New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 13 - PROGRAMS AND PRACTICES TO SUPPORT STUDENT ACHIEVEMENT › Subchapter 3 - PROGRAMS AND SERVICES FOR STUDENTS IN HIGH POVERTY AND IN HIGH NEED SCHOOL DISTRICTS › Section 6A:13-3.4 - Language arts literacy

Current through Register Vol. 56, No. 14, July 15, 2024
(a) Intensive early
				literacy for grades preschool through three. High need school districts where
				less than 85 percent of total students have achieved proficiency in language
				arts literacy on the New Jersey Assessment of Skills and Knowledge (NJ ASK) 3
				shall provide an intensive early literacy program for preschool to grade three
				to ensure that all students achieve proficiency on the New Jersey Student
				Learning Standards. The intensive early literacy program shall include the
				following components:
1. An emphasis on small
				group instruction in at least reading, writing and technology;
2. A comprehensive early literacy assessment
				program that includes:
i. Assessment of
				English language learners (ELLs) in accordance with
				6A:15-1.3;
ii. A reading measure used minimally at the
				beginning of grades kindergarten through three to determine the reading skills
				and strategies students have mastered;
iii. On-going performance-based
				assessments;
iv. A comprehensive
				diagnostic assessment of individual students who are exhibiting persistent
				difficulty in reading following a sustained period of targeted instruction;
				and
v. An annual end-of-year
				achievement assessment of reading with a norm-referenced and/or criterion
				referenced test in grades one and two;
3. At least a daily 90-minute, uninterrupted
				language arts literacy block in grades kindergarten through three with guidance
				in the use of that time that may include the following instructional
				strategies:
i. Use of a reading measure to
				differentiate student needs;
ii.
				Small group instruction;
iii.
				Direct instruction;
iv. Guided
				reading; and
v. Shared
				reading;
4.
				Instructional materials that include concepts and themes from other content
				areas;
5. Professional development
				opportunities for teachers that focus on the elements of intensive early
				literacy, ways to assist students who exhibit persistent difficulty in reading,
				or other related topics that have been identified by these teachers as
				professional development needs and are reflected in the school and school
				district professional development plans pursuant to N.J.A.C. 6A:9-15;
6. Consistent and adequate opportunities for
				teachers to discuss and analyze student work, interim progress measures and
				assessment results, and to plan any modifications in grouping and/or
				instruction that may be indicated, consistent with this section;
7. A classroom library that reflects the
				diversity and needs of all students and includes assistive
				technology;
8. Use of a highly
				skilled literacy coach or certified teacher to coordinate professional
				development and collaboration based on the school and school district
				professional development plan, if documented as necessary to increase
				achievement of early literacy; and
9. Methods to involve parents and family
				members in student learning.