Arizona’s statewide goal is to increase 3rd grade literacy proficiency from 41 percent in 2016 to 72 percent by 2030 (Expect More Arizona’s Progress Meter). The overarching purpose of the partnership is to contribute to meeting this goal. To accomplish this, the partnership focuses on examining data, embedding evidence-based approaches in everyday practice, and conducting inquiry-based improvement processes. Arizona stakeholders want to know more about student progress in developing early literacy, especially English learners, and the district practices that contribute to students’ early literacy success. To address these questions, REL West partners with the Arizona Department of Education (ADE) and a local district, Sunnyside Unified (SUSD), in the Arizona Literacy Partnership.
Partnership Objectives
The primary goal of Arizona Literacy Partnership (AZL) is to improve K–3 literacy outcomes for Arizona students by strengthening the implementation of evidence-based approaches through disciplined inquiry. To accomplish this, the partnership focuses on:
- Examining data to support improved literacy attainment, especially for English learner students and students living in poverty.
- Supporting districts in selecting evidence-based strategies to improve K–3 literacy.
- Implementing and embedding evidence-based literacy interventions and supports using inquiry processes and improvement science principles.
Resources
Selecting evidence-based strategies
Improvement Science
Research on English Learners
Projects
Selecting evidence-based strategies
In response to recent statewide “Move On When Reading” legislation and the 2016 federal Every Student Succeeds Act (ESSA)—which asks states, districts, and schools to implement evidence-based activities, strategies, or interventions—REL West has partnered with the Arizona Department of Education to provide a series of trainings and multi-year coaching to foster deeper knowledge about the evidence requirements of ESSA, especially as they apply to K–3 literacy interventions, and build capacity to effectively implement evidence-based interventions at the local level.
“[The REL West] training not only clearly defined the [ESSA evidence] levels for our group, it also walked us through a clear and systematic process for evaluating programs for their level of evidence. This training enlightened us on the meaning of each of the ESSA evidence levels and helped us acquire a deep understanding. This new understanding has made it easier for us to predict the needs of the field....and we have designed effective guidance documents and resources using the knowledge gained in your training.” —Sean Ross, Arizona Department of Education
An initial training for ADE staff about the ESSA evidence provisions introduced them to an Evidence-Based Improvement Guide with six tools aligned to the ESSA requirements. The training was put to immediate use by ADE in their directions to districts for submitting literacy plans, as described by Sean Ross, Director of English Language Arts and Humanities, in this audio interview. REL West has continued to work with ADE to examine literacy plans to see what specific support districts need and to inform ADE guidance to districts about evidence-use in selecting and implementing K–3 literacy interventions. REL West has also worked with ADE to provide annual trainings to districts on evidence requirements and how to identify evidence-based interventions.
Implementing Improvement Science in Classrooms
REL West is partnering with the Sunnyside Unified School District (SUSD) to refine and strengthen inquiry structures and protocols in order to adapt and more fully implement evidence-based K–3 literacy practices. This includes training district and school staff on improvement science tools and methods, as well as continued coaching to apply these strategies to improve student literacy outcomes. This audio interview with district superintendent Steve Holmes describes his vision for the district.
Currently, REL West is supporting two schools in SUSD as they use the improvement science inquiry process to conduct systematic, data-informed inquiry cycles to improve K–3 writing. This support includes ongoing coaching to develop and reflect on systemic inquiry cycles and annual training on improvement science methods to district and school leaders, coaches, and teachers.
Research on English Learners
The partnership engaged in a study of the third-grade performance of students, including English learner students, who had different English proficiency levels in kindergarten. ADE was interested in learning more about how accurately it was identifying and serving students in need of English learner services to inform policy and practice decisions for English learner students in the early grades. A possible follow up study would examine the role of different types of supports students receive in early elementary grades. These studies and associated coaching aim to inform state and district use of data to support English learner students.
Partners
The partnership includes staff and leaders from the Arizona Department of Education and Sunnyside Unified School District.