In the absence of a research-driven, district-wide plan to ensure that students are able to read proficiently by the end of grade three, there is no plan for student achievement, school improvement, or district improvement. Participants in this session will be introduced to a finite set of high yield elements of a successful literacy program of study, including implications for: (1) knowledge of the nuanced expectations of the state standards (2) multi-tiered professional development (3) instructional materials, and (4) reading opportunities.
