Evidence-based Early Literacy PLC - Cohort 2
This professional learning community (PLC) was established as part of MA DESE’s commitment to advancing evidence-based, culturally and linguistically sustaining early literacy practices across the state. This PLC is being facilitated by The Reading Circuit and EdLighten Solutions to help faculty ensure that they successfully teach candidates evidence-based early literacy practices that are aligned to the Early Literacy Program Approval Criteria from the Department of Elementary and Secondary Education.
Please see our early literacy resource page for an organized repository of resources. Any questions, please do not hesitate to contact us. This page is for Cohort 2, please click here for the Cohort 1 PLC.
PLC Cohort 2 - Fall 2024 & Spring 2025
The PLC will consist of a series of 8 collaborative sessions, each 90 minutes long, held throughout Fall 2024 and Spring 2025. These sessions will be facilitated by expert speakers and provide practical suggestions for aligning your programs to the Early Literacy Program Approval Criteria. Stipends will be provided based on participation. All sessions are scheduled on Tuesdays from 9:30 – 11am.
1: Unpacking the Early Literacy Program Approval Criteria, Oct 8th
Session Objectives:
- Introductions – The Reading Circuit, EdLighten Solutions, DESE partners, and participants
- ELPAC course content self assessment tool
- Collaboration across departments, facilitated by Jenn Bryson (BU)
- Using playful evidence-based early literacy instruction, facilitated by Natasha Feinberg (RIC)
Agenda
Early Literacy Program Approval Criteria
References to Play and Engagement in ELPAC
Natasha’s Presentation
Session Presentation
Model of The Reading Rope Activity
Four Part Processing Model Activity
RI Science of Reading and Structured Literacy Syllabi Refinement Tool
RI Science of Reading and Structured Literacy Resource Bank for Syllabi Refinement
Mt. Saint Joseph University’s Faculty Resources, including sample syllabi, course alignment planning tool, etc.
2: Working Collaboratively with School Districts for Field-Based Experiences, Nov 12th
Session Objectives:
- Challenges faced by Educator Preparation Programs in arranging field-based experiences
- Pathways to high-quality field-based experiences
- Opportunities for partnerships with school districts
Facilitator: Christina Cassano, Salem State
Agenda
Session Presentation
Christina’s Presentation
DESE Presentation
DESE’s Community of Practice Resources
DESE’s Equity in Early Literacy Webinar Series
Self-Assessment Tool
Self-Assessment Tool – Link to make Copy
3: Using Brain Research in Building an Equitable, Evidence-based Program of Study for Early Literacy Instruction, Dec 10th
Session Objectives:
- Evidence of how the brain builds literacy
- Research on the importance of oral language development
- Evidence-based practices for building the reading brain
Facilitator: Carolyn Strom, NYU
4: Building Practices for Multilingual and Bidialectal Students into an Equitable, Evidence-Based Program of Study for Early Literacy Instruction, Jan 14th
Session Objectives:
- Development of language and literacy in students who speak multiple languages and/or dialects of English
- Evidence-based practices for Multilingual and Bidialectal Learners
Facilitator: Jasmine Rogers, American University
5: Building MTSS Practices into an Equitable, Evidence-based Program of Study for Early Literacy Instruction, Feb 11th
Session Objectives:
- The MTSS Model in Early Literacy Instruction
- Resources and Practices on data-based decision making
- Early Literacy Screening
Facilitators: To be confirmed
6: Building a Cohesive Early Literacy Program of Study for Teaching Reading, Mar 25th
Session Objectives:
- Adjustments to early reading instruction for teacher candidates
- Successful practices for early reading instruction
Facilitators:
- Priscilla Nelson and Julia D’Onofrio of Gordon College
7: Building a Cohesive Early Literacy Program of Study for Teaching Writing, Apr 8th
Session Objectives:
- Integration of writing instruction and reading instruction
- Evidence-based writing strategies
Facilitators: To be confirmed
8: Sharing of Successful Practices in Equity and Feedback on ELPAC Alignment, Apr 29th
Session Objectives:
- Articulating the equity focus of early literacy instruction
- Sharing of pitfalls and strengths in alignment of programs to the new ELPAC
- Resources and next steps
Facilitators:
- Giordana Basta, Curry College
Resources for Educator Preparation Faculty
Reports
• NAEP – The National Assessment of Educational Progress
• NCTQ: Teacher Prep Review – National Council on Teacher Quality – Teacher Prep Review – Strengthening Elementary Reading Instruction
Science of Reading
• Infographic on What SoR is and is not from the National Center for Improving Literacy
• Science of Reading: Defining Guide from The Reading League
Structured Literacy
• Infographic from the International Dyslexia Association
MA DESE Resources
Lindsay Zorich, Assistant Director of Educator Preparation, Center for Instructional Support
Jessica Bazinet, Educator Preparation Literacy Specialist, Center for Instructional Support
Mass Literacy – Statewide effort to empower educators with the evidence-based practices for literacy that all students need.
Early Literacy in Educator Preparation – Resources for Ed Prep Program Faculty including Early Literacy Program Criteria so that all teacher candidates have access to information about literacy and language acquisition that is based in current evidence.
Early Literacy Observation Form – A form to support educator preparation supervisors to observe and provide high-quality feedback to teacher candidates.
Supporting Culturally and Linguistically Sustaining Practices
• Center for Instructional Support Guidance and Resources
• Center for Instructional Support Video Library
• Pathways to Equity in Early Literacy from Mass Literacy
• The Foundations of Early Literacy as a Tool for Equity – Webinar
• Culturally Responsive Practices in Early Literacy – Webinar
• Early Literacy Instruction for Multilingual Learners – Webinar
• DESE’s Educational Vision
Literacy Grants
• Grant Details – Higher Education Faculty Participation in Early Literacy Professional Learning Community
• Grant Details – Early Literacy Consortium Grant
Professional Learning Community Members
The following PLC community members have chosen to have their information shared. Please reach out and collaborate.
- Adam Brieske-Ulenski, Association Professor of Literacy Edu, Chairperson of Elementary and Early Childhood Education Department, Bridgewater State University
- Elizabeth Bifuh-Ambe, Associate Professor – Language Arts & Literacy, UMass Lowell
- Gail Cahill, Lesley University, Chair- Education/Professional Programs; Associate Professor
- Jennifer Conlon, Adjunct Faculty, Clark University
- Kelly Costa Sardella, Senior Visiting Instructor, Framingham State College
- Susan Donnellan, Faculty, Framingham State University
- Lori Ann Dunn, Professor of Practice and Graduate Teacher Education, Stonehill College
- Leandra Elion, Tufts University Lecturer, The Reading Circuit President, Focus: Dyslexia and Equitable Opportunities
- Kimberly Feldman, Adjunct Faculty, Clark University
- Sarah Frenette, Director of Undergraduate Initial Licensure Programs, Mount Holyoke College
- Patricia Garcia, Assistant Professor of Education Lasell University
- Michael Gentile, Lecturer (Clinical Faculty), UMass Amherst
- Samantha Goldman, Education Department Chair and Associate Professor of Special Education, Assumption University
- Stavroula Gurguliatos, Visiting Lecturer/Graduate Program Coordinator, Framingham State University
- Elizabeth Hartmann, Chair and Professor, Lasell University
- Ruth Hornsby, Associate Director – Post Bacc Licensure Programs, Mount Holyoke College
- Laura Hudock, Associate Professor, Framingham State University
- Ailis Kiernan, Teaching Fellowship Specialist, Boston Public Schools
- Rachel Kramer Theodorou, Brandeis University, Senior Lecturer in Education
- Amy Leshinsky, Director of Graduate Programs in Education, Curry College
- Deborah Maniace, Field Supervisor, Lasell University
- Amy Maynard, Professor of Education, Lasell University
- Amy Mercado, Assistant Professor, Bridgewater State University
- Kim Merrick, Assistant Professor, Bridgewater State University
- Sarah Mosher, Adjunct Professor and Program Supervisor, UMASS Lowell
- Lisa O’Brien, Assistant Professor, Merrimack
- Carmen Ocón, Associate Professor of Practice, Clark University
- Esperanza Oliveras, Program Supervisor, Lasell University
- Marisa Olivo, Director of Teacher Pipeline Programs, Boston Public Schools
- Francesca Pomerantz, Professor of Literacy and Department Chair of Early Childhood and Elementary, Salem State University
- Dr. Donna Richards, Professor, Springfield College
- Claudia Rinaldi, Chair of Undergraduate Education Program, Lasell University
- Ellen Rustico, Assistant Dean of Education & Licensure Programs, Bay Path University
- Kristina Scott, Associate Dean of Education, Salem State University
- Nancy Sotis, Adjunct Program Supervisor: Practicum Students, Lasell University
- Dr. Maria B Serpa, Professor Emerita of Education & TESOL Bilingual Special Education, Lesley University and Lasell University
- Nicole Stallions, Program Chair Moderate Disabilities and Adjunct Faculty, Cambridge College
- Jennifer Stratton, Director of Early Childhood and Elementary Education, Bay Path University
- Catherine Swift, Director, Teacher Licensure Programs, Mount Holyoke College
- Colleen Tapley, BA.Ed. Program Coordinator and Faculty, UMASS Lowell
- Carolyn Townsend, Instructor, Salem State University
- Martin Trice, Practicum Supervisor and Trainer, Salem State University
- Doris Van Gorder, Interim Dean, Cambridge College
- Nanho Vander Hart, Director of Special Education & Transition Specialist Programs, Assumption University
- Elizabeth Walsh, Professor of Early Literacy and SEI, Assumption University
