CSBA’s Research and Education Policy Development Department published a trio of new literacy-related resources in May to support governance teams’ knowledge of prominent concepts, legislation, conversations on the subject and more.
“A Science of Reading Primer: What governance teams need to know” provides an overview of the science of reading, its connection to California’s English Language Arts/English Language Development (ELA/ELD) Framework, current statewide literacy data and practical questions and resources that school boards can use to guide oversight and policy decisions.
The primer is a perfect starting point for those who want to build an understanding of the science of reading, which focuses on how skilled reading develops from two primary processes: word recognition and language comprehension.
“As explained in the primer, literacy is the ability to read and write fluently. Literacy is a foundational skill and vital to student achievement because all aspects of learning and lifelong achievement rely on this critical skill,” said CSBA Principal Research Manager Angela Asch. “Without fluency in reading and writing by third grade, students fall behind and have a harder time catching up to their peers who have achieved mastery.
“Recent data show that one in four adults in the United States is functionally illiterate, meaning they are able to read simple, short text but cannot understand or evaluate dense, complex text. This skills gap has real economic and social impacts to the individual and the community,” she continued. “It is paramount for all local educational agency leaders to understand and support evidence-based literacy instruction and staff professional development to afford all students the tools they need to excel in reading and writing.”
A handful of policy and governance recommendations to improve literacy detailed in the primer include prioritizing literacy in an LEA’s Local Control and Accountability Plan; allocating resources based on demonstrated student need; ensuring access to high-quality, evidence-based materials and professional learning; avoiding fragmented or unproven initiatives; and prioritizing early intervention.
The accompanying fact sheet “Multi-Tiered Systems of Supports for Literacy” offers a glimpse at what the science of reading looks like when implemented within a Multi-Tiered System of Supports (MTSS) framework that organizes reading instruction into three tiers: general classroom core instruction for all students; targeted small-group intervention for students who need extra support; and intensive, individualized instruction for students with significant needs.
Another fact sheet, “Defining the California Literacy Landscape,” includes an overview of recent literacy legislation and key terms that are frequently referenced regarding language and literacy instruction in California.
“CSBA’s suite of literacy resources provides a holistic overview of the science of reading, its implementation in schools and recent literacy legislation impacting LEAs,” Asch said of how the documents can be useful to board members. “Each resource is designed to provide school board members with the background knowledge and key information they need to make informed decisions about curriculum adoption for literacy instruction, budgets and professional development for their LEA.
“New board members may want to start with the primer and follow up with the fact sheet on ‘MTSS for Literacy’ to get the full picture of literacy instruction. Veteran board members versed in the science of reading will want to read ‘Defining the California Literacy Landscape’ fact sheet to learn more about recent legislation that will impact their LEA,” she advised. “All school board members can get up to speed quickly on key literacy terms, state-approved literacy screeners and statewide student performance data by reading all three resources.”
Access these resources and more at csba.org/policybriefs.
