a district coach (if available). This work would lead to ongoing collaboration.

 

 

This would require the following:

  • 3-5 teachers from the same grade level
  • Release from 1 hour of PLC meetings per month to collaborate with coach
  • Individual, shoulder-to-shoulder coaching for each teacher
  • Prioritizing observation and feedback (e.g. Classroom Learning Labs and learning walks.

 

 

 

 

Goal - PLC / group identified

 

Ways the Coach Supports the Teachers:

 

  • Coach supports the group 1 hour a month as a PLC
  • Coach supports individuals in the group (average 1 or 4 in-class coaching sessions a month per teacher

Based on school goals, the coach might:

  • Support grade level PLC meetings (setting data-based goals and instructional plans) with individual coaching cycles to implement teacher focus areas
  • Coach several teachers at a time in individual coaching cycles (e.g. 2-4 week coaching cycles)
  • Coach all teachers from a grade level across more than one building (multi-building districts)
  • Support a building to refine an identified practice across all classrooms, providing choice for how each teacher gets support (co-planning, modeling, co-teaching, observation with feedback, structured observation in a colleagues's classroom, data analysis and differentiation)

Future link to a sample weekly schedule