(a) The department shall provide a system of support for school and district instructional leaders, content-area teachers, literacy coaches, dyslexia therapists, interventionists, tutors, and other identified personnel across content areas in Grades 4 through 8 to ensure that they have the knowledge and skills to support students with reading difficulties. The system of support shall include:(a) Professional learning for district instructional leaders, principals, school-level literacy leaders, content-area teachers, special-education teachers, literacy coaches, dyslexia therapists, interventionists, tutors, ELL teachers, and other identified personnel across content areas of students in Grades 4 through 8 on the following:(i) Comprehensive training grounded in the science of reading to ensure all teachers have the knowledge and skills to support a range of students with diverse needs, students with reading difficulties, English Language Learners, and students with characteristics of or diagnosis of dyslexia, including:1. Explicit, systematic, developmentally and age-appropriate instruction in phonological awareness, the alphabetic principle, oral language development, decoding, encoding, fluency (including accuracy), morphology (including morphological awareness and etymology), vocabulary, syntax, comprehension, and building content knowledge;2. Strategies to increase educator knowledge of reading and writing basics for students in Grades 4 through 8;3. Evidence-based strategies for motivating and engaging adolescent learners;4. Scientifically researched and evidenced-based reading strategies for accommodations and scaffolding instruction for struggling readers and writers; and5. Approaches to assist educators in determining causes of reading difficulties, including dyslexia, and other learning differences, for students in Grades 4 through 8 and how word reading, vocabulary, content knowledge, comprehension, and writing are affected; and(ii) The department-approved assessment system(s) selected by school districts to ensure teachers have the knowledge and skills to administer the assessment and use assessment data to inform instruction based on student needs.(b) Job-embedded coaching support for teachers of Grades 4 through 8 that shall include the following:(i) Provide on-site teacher training on evidence-based reading strategies and data-based decision-making;(ii) Demonstrate lessons;(iii) Co-teach and/or observe teaching;(iv) Provide immediate feedback for improvement; and(v) Provide support to teachers and administrators in data-based decision-making.(c) Educator preparation programs that equip candidates seeking certification for elementary, special education, and secondary education with training and instruction to:(i) Effectively teach reading aligned to scientifically researched and evidenced-based reading instruction, including explicit and systematic instruction in phonological awareness, the alphabetic principle, decoding, encoding, fluency, morphology (including etymology), syntax, vocabulary, comprehension, and building content knowledge;(ii) Implement reading instruction using high-quality instructional materials;(iii) Provide training on the identification of students not reading on grade level, the selection of appropriate interventions, and effective instruction and interventions for a range of students with diverse needs, including English Language Learners and students with characteristics of dyslexia or diagnosed with dyslexia;(iv) Understand and use student data to make instructional decisions; and(v) Incorporate literacy instruction across content areas.
(a) Professional learning for district instructional leaders, principals, school-level literacy leaders, content-area teachers, special-education teachers, literacy coaches, dyslexia therapists, interventionists, tutors, ELL teachers, and other identified personnel across content areas of students in Grades 4 through 8 on the following:(i) Comprehensive training grounded in the science of reading to ensure all teachers have the knowledge and skills to support a range of students with diverse needs, students with reading difficulties, English Language Learners, and students with characteristics of or diagnosis of dyslexia, including:1. Explicit, systematic, developmentally and age-appropriate instruction in phonological awareness, the alphabetic principle, oral language development, decoding, encoding, fluency (including accuracy), morphology (including morphological awareness and etymology), vocabulary, syntax, comprehension, and building content knowledge;2. Strategies to increase educator knowledge of reading and writing basics for students in Grades 4 through 8;3. Evidence-based strategies for motivating and engaging adolescent learners;4. Scientifically researched and evidenced-based reading strategies for accommodations and scaffolding instruction for struggling readers and writers; and5. Approaches to assist educators in determining causes of reading difficulties, including dyslexia, and other learning differences, for students in Grades 4 through 8 and how word reading, vocabulary, content knowledge, comprehension, and writing are affected; and(ii) The department-approved assessment system(s) selected by school districts to ensure teachers have the knowledge and skills to administer the assessment and use assessment data to inform instruction based on student needs.
(i) Comprehensive training grounded in the science of reading to ensure all teachers have the knowledge and skills to support a range of students with diverse needs, students with reading difficulties, English Language Learners, and students with characteristics of or diagnosis of dyslexia, including:1. Explicit, systematic, developmentally and age-appropriate instruction in phonological awareness, the alphabetic principle, oral language development, decoding, encoding, fluency (including accuracy), morphology (including morphological awareness and etymology), vocabulary, syntax, comprehension, and building content knowledge;2. Strategies to increase educator knowledge of reading and writing basics for students in Grades 4 through 8;3. Evidence-based strategies for motivating and engaging adolescent learners;4. Scientifically researched and evidenced-based reading strategies for accommodations and scaffolding instruction for struggling readers and writers; and5. Approaches to assist educators in determining causes of reading difficulties, including dyslexia, and other learning differences, for students in Grades 4 through 8 and how word reading, vocabulary, content knowledge, comprehension, and writing are affected; and
1. Explicit, systematic, developmentally and age-appropriate instruction in phonological awareness, the alphabetic principle, oral language development, decoding, encoding, fluency (including accuracy), morphology (including morphological awareness and etymology), vocabulary, syntax, comprehension, and building content knowledge;
2. Strategies to increase educator knowledge of reading and writing basics for students in Grades 4 through 8;
3. Evidence-based strategies for motivating and engaging adolescent learners;
4. Scientifically researched and evidenced-based reading strategies for accommodations and scaffolding instruction for struggling readers and writers; and
5. Approaches to assist educators in determining causes of reading difficulties, including dyslexia, and other learning differences, for students in Grades 4 through 8 and how word reading, vocabulary, content knowledge, comprehension, and writing are affected; and
(ii) The department-approved assessment system(s) selected by school districts to ensure teachers have the knowledge and skills to administer the assessment and use assessment data to inform instruction based on student needs.
(b) Job-embedded coaching support for teachers of Grades 4 through 8 that shall include the following:(i) Provide on-site teacher training on evidence-based reading strategies and data-based decision-making;(ii) Demonstrate lessons;(iii) Co-teach and/or observe teaching;(iv) Provide immediate feedback for improvement; and(v) Provide support to teachers and administrators in data-based decision-making.
(i) Provide on-site teacher training on evidence-based reading strategies and data-based decision-making;
(ii) Demonstrate lessons;
(iii) Co-teach and/or observe teaching;
(iv) Provide immediate feedback for improvement; and
(v) Provide support to teachers and administrators in data-based decision-making.
(c) Educator preparation programs that equip candidates seeking certification for elementary, special education, and secondary education with training and instruction to:(i) Effectively teach reading aligned to scientifically researched and evidenced-based reading instruction, including explicit and systematic instruction in phonological awareness, the alphabetic principle, decoding, encoding, fluency, morphology (including etymology), syntax, vocabulary, comprehension, and building content knowledge;(ii) Implement reading instruction using high-quality instructional materials;(iii) Provide training on the identification of students not reading on grade level, the selection of appropriate interventions, and effective instruction and interventions for a range of students with diverse needs, including English Language Learners and students with characteristics of dyslexia or diagnosed with dyslexia;(iv) Understand and use student data to make instructional decisions; and(v) Incorporate literacy instruction across content areas.
(i) Effectively teach reading aligned to scientifically researched and evidenced-based reading instruction, including explicit and systematic instruction in phonological awareness, the alphabetic principle, decoding, encoding, fluency, morphology (including etymology), syntax, vocabulary, comprehension, and building content knowledge;
(ii) Implement reading instruction using high-quality instructional materials;
(iii) Provide training on the identification of students not reading on grade level, the selection of appropriate interventions, and effective instruction and interventions for a range of students with diverse needs, including English Language Learners and students with characteristics of dyslexia or diagnosed with dyslexia;
(iv) Understand and use student data to make instructional decisions; and
(v) Incorporate literacy instruction across content areas.