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North Dakota Department of Public Instruction & North Dakota University System Institutional Research  \nExecutive Summary  \nIn the current report, the North Dakota Department of Public Instruction assesses the needs of early childhood and K-12 students, educators, and school/district leaders regarding literacy instruction. The report compiles and analyzes discussions with educators, surveys, and student data from recent years. Needs and recommendations are presented for students, educators, educational leadership, and progress monitoring.  \nStudent Needs & Recommendations. North Dakota’s students need a guaranteed and viable curriculum (Marzano 2003) . All students enrolled in the same grade or course should be exposed to the same rigorous curriculum. Students need teams of teachers building shared understanding of learning goals and assessment. The Multi-Tier System of Supports model also needs further refinement and a clearly defined reading strategy. Current assessment and response systems need review and plans for implementing refinements.  \nEducator Needs & Recommendations. More collaboration is needed between higher education teacher education programs and those working in the field is essential to ensure that training is aligned to content standards. After university training, educators also need diverse and ongoing professional development. Instructional coaching also remains essential. Educators particularly need support when it comes to properly using assessment data to tailor instruction. The need is especially pronounced for educators working with learners in early childhood. Furthermore, educators serving all grades also need more implementation support.  \nEducational Leader Needs & Recommendations. Leaders want to rise to today’s literacy challenges, but they need professional development. Importantly, school staff need greater leader involvement in literacy prioritization and the development of a “culture of coaching.” Altogether, leaders need to engage in system coaching, training, and implementation of rapid-cycle improvement; to implement hubs of tools for instructional goals through teamwork ; to identify targets for systemic improvements ; to develop intentional, well-staffed systems for students in transition ; and to foster and support family/community engagement.  \nMonitoring & Evaluating Progress. North Dakota needs a systematic approach for monitoring and evaluating systemic progress on literacy instruction. It is recommended that there be a system evaluation plan that is developed for monitoring individual student progress as well as system-level effectiveness. Regular reporting between schools and the state is needed for such monitoring. Successful outcomes can be measured as decreases in students requiring interventions and increases in relevant staff training.  \nTable of Contents  \nIntroduction ...............................................................................................................................3  \nMethodologies and Results Overview ........................................................................................4  \nLiteracy Proficiency on Statewide Summative Assessments ......................................................4  \nPandemic Disruption “Learning Loss”...................................................................................4  \nLiteracy Trends, 2019-2023 ...................................................................................................5  \nWeaknesses on State Standards ...........................................................................................7  \nProfessional Development Surveys ......................................................................................... 10  \nLiteracy Coach Cadre and Teacher Surveys ............................................................................. 15  \nStakeholder Consultations .....","cbCaiqy1oU8rsUet","https://ap.wps.com/l/cbCaiqy1oU8rsUet","pdf",560559,38,"English","# Introduction\n## Methodologies and Results Overview\n## Student Needs & Recommendations\n## Educator Needs & Recommendations\n## Educational Leader Needs & Recommendations\n## Monitoring & Evaluating Progress","[{\"question\":\"What audiences does the literacy needs assessment focus on?\",\"answer\":\"It focuses on early childhood and K-12 students, educators, and school/district leaders, detailing needs and recommendations for each group.\"},{\"question\":\"What student-related recommendations are emphasized?\",\"answer\":\"Recommendations include ensuring a guaranteed and viable curriculum, building shared understanding of learning goals and assessment, refining the Multi-Tier System of Supports, and strengthening a clearly defined reading strategy and review of assessment/response systems.\"},{\"question\":\"How does the report propose monitoring progress?\",\"answer\":\"It recommends a system evaluation plan to track individual student progress and system-level effectiveness, with regular reporting between schools and the state and success measured through fewer students needing interventions and more relevant staff training.\"}]","North Dakota Literacy Needs Assessment: From Birth to Grade 12 - Report June 2024 | PDF",1792057150,96]