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School Literacy Plan

Jessica Mehorter, Hope Shields, and Rachel Antonio

Department of Education and Counseling, Longwood University

READ 680: Developing Literacy Leaders

Dr. Tammy Parlier

April 7, 2023
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School Literacy Plan

Literacy Need

Mecklenburg County Public Schools is located in a rural area of Virginia. For the 2021-

2022 school year, the total population of Mecklenburg County is 30, 726 with 60% White, 34%

Black, 3% Hispanic or Latino, 1% Asian, 1% American Indian/Alaskan Native, and 1% two or

more races. Among the children in the four elementary schools, three middle schools, three high

schools, and one alternative school 7.5% are considered to have a disability and 29.2% of the

families have an income below the poverty level. One of the preschool through fifth grade

elementary schools in this county has a total population of 348 students (National Center for

Education Statistics, n.d.).

The PALS data collected in October 2022, from the one elementary school includes first

grade through third grade. Since we are using PALS data from the beginning of the year, the data

is a reflection of the previous year's instruction. All the students who were identified were

deficient in two or more areas of word knowledge. Based upon the beginning of the year first

grade data 0.05% of kindergarten students qualified as identified in PALS. Based upon the

beginning of the year second grade data 27% of first grade students qualified as identified in

PALS. Based upon the beginning of the year third grade data 38% of second grade students

qualified as identified in PALS. This data shows inconsistency in word knowledge across the

grade levels. Through observations, it has been noted that the word knowledge program, Really

Great Reading, is in place but is not being used fidelity. Therefore, the focus of the literacy plan

will be instruction focused to promote consistency amongst kindergarten through second grade.
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Possible Solutions

Really Great Reading

Really Great Reading is a whole-class, science of reading based, program for phonics

instruction in pre-kindergarten-third grade. This program focuses on all aspects of word

knowledge instruction. The lessons are developed to be conducted daily and take around 15-20

minutes to complete. The lessons are scripted and follow a specific format each day. Each lesson

includes an online component with videos, as well as a word kit which allows students to have

hands-on skill practice. They also have an intervention program for K-12 students with the same

components. This would help address the literacy needs at this school by creating consistency

with instruction amongst grade levels. It would require all teachers to use the same terminology,

scope and sequence, and explicit and systematic teaching methods. Since this program is

currently being used at this school there would not be any additional cost. Research has shown

that the program and strategies are successful when implemented with consistency. However,

with consistency amongst grade levels being the primary concern, ensuring that all teachers are

using the program with fidelity could be time consuming.

Fundations

Fundations is a pre-kindergarten-third grade program that focuses on tier 1 and tier 2

instruction as it aligns with the science of reading in phonological awareness and phonemic

awareness skills, print awareness skills, phonics and decoding, word attack, vocabulary

development, fluency, oral and written comprehension strategies, and writing skills and

conventions. Tier 1 instruction for the whole class involves a 30-minute daily lesson conducted

by the general education teacher in the classroom, and tier 2 instruction is an additional 30-

minute lesson for three to five times a week through a general education teacher, reading
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specialist, paraprofessional, or interventionist in the classroom or outside of the classroom. This

program is meant to serve as a supplement curriculum to a literature-based language arts

program. It would be essential to ensure all teachers in this school are using its cumulative,

systematic, sequential, and explicit instructional design with fidelity. This program provides

ongoing professional development for teachers that includes demonstrations, workshops, and

school or district partnerships as well as teacher-friendly materials to ensure the effectiveness of

the program for all students. In order to initiate this program for tier 1 instruction a Fundations

Classroom Set for 20-25 students that includes the Teacher’s Kit (minimum of $1,725) would

need to be purchased for each classroom. In future years, the consumable materials for each

student would need to be replaced. For tier 2 intervention, a Multi-Level Kit would need to be

purchased one time. Therefore, the cost of implementing and maintaining Fundations at this

school may be a deterrent from proceeding forward with this program. With consideration that

this school has a reputation for lack of consistency with word level knowledge instruction

utilizing the program they already have in place for kindergarten through third grade, purchasing

a new curriculum with heavy cost may not be the key to this problem.

University of Florida Institute (UFLI) Foundations

This is a program created by the University Florida Literacy Institute that teaches student

foundational skills needed to learn how to read. It is an explicit and systematic program that

follows a scope and sequence. It has a routine-based lesson structure that follows the following

format: 1. Phonemic Awareness 2. Visual Drill 3. Auditory Drill 4. Blending Drill 5. New

Concept 6. Word Work 7. Irregular Words 8. Connected Text. The data for this school has

shown that there is a lack of consistency with word knowledge across the grade level. This

supports the anecdotal data that states that teachers are not vertically aligned with the ways they
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are teaching foundational skills. UFLI would address this need by providing a consistent lesson

structure, materials, and a consistent explicit and systematic way to teach word knowledge and

other foundational reading skills from kindergarten-second grade and intervention at third-fifth

grade. In order to effectively implement the program in a uniform way, teachers would need to

watch 8 online webinars and explore the 5 hub modules within the Teacher Resource Hub.

Schools can also contact the professional development provider and they will come out to train

faculty as well. In addition, teachers will need access to a computer and display screen or

projector, access to Microsoft PowerPoint or Google Slides, access to a printer, and the purchase

of the UFLI Manual ($70 plus $20 shipping). Divisions/schools may not want to replace a

program that they already have or have recently purchased yet. They also may not have the

funding to do so. However, with the affordability and ease of implementation, it is a practical

solution to the current need as it is obvious that teachers are not using their current program with

fidelity. In order for this to work there will need to be accountability measures put in place to act

as motivation for teachers to use it with fidelity.

Solution

Description

The University of Florida Literacy Institute (UFLI) program provides a method of

teaching foundational literacy skills in a whole group format. It provides explicit and systematic

instruction that follows a logical scope and sequence for daily foundational kindergarten through

second grade instruction and intervention for third-fifth grade. The scope and sequence creates

vertical alignment for instruction that will provide consistency with instruction among grade

levels. The UFLI lesson includes daily practice with phonemic awareness, word work, irregular

words, review of previously taught skills, and connected text. The daily lessons take about 30
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minutes to complete and are completed by the whole group. Each lesson has a structured daily

routine and schedule, which will allow for consistency with implementation.

Justification Statement

Based on the literacy observations within the school, the current plan of Really Great

Reading is not being utilized with fidelity among the kindergarten through second grade

teachers. The teachers have participated in some professional development, but the training was

not useful for implementation. Therefore, many of the teachers are hesitant to use the program

and are not required to use it by the administration. In an effort to create a positive learning

environment it is essential that the teachers and building administration move forward with a

desire to implement a science-based literacy program. UFLI is a cost-effective approach to word

knowledge instruction that will be implemented with enthusiasm and consistency.

Methods, Materials, Techniques, and Strategies

Table 1

Methods, Materials, Techniques, and Strategies for UFLI Implementation

UFLI
Topic

UFLI Foundations Teacher Manual

Computer with internet access
Required Materials Google Slides or Microsoft PowerPoint
Smartboard or projector
Writing materials

Optional Materials UFLI Word Work Board

Home Practice
Roll and Read
Included Materials
Lesson Slides (Google and Microsoft)
Decodable Passages
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Incorporates oral blending and segmenting

drills with words that contain either review
Phonemic Awareness
content or warm-up content for the current
lesson.

Topic UFLI

Contains slides with word features/chunks and

letters previously taught for review. The
Visual Drill teacher displays the slides, and the student
makes the sound or sound for the represented
phoneme on the slide.

Presented with a sound, students identify

Auditory Drill letters or letter combinations that represent
that sound.

Students are presented with a sound, then they

Blending Drill repeat the sound and say the related letter(s)
or letter combination(s).

During this portion of the lesson, the teacher

uses the manual summary to introduce the
New Concept
new concept to be learned in that lesson and
connects it to previous learning.

Students complete word chains and other

Word Work word work activities outlined by the manual
for each lesson.

This section pre-teaches and reviews

previously taught high frequency words that
Irregular Words
are found within the connected text portion of
the lessons.

Decodable passages and sentences that can be

used for fluency practice, comprehension
work, dictated sentences, or time in text
Connected Text/Dictation Sentences
exposure. These passages incorporate
reviewing high frequency words and the word
feature that was taught within that lesson.
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Process of Implementation

With the focus of instructional fidelity across kindergarten through second grade the

strategic implementation and reinforcement of the UFLI program will be necessary. To create

accountability the reading specialist, administration team, and grade level representative will

work together to promote a climate of consistency and motivation with literacy instruction

among teachers. Teachers will receive professional development and required materials to

prepare and have ample planning time prior to the start of the school year. The plan will include

a 120-minute literacy block of instruction in each kindergarten through second grade classroom.

The literacy block will consist of the following components: 30 minutes of UFLI Foundations,

30 minutes of language arts/standards instruction, and 60 minutes of differentiation. The 60

minutes of differentiation will include tier 2/tier 3 intervention, literacy centers, and independent

work. These elements will help to meet the literacy needs as outlined above.

Professional Development Plan

Description of Plan

All kindergarten through second grade reading teachers, Title 1 reading teachers, special

education teachers, reading specialists, and building administration will be required to participate

in the professional development session. Prior to the end of the current school year, a teacher

from each grade level will be selected as the UFLI representative and will receive the training

first. The training will be conducted during contract hours. They will help the reading specialist

during the whole group training, serve as leaders for their grade level, help answer questions, and

provide feedback/guidance. The initial session will begin with the reading specialist presenting

an overview of the program and demonstrating a lesson. After the lesson has been demonstrated,

teachers will work together within their grade levels to review the materials and practice
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completing a lesson. As each group is practicing, the reading specialist and grade level lead

teachers will move from group to group providing guidance and feedback as needed. This

session will end with answering any questions or concerns teachers have about the program.

There will be follow-up sessions conducted throughout the school year to provide additional

training and support as needed.

Training and Supplementary Materials

The initial training will occur during a professional development session prior to the

beginning of the school year during the first week back for teachers. Teachers will be provided

with the UFLI manual two weeks before the session in order to become familiar with the

program and read the introductory pages according to the book study instructions. The

supplemental materials include PowerPoint or Google Slides that follow each daily lesson,

decodable passages, and roll and read games. These materials are provided for free on the UFLI

Toolbox website. The reading specialist will use each of these materials during the lesson

demonstration and teachers will use the materials during their practice lessons. The purpose of

the initial session is to provide an overview of the program, demonstrate a lesson, and allow

opportunity for practice. The reading specialist will begin the training by watching videos that

provide an overview of the program, these videos are provided by UFLI. After watching the

videos, the reading specialist will demonstrate a lesson with the attendees acting as the students.

After the lesson demonstration is complete the lead teachers will serve as facilitators and will

work with their grade level team to practice teaching a lesson. At the end of the first session, any

questions or concerns will be addressed. Since this is a new program, additional training,

coaching, and lesson demonstrations will be provided by the reading specialist and grade level

lead teachers as needed throughout the school year.

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Motivation for Change

In the past, staff at this school have been trained in Really Great Reading, but due to the

poor implementation of the program the staff did not see the need to implement it in their

classroom. They were also given a choice by the principal to apply the program in the best way

the teacher saw fit for their class. For some teachers this meant they did not utilize the program

at all. Since there is a mix of feelings among the teachers toward Really Great Reading, with a

majority of them not using the program as it is intended, it is most appropriate to switch to the

UFLI program which gives everyone a fresh start toward success for the students. It is essential

that the whole staff, including the principal, be given the purpose based on research and school

data for word knowledge instruction with the UFLI program. UFLI has similarities to Really

Great Reading, but the pace of the lessons are more attainable yet still backed by the science of

reading and there are more resources for teachers to use in their classroom. The positive tone set

by the leadership and reading specialist of the school to use the UFLI program as it is intended is

crucial to its success in kindergarten through second grade. The teacher who is selected from

each grade level to help guide their team through the use of the program will also be impactful in

igniting and maintaining motivation to use UFLI for the success of the students. Teacher’s time

will also be considered through the implementation of the program by ensuring they have all

necessary materials before the start of the school year and will be provided professional

development during hours that they are already required to be in the building. Ongoing support

will be available to the school staff as needed by the reading specialist and UFLI grade level

representative.
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Reading Specialist role before, during, and after Implementation

Before implementation, the literacy coach /reading specialist will assist with the selection

of grade level UFLI representatives. The reading specialist will coordinate and plan for the

professional development, assist with distributing materials to faculty, and facilitate the UFLI

training. During implementation, the reading specialist, with the team of administrators, will

collect and analyze data from instructional walks and use that data to decide on recommended

support targets for teams of teachers. Modeling and co-teaching sessions will be available

throughout implementation on a request basis. Additionally, the reading specialist will conduct

data meetings with administration and grade levels to analyze student growth over time. Vertical

planning will be prioritized and mapped out to ensure cross-grade level consistency. Peer-

evaluations will be scheduled quarterly to provide teachers with collaborative experiences,

constructive feedback, and to improve consistent routines and languages school wide. After

implementation, the reading specialist will provide annual training to new teachers and staff as

needed as well as provide refresher courses for those in need.

Timeline for Implementation

End of 22/23 2 weeks Before 1st Week Back September- November-

School Year the 23/24 for teachers October End of the
School Year year
Begins

UFLI grade level Deliver materials Provide Begin PALS PALS Mid and
representatives to teachers professional assessments to End Year
will receive their (UFLI), provide development for group students assessments
materials for book study teachers on the according to
summer study instructions and program. skills.
and planning. begin book
study.

Professional Implement the Ongoing peer

development program for evaluations,
schedule that whole group instructional
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includes teacher instruction. walks, vertical

planning time. planning,
professional
development
sessions,
modeling and
co-teaching

Assessment Plan

Student progress and growth within this plan will be monitored summatively using the

triannual PALS assessment data. Student progress will be monitored using ongoing formative

assessments such as, sentence dictation, comprehension activities with the decodable passages,

and anecdotal evidence based on student performance during the encoding portion of the lessons.

Teacher success will be monitored through monthly instructional walks and PLC data meeting

cooperation. Evidence of UFLI lessons and materials will be monitored in teacher lesson plans.

In addition, quarterly participation in peer collaboration, evaluations, and vertical collaboration

will be considered in assessing implementation of program consistency.

During a series of instructional walks, it may be noted that a grade level team is not

providing UFLI lesson instruction. In this situation, the reading specialist would meet with the

grade level teachers to discuss the reasons for not implementing the program and to offer

additional support. Supplemental professional development will be offered to this grade level.

Additionally, the frequency of instructional walks may be increased from a monthly basis to a

weekly basis until such time that implementation is consistently noted.

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References

Fundations pre-k to grade 3: Grounded in the science of reading. (2023). Wilson Language

Training. Retrieved April 17, 2023, from

https://www.wilsonlanguage.com/programs/fundations/

National Center for Education Statistics (n.d.) Search for public school districts.

https://nces.ed.gov/ccd/districtsearch/district_detail.asp?Search=2&details=1&ID2=5102

460&DistrictID=5102460

Really Great Reading Company. (2015). Really Great Reading. Really Great Reading |

Specialists in Reading Education. Retrieved April 17, 2023, from

https://www.reallygreatreading.com/

UFLI Foundations. (n.d.). Retrieved April 17, 2023, from https://ufli.education.ufl.edu/wp-

content/uploads/2022/06/UFLI-Foundations-Overview-5pg.pdf
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Schoolwide Literacy Plan

Evaluation Rubric

Name(s): Jessica Mehorter, Hope Shields, and Rachel Antonio

Category 4 3 2 1 Score
UFLI lessons and UFLI lessons
materials are and materials UFLI lessons and
UFLI lessons and
included in are consistently materials are often UFLI lessons and
materials included in
written lesson included in included in lesson materials are rarely
lesson plans are
plans. lesson plans plans across grade noted in lesson plans.
inconsistent.
across grade levels.
levels.
UFLI Lessons
are implemented
in as observed
UFLI Lessons UFLI Lessons are
by principal / UFLI Lessons are UFLI Lessons are
are consistently inconsistently
reading often observed. rarely observed.
observed. observed.
specialist during
instructional
walks
Peer evaluations Peer
are completed evaluations are Peer evaluations Peer evaluations are
quarterly to conducted are conducted conducted bi-
improve program quarterly, and quarterly but annually, and teacher Peer evaluations are
implementation teacher teacher reflection is reflections are not conducted.
consistency. reflections are minimal or not comprehensive and
comprehensive reflected. evident.
and evident.
Vertical Vertical
collaboration is collaboration is
Vertical
completed completed Vertical collaboration
collaboration is
quarterly to quarterly and is completed bi-
completed quarterly
improve consistency annually with minimal Vertical collaboration is
and some
consistency with with consistency with not completed.
consistency with
school- wide consecutive consecutive grade
consecutive grade
implementation. grade levels is levels noted.
levels is noted.
evident and
highly effective.
Student Minimum student
Sufficient
achievement in progress is evident in
student Moderate student
the area of word PALS and/or
progress is progress is evident
knowledge is formative
evident in both in PALS data and Progress is not evident.
evident through assessments or
PALS and formative
PALS data and progress is only
formative assessments.
formative evident in one type of
assessments.
assessment. assessment.

Sustainability Strategies

Strategy #1: The reading specialist will lead monthly PLC meetings with
each grade level. The information presented will guide discussions based
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on the needs seen through lesson plans, instructional walks, peer

evaluations, vertical collaboration, and student achievement.

Strategy #2: The reading specialist and team of administration will conduct
monthly instructional walks. Evidence of UFLI lesson instruction will be
noted and praised.