1. NC Early Literacy Update
Catherine Truitt
(Superintendent)
Amy Rhyne, Ed.S. & Tonia Parrish
(Office of Early Learning)
David Stegall, Ed.D
(Deputy of Innovation)
State Board of Education
February, 2021
3. North Carolina State Board of Education’s
Collaborative Guiding Framework for
Early Literacy Education
4. 1
Develop a statewide definition of high-quality reading instruction
2
Improve focus on reading instruction in teacher prep programs
3
Improve summer reading camp quality
4
Provide reading coach supports in low-performing schools and districts
5
Expand partnerships to support beginning teachers
6
Ensure high-quality reading curriculum and instructional materials
7
Explore statewide system of training on the science of reading
8
Provide flexibility in state funding to support district action on reading
9
Ensure access to high-quality PreK and strong early learning environments to
transition to K
5. North Carolina State Board of Education’s
Collaborative Guiding Framework for
Early Literacy Education
Element 1:
Develop a high-quality reading instruction definition
● SBE approved reading definition
Next Steps/Considerations:
● Propose an updated version of the early literacy definition
aligned to the vision of new leadership and the statewide SOR
deployment plan.
6. Early Literacy (K-3)
Definition of High-Quality Reading Instruction
A comprehensive approach to literacy encompasses reading, writing,
speaking, and listening and occurs in a safe, nurturing and culturally
responsive environment. Learning to read is a continuum of knowledge and
skills, beginning at birth with oral language development and progressing to
the development of written language skills and knowledge of the world that
continues into adulthood.
K-3 Definition
High quality reading instruction is grounded in the current science of reading
regarding the acquisition of language (syntax, semantics, morphology, and
pragmatics), phonological and phonemic awareness, accurate and efficient
word identification and spelling, word knowledge, and comprehension. It is
guided by state-adopted standards and informed by data so that instruction
can be differentiated to meet the needs of individual students. High quality
reading instruction includes explicit and systematic phonics instruction,
allowing all students to master letter-sound relations so that they can
understand the meaning of increasingly complex texts.
7.
8. North Carolina State Board of Education’s
Collaborative Guiding Framework for
Early Literacy Education
Element 2:
Improve focus on reading instruction in teacher
preparation programs
● Initial discussions in progress
Next Steps/Considerations:
● Continue working with Educator Recruitment and Support
Division
9. North Carolina State Board of Education’s
Collaborative Guiding Framework for
Early Literacy Education
Element 3:
Improve reading camp program
● Removed “summer” from the element language to align to
current legislation
● Met with legal to analyze RTA Reading Camp Legislation
● Discussions in progress related to current reality and future
potential.
Next Steps/Considerations:
● Legislative discussions are in progress. We are waiting for
further guidance.
10. North Carolina State Board of Education’s
Collaborative Guiding Framework for
Early Literacy Education
Element 4:
Provide reading coach supports in low performing
schools and districts
● Met with Mississippi leaders to discuss what worked well and
lessons learned to guide our deployment planning.
Next Steps/Considerations:
● Revisit funding allocations
11. North Carolina State Board of Education’s
Collaborative Guiding Framework for
Early Literacy Education
Element 5:
Expand partnerships to support beginning teachers
● Wolfpack Works currently serves in this capacity
● Also having discussions with other potential partnerships
Next Steps/Considerations:
● Review evaluation/data effectiveness impact
● Develop requirements with all partners that clearly outline and
align SOR training requirements
12. North Carolina State Board of Education’s
Collaborative Guiding Framework for
Early Literacy Education
Element 6:
Ensure high quality reading curriculum and
instructional materials in elementary schools.
● Discussions in progress
Next Steps/Considerations:
● Develop a list of recommended, aligned resources
13. North Carolina State Board of Education’s
Collaborative Guiding Framework for
Early Literacy Education
Element 7:
Explore a statewide system of training in reading for
teachers, principals and reading coaches on the science of
reading.
● Submitted budget proposal to SBE and reviewing existing funds.
● Developed an Early Literacy SCAN with action steps identifying
next steps, partners and processes
● Collaborated with Belk Foundation, ExcelinEd, and FCRR to
discuss next steps in NC SOR Project (based on UPD baseline
survey)
● Discussions are currently being lifted to legislators by leadership
as a priority
14. North Carolina State Board of Education’s
Collaborative Guiding Framework for
Early Literacy Education
Element 7: (continued)
Explore a statewide system of training in reading for
teachers, principals and reading coaches on the science of
reading.
Next Steps/Considerations:
● Develop and communicate a clearly aligned statewide campaign
● Deploy, collect and analyze NC SOR Project pre/post
assessment (Belk Foundation/UPD, ExcelinEd, and FCRR)
15. North Carolina State Board of Education’s
Collaborative Guiding Framework for
Early Literacy Education
Element 8:
Provide flexibility in state funding to support district
action on reading
● We have leveraged the RCM model to ensure fidelity and
adequate support for NC educators.
Next Steps/Considerations:
● Discussions are in progress
● Currently looking at ESSER-2 funds
16. North Carolina State Board of Education’s
Collaborative Guiding Framework for
Early Literacy Education
Element 9:
Ensure access to high-quality PreK and strong early learning
environments and transitions to kindergarten.
● Collaborated with NCDHHS for all PK and K classrooms to implement
Teaching Strategies Gold (embedded, ongoing, authentic assessment
allowing aligned data sharing across PK to K and aligned to SOR)
● NCDPI Staff visit to Polk Co. Schools (Model where PK is already
aligned and proving to be effective long term)
● Created Kinder Readiness Guidance as a resource
Next Steps/Considerations:
● Create a model process for replicating Polk Co. PK culture
● Include OEL Consultants in SOR PD for statewide support
● Align SOR PD to include (PSU) Preschools
