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Early Literacy: Frequently Asked Questions

What is Early Literacy?
	The Early Literacy program works in the 31 Abbott districts (nearly 300 schools and more than 150,000 students) with a focus on the needs of the lowest performing districts. Collaboratively, district and NJDOE personnel work to examine and interpret data, ascertain the needs of the district, and author a mutually-agreed upon report which serves as the foundation for a plan, developed by the district, to improve instruction and, ultimately, student achievement. Emphasis is on Language Arts Literacy and adherence to the six essential components of reading and scientifically based reading research (SBRR).
What are the six essential elements of reading instruction?
	The six essential elements of reading instruction are: phonemic awareness; phonics; vocabulary; text comprehension, fluency, and motivation and background knowledge. An emphasis on writing is also stressed since New Jersey assesses Reading and Writing.
What determines a school or district’s designation as low performing?
	In response to the court order of June 24, 2003, schools where 50 per cent or fewer of the students achieved proficiency on the NJ state assessment (ESPA/ASK4) were designated low performing schools (LPS). If 25 per cent or more of the schools within a district are designated low performing, the district is designated a low performing district (LPD).
How does the NJDOE work collaboratively with the low performing districts and schools to observe instruction and make recommendations?
	Literacy Assessment Teams (LATs), comprised of local district and NJ Department of Education personnel, led by Fred Carrigg, Assistant to the Commissioner for Urban Literacy, visit schools to provide direct assistance. The Literacy Assessment Teams conduct a deep analysis of student achievement data; review comprehensive reading programs and the structures for the provision of services; analyze student assessments, and assist in building school and district level professional development plans. Department personnel also provide professional development directly to the district.
Does the Office of Urban Literacy only work in low performing districts and schools?
	No. Early Literacy requirements are built into the administrative code and every Abbott district must follow the mandates for full implementation of Early Literacy. While the Office of Urban Literacy concentrates its efforts on those districts and schools with LPD/LPS designation, personnel also provide technical assistance and professional development to every Abbott district through state level conferences and workshops and district and school visits. Any Abbott district may request an LAT review.
What structures does the LAT look for when observing classroom instruction?
	The Literacy Assessment Team looks for an uninterrupted 90-minute block of time for Language Arts Literacy in Kindergarten through third grade. Each classroom must maintain a 300-title (minimum) classroom library, as well as a Reading Center (PreK-3), a technology center (K-3), and a writing center (PreK-3). Class sizes cannot exceed 15 for PreK or 21 for kindergarten through third. Each PreK and kindergarten must have an aide. A specific time must be devoted to small group instruction during the Reading block.
What else do teams look for when developing an Early Literacy report and subsequent plan?
	The teams look for evidence of assessment of English Language Proficiency. In addition, four levels of student assessment are required: screening, benchmarks, diagnostic, and annual testing. Districts are also required to utilize state-approved norm or criterion referenced annual tests. The teams look for provision of supplemental services to children reading below grade level in accordance with No Child Left Behind (NCLB) legislation. In addition, the district and/or schools must develop a plan for professional development in cooperation with the Whole School Reform (WSR) developer, and include, at a minimum, SBRR and the six essential components of Reading; curriculum mapping; approved instructional strategies and techniques, and assessment. Districts must maintain a locally-developed curriculum.
What should a locally-developed curriculum include?
	A locally-developed curriculum must adhere to the principles of curriculum mapping, alignment of Comprehensive Reading Program, materials, supplies, strategies and techniques, and assessment with the NJ Core Curriculum Content Standards (CCCS). The curriculum must include preschool expectations and provide for differentiated instruction and multiple entry points for all special populations (English Language Learners and Special Needs students). Per state bilingual law, districts must provide native language and ESL reading instruction. Regulations also mandate the use of appropriate technology software, seamless transition from PreK to kindergarten and the provision of specific reading strategies across grade levels. These reading strategies include: guided reading, direct instruction, small group instruction, shared reading and other SBRR strategies.
Do Early Literacy mandates apply to all student populations?
	Yes. Early Literacy mandates impact all primary schools and all populations including bilingual/ESL and special needs students.
Are there recommendations for any additional personnel?
	A Reading Coordinator and Literacy Coaches are recommended.