Two New Resources to Support Curriculum Implementation Now Available
The Model Curriculum Framework (MCF), per KRS 158.6451, provides guidance for districts and schools in implementing educational best practice to enhance curricular coherence at the local level in order to positively impact student outcomes. The framework supports leaders in aligning their local curriculum, instructional resources, assessments and evidenced-based instructional practices with the Kentucky Academic Standards.
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Articulating an instructional vision for teaching and learning in a content area;
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Selecting high-quality instructional resources (HQIRs) aligned to the vision to support development of a local curriculum; and
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Implementing and monitoring the curriculum over time.
To further support effective curriculum implementation, which research shows is essential for a local curriculum and its HQIR(s) to support high-quality instruction and improve student outcomes, the Kentucky Department of Education has released two new resources:
Within the Curriculum-Based Professional Learning Guidance document, two NEW essential resources are available to assist districts and schools in enhancing literacy instructional practices. The associated Learning Walk Protocol can be used in conjunction with the Instructional Practice Guides to focus conversations and feedback.
Progress Monitoring as Part of the Reading Improvement Plan
Per the Read to Succeed Act amendments to KRS 158.305, beginning in the 2023-2024 school year, if a student’s rate of progress toward proficiency in reading needs accelerated interventions as demonstrated by the results of an approved universal screener and reading diagnostic assessment, the local school district shall provide intensive instructional services, progress monitoring measures and supports through grade 3 via a Reading Improvement Plan.
Progress monitoring involves using brief, reliable assessments to track students' progress and response to instruction or intervention. The frequency of assessments varies based on the intensity of support, with data collection and graphing being essential. Goals are set and regularly compared to student progress.
Depending on the intervention tier, assessment frequency differs. This method typically targets one or two key skills for tracking growth and making necessary adjustments. Accurate decision-making requires ongoing data, and district and school teams use progress monitoring data to assess intervention effectiveness, ensuring positive outcomes for students within a multi-tiered support system.
A free progress monitoring data tool is available on the National Center for Intensive Intervention website. The graphing tool is designed to help educators collect academic progress monitoring data across multiple measures. This tool allows educators to store data for multiple students (across multiple measures) and graph student progress.
For more information about progress monitoring, visit KyMTSS.org.
October is Dyslexia Awareness month. It is a good time to reflect on how best to support the literacy development of students with dyslexia or those with characteristics of dyslexia.
Since dyslexia affects at least 1 in 10 people, educators need to be prepared to offer additional support and appropriate interventions for students with dyslexia so they can be successful.
The Kentucky Department of Education (KDE) promotes dyslexia awareness by offering parents and educators resources that will help them understand and address dyslexia. New resources from the National Center on Improving Literacy have been added to the Dyslexia Toolkit webpage. Explore the resources to learn more about what dyslexia is, how schools can screen students for dyslexia risk, using data to identify supports for students with dyslexia, what effective reading instruction looks like and how to intensify reading instruction for students with dyslexia.
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