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Session Agenda

TIME	TOPIC
9:30 am	What are the goals for today’s session? Understand the different levels of practice for teacher preparation candidates Set goals for independent, smaller groups for March and April
9:35 am	What are some updates and answers from DESE? Representatives from DESE’s Educator Effectiveness Unit will join to update the PLC
9:40 am	What was discussed in the smaller groups in January? Recap from small group session (January 2025) on writing instruction Christine Cassano: Early Childhood Jenn Bryson: Elementary Education Kristen Lech: Moderate Disabilities
9:55 am	What are some resources for providing evidence-based literacy training to teacher candidates? Via video, we will share some information from Katie Pace Miles, from Brooklyn College, on early literacy training programs for universities.
10:10 am	How are the different levels of practice (introduction, practice, demonstration) organized and differentiated in the ELPAC? Val Annear, from Springfield College, will give examples of how the different levels inform the coursework and scaffolding of skills.
10:40 am	Breakout Groups 3 Breakout groups, loosely based on the number of program completers at Sponsoring Organizations (smaller, mid-size, larger), to discuss issues regarding the alignment of programs according to levels of practice and to set agenda/goals for the next two independent working sessions.
10:55 am	Questions for DESE and the larger group? Return to the large group and pose any questions for DESE

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Outline of Fall 24 - Spring 25 Sessions

Session	Format	Topic
Oct 10th	Whole group with breakouts	Alignment with Cara McDermott-Fasy
Nov 14th	Independent small groups	Follow up from October
Dec 12th	Whole group with breakouts	Writing with Steve Graham
Jan 9th	Independent small groups	Follow up from December
Feb 13th	Whole group with breakouts	Practice Levels in the ELPAC: Determining alignment of introduction, practice and demonstration of skills in early literacy instruction for teacher candidates
Mar 13th	Independent small groups	Follow up from February
Apr 10th	Independent small groups	Follow up from February
May 8th	Whole group	Sharing

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Group A: Writing Instruction - Early Childhood

TWO of the topics discussed

Joy of teaching and learning in early childhood settings (private and public)

Invented spelling
Language-rich, content-rich instruction
Centers for exploration
Concerns about scripted curriculum

Engaging teaching opportunities

Discovery-based and hands-on learning for teacher candidates
Supporting teachers as writers

TWO resources

Salem State, Bay Path, Cambridge College, Curry, Elms, Springfield, UMass Amherst, Westfield State

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Group B: Writing Instruction - Elementary Licensure

TWO of the topics discussed

Sharing of Resources:

Reading/Writing/Speaking Activity (the orange): R. Theodorou
Language development and literacy course: M.J. Botelho
Writing Rubrics
Reading Comprehension: deconstructing complex sentences: S. Grimaldi

Collaborating with district partners to align coursework with fieldwork.

PD led by literacy specialists and faculty.
Supervising practitioners and faculty partners to teach one element on the matrix.

* Response to DESE: remove early from guidelines, provide suggested sequence of courses, reconsider indicators for pre-service v reading specialists

TWO resources

SRSD: Iris Center Vanderbuilt (POW and TREE)
Foundational skills apprenticeship - https://ufli.education.ufl.edu/foundations/toolbox/

Professor Grimaldi’s example: Deconstructing sentences and considering background knowledge, inferencing, vocabulary, grammar, and syntax.

Jane was invited to Jack’s birthday party. She wondered if he would like a kite. She went to her room and shook her piggy bank. It made no sound.

Boston University, Emmanuel, Smith, Springfield, Brandeis, Westfield State, UMass Amherst

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Group C: Writing Instruction: Mod. Disabilities

TWO of the topics discussed

Options for addressing writing within teacher preparation programs
The Early Literacy Observation Tool from the Moderate Disabilities Lens

TWO resources

Gordon, Anna Maria, Bay Path, Bridgewater State, CES, Elms, Springfield, Stonehill, UMass Amherst, Teach Western MA

Options for addressing writing within teacher preparation programs

Looks different between undergraduate and graduate programs
Some programs have writing embedded in literature courses (typically less exposure) and others have a stand alone writing course but as an elective
How do we increase the teaching of writing without increasing credits and a adding coursework
Teaching demonstrations specifically geared towards writing lessons (gateway assignments)

The Early Literacy Observation Tool from the Moderate Disabilities Lens

Exemplar? What is considered appropriate? What about SPED? Not an entire ELA Block- Multiple OBS is not feasible or appropriate.

Submit Weekly lessons?
Collect other evidence in other ways (SP observes multiple times)
TC reflects on why they are “not” covering something (justification statement)

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Breakout Room Guiding Questions

Given the information shared by Val Annear on levels of knowledge and practice, here are some guiding questions that will help you in your work on the alignment of courses to the ELPAC:

1. How are you scaffolding students’ learning from the introduction, through the practice, to the demonstrate level?

2. What ways do you have for students to practice and demonstrate learning in coursework? (in other words, have you provided opportunities for practice and demonstration that is NOT all in the field placement).

3. How do you ensure that the Program Supervisors give cohesive and consistent feedback to students?

What are the goals for this small group for Session 6 on March 13th?
What goals will you address at Session 7 on April 10th?
What resources or additional information do you think you will need for the independent working Sessions in March and April?
What should participants bring and/or prepare for Session 6 on March 13th?

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Substantive Knowledge Alignment

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Session 3 Breakout Rooms

Breakout A: Mary Smaller Programs	Breakout B: Annie Mid-size Programs	Breakout C: Leandra Larger Programs
Laura Porter	Rebekah Louis	Sandra Sarucia
Christine Leighton	Jean Silva	Alexandra Lauterbach
Katie Galdamez	John Cipora	Christine Cassano
Lynn Dole	Kristen Lech	Jenn Bryson
Andrea Hickson-Martin	Phyllis Hakeem	Maria José Botelho
Maryanne Palmer	Priscilla Nelson	Stephanie Grimaldi
Mel Grandison	Colette Bidus	Terri Griffin
Rachel Kramer Theodorou	Susan Teece	Kerri Olore
Sam Intrator	Val Annear
Shannon Audley	Ronda Goodale

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Updates and Answers from DESE

1. Can the TRC self-assessment tool be used for DESE?

The Early Literacy Interim Review will follow the same stages as the updated formal review. We hope this updated process makes the written submission components of the review more efficient and targeted to your organization. The TRC self-assessment is a great tool that will support your organization in identifying and providing evidence for the Follow-Up Inquiry.

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Upcoming Sessions Preview

Questions for DESE - Shared Doc

Session 6 on March 13th and Session 7 on April 10th

Breakout rooms by size of program
Zoom links will be sent to everyone

Session 8 - Sharing

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Get In Touch - www.edlightensolutions.com/plc2-early-literacy

Siobhan Allen, MA DESE Educator Preparation Literacy Specialist

siobhan.m.allen@mass.gov

Jessica Bazinet, MA DESE Educator Preparation Literacy Specialist�jessica.bazinet@mass.gov

Leandra Elion, The Reading Circuit President�leandra@thereadingcircuit.org

Mary Stephens, CEO EdLighten Solutions�mary@edlightensolutions.com

Annie Schultz

annie@edlightensolutions.com

THE READING CIRCUIT, INC