Two components of readiness of children to schooling

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Please forward this error screen to 172. Browsers that can two components of readiness of children to schooling handle javascript will not be able to access some features of this site. Giving students the research-supported diagnostic and screening instruments, instruction, and interventions necessary for success. Providing every educator with training to use diagnostic-driven methods with knowledge and fidelity.

Engaging parents in developing their children’s early literacy skills through information, awareness, and outreach. Providing Michigan teachers and leaders with data that compares our status and growth over time and when compared to other states. Michigan as a state is focusing on increasing the early literacy skills of our students. Research shows that if students are not proficient in reading by third grade, their chances of becoming proficient are minimal. The Early Literacy Initiative is a core component of supporting the implementation of College- and Career-Ready standards in Michigan, particularly in our earliest grades. The Department is making a concerted effort to consistently focus on the foundations described above and build capacity to support Districts on the key driver of student achievement – Literacy. Click for further information related to high-quality instruction for children from birth through age 8.

More information can be found on the Literacy Essentials Website. MDE has provided supports on key literacy practices, including read aloud with attention to vocabulary, increasing informational text use in the classroom, and interactive writing to address foundational skills standards. To be fully literate, our young students must engage in content area learning to build the knowledge and skills necessary to communicate, collaborate, and critically think. K-3 so that pupils are reading at grade level by the end of grade 3.

20,900,000 to districts for additional instructional time to pupils in grades K-3 who have been identified as needing additional supports and interventions in order to be reading at grade level by the end of grade 3. Used together an Initial and an Extensive assessment should work to build two data points for understanding how a student is progressing toward mastery of ELA standards. Since the preliminary release of these lists, team members have conducted an additional review of newly submitted information to gain a deeper understanding of the assessments and their capacity to measure student literacy proficiency. This review included areas of validity, reliability, construct, efficiency of administration, and timeliness of reporting.

This secondary review has resulted in updated lists for both Initial and Extensive assessments for use in the 2017-2018 school year. In this update, the MDE has identified the primary role of these assessments, and recognizes that this may not address the entire range and scope of the assessments. Also, the MDE has identified possible areas to supplement based on the review of submitted documents. Further review will be conducted which may result in the removal, or addition, of assessments in years to come. Currently, no adjustments are anticipated to be made for the 2017-2018 year.