The MPS Comprehensive Literacy Plan (CLP) was developed in response to the 2008 External Literacy Review report, the work of the Literacy Self-Study Committee and the MPS Strategic Plan reading goal to design a plan of action to increase PreK-Grade 12 reading achievement. As a key component of literacy reform in MPS, this blueprint has been designed to guide the development of consistent quality PreK-Grade 12 literacy instruction, assessment and professional development across the District. This new grade specific and cross-department document represents the work of school and District-level staff and community and university partners.

To provide clarity regarding what constitutes effective literacy instruction, the MPS CLP identifies what is recommended in daily practice for reading and writing instruction at each grade level. Aligned with the MPS Comprehensive Literacy Framework, state standards and research-based best-practices, the CLP employs explicit, intentional and differentiated instruction centered on the needs of all students. Its main purpose is to address rigor in curriculum content and the manner in which the content is delivered. Moving from a celebrated history of decentralization to the current curricular coherence demands an articulation of detailed practices that must be implemented in grade levels and classrooms across the District.

VARC research employs both qualitative and quantitative techniques to address these research questions:

What aspects of tjhe CLP are being implemented?
When implemented, whaty is the quaity and fidelity of implementation?
What is the impact of the CLP on student reading achievement?

Leadership

Status