The Oregon K-12 Literacy Framework is aligned to Response to Intervention (RTI).
The purpose of the Oregon K-12 Literacy Framework is to ensure that ALL students read at grade level or above as soon as possible after entering school, and that they continue to advance in grade-level reading skills each year across the instructional areas in grades 4-12. For students reading below grade-level, schools specify how they will provide the strongest reading instruction and interventions possible to help students read at grade level.
The Literacy Leadership State Steering Committee (LLSSC) began focusing on K-12 literacy in 2005. Guided by Dr. Michael Kamil, a Stanford University researcher on early reading and adolescent literacy, the LLSSC wrote the “Oregon Literacy Plan,” a design for a complete comprehensive reading model for Oregon. After examining the data on literacy in Oregon, and noting the need for immediate action, the LLSSC stated in the plan:
“Fortunately, we know what we need to do, and we have good reason to be optimistic about the impact we can make. In the last few years, Oregon schools using research-based programs have seen striking improvements in early reading achievement. Nationally, researchers have come to strong agreement on improving literacy instruction for adolescents as well, based on teaching literacy skills specific to the content areas. It’s an excellent time to capitalize on our gains and put proven programs to work.”
The Oregon K-12 Literacy Framework is the culmination of that earlier design. In 2007, the Center on Teaching and Learning (CTL) in the College of Education at the University of Oregon began working on the Framework documents and a series of resources to support school and district efforts to increase student reading achievement. The guidance in the Framework provides a step-by-step approach to the state, districts, and schools on how to use evidence based literacy instruction to ensure that all students read well.
The LLSSC reviewed the work at quarterly meetings throughout 2007-09 and approved it in September 2009. The Oregon Board of Education adopted the Oregon K-12 Literacy Framework in December 2009. The LLSSC and the department acknowledge the Center on teaching and Learning.
Why We Need the Framework
As described in the Preface, the Oregon K-12 Literacy Framework is designed to provide the state, districts, and schools, including state and school district board members, administrators, teachers, parents, and other stakeholders with a strategic “blueprint” of what schools in Oregon need to do to help students develop key reading skills.
The framework is divided into three levels of implementation—State, District, and School—and organized around six components at each level—Goals, Assessment, Instruction, Leadership, Professional Development, and Commitment.
“State Support for the Essential Skill of Reading," “District Support for the Essential Skill of Reading,” and “School Support for the Essential Skill of Reading,” are designed for strategic planning at the state, district, and school levels respectively. It is the state, district, and school levels working in concert that create the conditions necessary for effective reading instruction to take place in every Oregon classroom. The “School Support for the Essential Skill of Reading” provides an overview of key topics within each component chapter as well as hyperlinks to specific passages where those topics are discussed. It is also a self-audit tool for schools.
The body of the Oregon K-12 Literacy Framework, as described in the Executive Summary: School-level Implementation, focuses on what schools must do to promote effective reading instruction in every classroom and across all instructional areas. It is divided into six chapters, representing six components that need to be integrated in order to implement a comprehensive reading program that will improve the reading achievement of ALL students—Goals, Assessment, Instruction, Leadership, Professional Development, and Commitment.
Executive Summary: Chapters
Videos & Presentations
Videos and Presentations to introduce district and school staff to the Oregon K-12 Literacy Framework and to broaden and deepen understanding of Response to Intervention (RTI), central to the Framework, are provided below. In the video shorts, narrated by Brenda Braxton, members of the Literacy Leadership State Steering Committee (LLSSC), the group that designed and developed the Framework, provide observations your school teams will appreciate!
The videos and Presentations were designed for use as embedded professional development, the model used in the Framework and in RTI. Once grade and department-level meetings are established, literacy coaches and school and district staff provide professional development within that meeting structure. The Framework videos and Presentations are useful entry points for understanding the Framework prior to implementation.
"Moving Reading Forward" (10 minutes) is an overview of the Framework’s three levels (state, district, and school) and six components (Goals, Assessment, Instruction, Leadership, Professional Development, and Commitment). Viewers will understand the Framework’s “Big ideas” with minimal time invested.
Pathway to Reading
The first video short in "Pathway to Reading” describes the role of the school, district, and state in implementing a comprehensive reading program. The remaining six shorts provide key points and crisp educator perspectives for each component.
Oregon K-12 Literacy Framework Introduction (short version: overview)
This Power Point, with notes, provides an overview of the Framework.
Oregon K-12 Literacy Framework Introduction (long version: overview plus key points for each chapter)
This Power Point, with notes, includes the overview slides from the short version and the key points for understanding each chapter.
The body of the Oregon K-12 Literacy Framework, focuses on what schools must do to promote effective reading instruction in every classroom and across all instructional subject areas. But while this school-level focus is essential, it is not sufficient.
Each part of the Framework is organized around the same six components that address what the state, districts, and schools must do to promote effective reading instruction for all students. In the Oregon K-12 Literacy Framework navigation graphic, the six components within the circle—Goals, Assessment, Instruction, Leadership, Professional Development, and Commitment—are flanked by the three levels of support without—State, District, and School.
It is the state, district, and school levels working in concert that create the conditions necessary for effective reading instruction to take place in every Oregon classroom so that ALL students are able to develop the reading skills they need to do well in school, earn an Oregon Diploma, and succeed in their next steps.
The State needs the commitment and the capacity to support districts as they strive to effectively support all of the schools under their direction. The state document, “State Support for the Essential Skill of Reading” is designed for critical strategic planning at the state level.
The ongoing work of districts includes establishing an integrated system in each school that is able to structure, deliver, and sustain effective reading instruction throughout the school. The district document, “District Support for the Essential Skill of Reading” is designed for critical strategic planning at the district level.
“School Support for the Essential Skill of Reading” provides an overview of key topics within each component chapter as well as hyperlinks to specific passages where those topics are discussed. It is also a self-audit tool for schools to assess their strengths and areas for improvement as they develop a School Reading Plan
While the school-level focus is essential, it is not sufficient. It is the state, district, and school levels working in concert that create the conditions necessary for effective reading instruction to take place in every Oregon classroom so that ALL students are able to develop the reading skills they need to do well in school, earn an Oregon Diploma, and succeed in their next steps.
Measurable reading goals anchor a school’s comprehensive literacy plan and the Oregon K-12 Literacy Framework.
- A critical responsibility is helping K-12 students meet grade-level or above reading goals each school year.
- Formative reading goals are set in grades K-3 to track students’ progress on the essential elements of reading and to help them become grade-level readers.
- Formative reading goals are set in grades 4 through high school to track students’ progress as grade-level readers each school year.
- The most important reading goal in grades 3 through high school is for students to read texts and materials at grade level or higher each year.
- Meeting or exceeding grade-level formative and summative reading goals means students can read texts with understanding across the instructional areas and can read for a variety of purposes including reading for enjoyment.
- Not meeting grade-level formative and summative reading goals means that students need instruction and interventions designed to improve their opportunities to meet them.
A reliable and valid assessment system in reading for K-12 is linked explicitly to reading goals.
- An assessment system is used to:
- Screen students for reading problems,
- Systematically monitor progress over time,
- Determine students’ level of reading proficiency and whether they have met grade-level reading goals, and
- Determine or diagnose potential sources of reading difficulty for students not making adequate progress despite the use of intense intervention.
- An assessment system relies on measures of reading that are reliable and valid for the purpose they are being used.
- Reading assessments and measures are linked explicitly to reading goals.
- Data from reading assessments are used to make instructional decisions about groups of students and individual students.
High quality reading instruction in the Oregon K-12 Literacy Framework involves the integration of six organizing principles.
- Sufficient time for reading instruction is scheduled, and the allocated time is used effectively.
- Data is used to form fluid instructional groupings.
- Instruction is focused on the essential elements of reading.
- Research-based strategies, programs, and materials are adopted and used schoolwide with a high level of fidelity.
- Instruction is differentiated based on student need.
- Effective teacher delivery features are incorporated into daily reading instruction.
Leadership prioritizes attainment of reading goals for all students.
- School administrators and leadership teams work together to create a coherent plan for reading instruction.
- School administrators and leadership teams focus on ALL students meeting or exceeding grade-level reading goals.
- School administrators and leadership teams are knowledgeable about reading standards, assessments, and instructional programs and materials.
- Leadership structures exist at multiple levels—principal, mentor coach, grade-level teams, department-level teams, and the School Leadership Team—to maintain the focus on all students reading at grade level or above and to establish mechanisms to support students’ reading progress.
High quality professional development is focused on attaining school reading goals and is guided by assessment data.
Six principles of high-quality professional development:
- Guided by assessment data to attain school reading goals
- Focused on the implementation of research-based programs and practices
- Consistent time allocated for educators to plan, reflect on, and refine instruction
- Multifaceted, coordinated, and ongoing to support teachers and instructional staff on the assessment and instruction of reading priorities
- Differentiated by position and need
- Results in a thorough understanding of, and ability to implement reading priorities and practices effectively
Effective implementation of the Oregon K-12 Literacy Framework requires focused, ongoing commitment to ensure that all students meet or exceed reading goals.
Key Indicators of School Commitment:
- Developing a School Reading Plan
- Implementing the actions necessary to support ALL students meeting or exceeding grade-level reading goals
- Providing regular reports on formative reading outcomes to school staff, district staff, and the school board and sharing information on progress with parents and the community
- Using staff and resources effectively
- Building and promoting a culture of shared responsibility
- Seeking the active involvement of parents and community members in fostering and promoting reading achievement
Common Core Instruction
Professional Development for the Framework
This portal was designed specifically for the Framework and to be used either in a team setting or individually. It offers a rich array of vetted, narrated, multimedia "lessons" and practice activities aligned to each chapter and to the Response to Intervention (RTI) model that is the heart of the Framework.