Attachment A-NDE_CLSD_Project_Narrative 2.pdf

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Table of Contents

I. Need for the Project .............................................................................................................. - 51 - Weaknesses in Services, Infrastructure, and Opportunities Severity and Magnitude

II. Quality of Project Design ....................................................................................................... - 9 - Goals, Objectives, and Outcomes Logic Model Project Implementation Promising Evidence

III. Quality of Management Plan .............................................................................................. - 26 - Gantt Chart Feedback and Continuous Improvement Key Project Personnel Subrecipient Monitoring

IV. Quality of Project Services ................................................................................................. - 39 - Likely Impact of Services Improving Practice through Professional Learning Applying Up-to-Date Knowledge

V. Quality of Project Evaluation ............................................................................................... - 44 - Thorough, Feasible, and Appropriate Evaluation Performance Feedback and Assessment of Progress

Appendices ................................................................................................................................ - 51 -

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For over a decade, the Nebraska Department of Education (NDE) has sought additional state and federal resources to ensure students can read at or above grade level. Beginning in

2011, NDE developed a Statewide Literacy Plan and application for a Comprehensive Literacy

State Development (CLSD) grant. With the passage of the Nebraska Reading Improvement Act in 2018, NDE again requested a state literacy investment that was not fulfilled. NDE then made biennial budget requests in 2020 (denied) and 2022 (also denied).

Despite the legislature’s refusal of critical resources to address systemic literacy needs and fulfill the requirements of the Reading Improvement Act, NDE created the NebraskaREADS initiative, developed rigorous content standards, and implemented Nebraska’s Multi-Tiered

System of Support (NeMTSS) Framework. This NeMTSS implementation focused on statewide accountability and supported districts with the selection and implementation of high-quality instructional materials (HQIM), creating small wins for Nebraska’s readers.

In 2022, the legislature established a statewide goal: 70% of Nebraskans will attain a postsecondary diploma, degree, or credential of economic value by 2030. Nebraska’s State

Board of Education supported this goal with its own “Nebraska Ready” legislative priorities, naming the PK-12 policies and actions necessary to reach this goal. One such priority is to increase third-grade English Language Arts proficiency to 75% by 2030. This goal is fueling momentum and interest in statewide literacy and positioning NDE to enact a myriad of initiatives with CLSD partners such as Nebraska’s Governor’s Office, other state agencies, districts, Universities, early childcare programs, teachers, families, and public and private partners.

In 2023, NDE again made a push for transformative funding for literacy to Nebraska’s legislature and achieved partial funding: a $1.8 million appropriation for job-embedded

Nebraska’s Journey to Inclusive Literacy through NeMTSS

- 2 -professional learning, literacy coaching, and family literacy1 initiatives. In the same year, NDE leveraged state set-aside funding from three tranches of pandemic relief funds to support literacy initiatives. In fact, one such program has served nearly 34,000 children across 1,000 sites statewide, with a plan to distribute 800,000 books and eliminate Nebraska’s book deserts.

These investments still fall short of the resources needed for Nebraska’s readers to attain proficiency. With CLSD funding, Nebraska is poised to expand the reach of existing initiatives, strengthen literacy infrastructure, and ensure equitable implementation of best practices.

As evidenced by investments over the last five years, Nebraska’s proposal demonstrates a commitment to ensuring students have the literacy skills and resources necessary to become proficient readers, considering the needs of all students including students with disabilities, English learners, and those reading or writing below grade level. This proposal addresses

Competitive Preference Priorities 1 through 4 and the Invitational Priority. CLSD funding will allow NDE to significantly expand literacy efforts within the robust NeMTSS Framework.

(A) Weaknesses in Services, Infrastructure, and Opportunities: Nebraska’s CLSD project proposal was informed by a statewide needs assessment by NDE’s Literacy Leadership Team that includes the Offices of Teaching, Learning, and Assessment, Early Childhood, Special

Education, and Coordinated School and District Support along with partner organizations including the Nebraska Children and Families Foundation, Nebraska Department of Health and

Human Services, and the Region 11 Comprehensive Center. Nebraska’s Literacy Needs

1 Defined according to the U.S. Dept. of Ed. as a continuum of programs that addresses the intergenerational nature of literacy, integrating (1) interactive literacy activities between parent and child; (2) training in parenting activities;

(3) literacy training that leads to economic self-sufficiency; (4) age appropriate education to prepare children for success in school and life experiences.

I. Need for the Project

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Assessment, included in Appendix E and summarized below, found four key weaknesses.

(1) Proficiency: Statewide summative data from the 2022-2023 school year indicate that 42% of

Nebraska’s grades 3-8 students are not reading proficiently, while 54% of Nebraska high school students are not reading proficiently. Pandemic-related challenges such as changes in opportunities to learn, the impact of trauma, and shifts in access to instruction due to quarantine and shortened assessments are still being addressed in Nebraska. A recent update to the

Education Recovery Scorecard reported students in Omaha Public Schools, Nebraska’s largest school district, experienced a loss of 6.75 months of reading instruction resulting in a total economic loss of over $1 billion in lifetime earnings (Harinstein, 2023).

Figure 1.1 below shows additional negative impacts of COVID-19. The Nebraska

Student-Centered Assessment System (NSCAS) and the ACT® assess Nebraska’s third through eighth graders and high school juniors, respectively, in English Language Arts (ELA), mathematics, and science. These assessments resumed last school year following a two-year hiatus due to the pandemic. According to Figure 1.1: Covid Impact on NSCAS Scores, Nebraska’s statewide proficiency declined across all subjects except science compared to pre-pandemic scores (Bonderson, 2022). From the 2018-19 school year to the 2021-22 school year, Nebraska proficiency in all grades dropped an average of 6% in math and 5% in ELA.

Figure 1.1: Covid Impact on NSCAS Scores

The impact of the pandemic appears to have widened many achievement gaps. 56% of

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White students were on track or met the benchmark for college and career-ready in ELA. By comparison, 25% of African American students, 31% of Hispanic students, and 24% of English learners met the same standards.

In 2022, only 1,145 out of 4,358 grade 4 students with disabilities achieved proficiency on the NSCAS, resulting in a proficiency rate of just 26.27%. While this represents a slight improvement from previous years, significant efforts are needed to ensure all students reach reading proficiency and return to pre-pandemic achievement rates. Nebraska’s Literacy Needs

Assessment provides additional details in Appendix E.

Achievement profiles in Nebraska reveal significant gaps in literacy proficiency. In 2022, there was a 30-point achievement gap between White and Black eighth-grade students and a 22-point gap between White and Hispanic eighth-graders. Similarly, there was a 20-point difference in reading outcomes between those eighth-graders who were eligible for National School Lunch and those who were not (USED, 2022). This indicates students are not advancing to the literacy levels required for college and the workforce between grades 3 and 11.

A compounding concern between grades 3 and 11 is chronic absenteeism, which NDE’s accountability system defines as an absence rate of 10% or more. During the 2022-2023 school year, 69,000 students (22% of all Nebraska students) were chronically absent (NDE, 2023).

Absenteeism has a disproportionate effect on students of color, students with disabilities, English learners, and economically disadvantaged students (NDE, 2023).

(2) Significant Disproportionality: Across the nation, students of color are more likely than their White peers to be misidentified as students with disabilities. These students are then isolated or provided instruction and materials below their grade level, compounding barriers to literacy attainment.

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In response to pandemic-related academic needs, NDE’s Office of Special Education launched its Journey to Inclusion pilot program that supports coherent school improvement strategies and utilizes Inclusive Education for students with disabilities as a framework to implement evidence-based practices identified in school improvement plans. While NDE’s

Journey to Inclusion, now a statewide initiative in its third year, aims to mitigate the practices of misidentification, sufficient resources are needed so that participating schools can address the organizational and structural changes necessary.

(3) Inequity in Access to Quality Teachers and HQIM: In the 2022-2023 school year, only

42% of Nebraska’s public school districts reported the use of HQIM as the primary resource for

ELA instruction. While the selection of HQIM has grown 5% since 2019, additional resources are needed for increased adoption rates. NDE currently lacks the resources to track implementation efforts or to bring essential curriculum-based professional learning to scale. The shortfall of both materials and strong implementation means students miss crucial learning opportunities due to reliance on non-evidence-based materials or ineffective instruction.

Research indicates that the quality of instructional materials is a key indicator of the quality of instruction (Allen, et al., 2015). When teachers have comprehensive training in SoR or structured literacy accompanied by standards-aligned materials, student mastery of foundational skills improves. Currently, there is a lack of consistency in professional development for the

Science of Reading across Nebraska, a benchmark for NDE in determining the quality of teachers. Until very recently, Nebraska’s teacher preparation programs have not been required to include SoR or structured literacy concepts within course sequences for pre-service elementary or ELA teachers. Regulations for the Approval of Educator Preparation Programs, known in

Nebraska as Rule 20, were approved by the Governor in May 2023 and now direct programs to

- 6 -include such content. Currently, NDE lacks the resources to train faculty in course design or instruction thoroughly.

Only nine of Nebraska’s seventeen Educational Service Units (ESUs) have offered

Lexia’s Language Essentials for Teachers of Reading and Spelling training in their respective regions. While a small number of ESUs have trained over 300 teachers, others have reached fewer than five teachers. The percentage of leaders who have received training is smaller still, resulting in insufficient skills to provide instructional leadership. This disparity means fewer students benefit from evidence-based instruction in foundational skills.

Rural Nebraska students face additional challenges compared to those in metropolitan areas, including limited access to diverse teachers, high-quality teachers, ESU services, technology, and advanced academic programs. Nebraska’s two primary urban areas are clustered along its eastern border, each with a dedicated ESU for their public school system. As such, the vast majority of the state’s expansive geographical area, 77,421 square miles, is considered rural, along with over 200 of the 244 public Local Education Agencies (LEAs).

(4) Capacity: NDE has developed a vision for improving literacy outcomes for children but does not currently have the internal capacity to build a coherent system of effective K-12 literacy, or to complete wraparound evaluations of existing and future initiatives. For example, NDE has a single K-3 Reading Specialist on staff serving all 244 Nebraska school districts. This position is jointly funded between three offices and shares duties and responsibilities between those offices, diluting the ability to meet the vast professional learning needs of schools throughout the state.

(B) Severity and Magnitude: see Appendix E for Nebraska’s Literacy Needs Assessment data and findings in more detail; a summary follows.

15% of children entering Kindergarten in Nebraska fell below the widely held

- 7 -expectations of Language and 11% below the threshold for Literacy (Early Childhood Education

State Report, 2024). This leaves one in ten observed students entering Kindergarten unprepared to build the literacy skills necessary for future academic success.

According to NSCAS data from the 2022-2023 school year, 43% of participating grade 5 students did not meet grade-level proficiency on State reading/language arts assessments. 37% of participating grade 8 students did not meet grade-level proficiency on the same assessments. This equates to more than one in three students in middle schools across Nebraska reading below grade level.

High School ELA proficiency is currently measured by the ACT® in grade 11.

According to data from the 2022-23 school year, more than half of Nebraska’s eleventh-grade students are not reading at grade level (NDE, 2023). This means one in two students in high schools across Nebraska are reading below grade level.

Table 1.2 illustrates additional inequities in proficiency measures, showing five student groups consistently achieving 50% proficiency and above including Asian students, White students, and students who identify with two or more races. By comparison, student groups with less than 50% proficiency, marked by red, include several diverse student groups: Hispanic or

Latino, American Indian or Alaska Native, Black or African American, Native Hawaiian or

Other Pacific Islander, students eligible for Free and Reduced Lunch, Special Education students, English learners, highly mobile students, and students served by migrant programs.

With a staggering 93% of students identifying as English learners falling below grade 11

ELA expectations on the ACT®, now is the time for Nebraska to align with partners, secure additional resources, and employ evidence-based programs and culturally responsive pedagogy from birth to grade 12 for all of Nebraska’s learners.

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Table 1.2: NSCAS English Language Arts Data

*Results from the ACT®

**Results from both NSCAS and ACT® are unavailable for this student group at the 11th Grade level

G ra de

Hispanic or

Latino

American

Indian or

Alaska Native

Asian

Black or

African

American

Native

Hawaiian or

Other

Pacific

Islander

White Two or

More Races

Students

Eligible for

Free and

Reduced

Meals

Special

Education

Students

English

Learners

Highly

Mobile

Students

Students

Served in

Migrant

Programs b el ow p ro fic ie nt b ro fic ro fic ro fic ro fic ro fic ro fic ro fic ro fic ro fic ro fic ro fic

3 55% 45% 65% 35% 39% 61% 62% 38% 51% 49% 29% 71% 40% 60% 52% 48% 63% 37% 60% 40% 63% 37% 65% 35%

4 62% 38% 64% 36% 42% 58% 67% 33% 56% 44% 36% 64% 49% 51% 60% 40% 74% 26% 68% 32% 73% 27% 65% 35%

5 62% 38% 75% 25% 40% 60% 67% 33% 60% 40% 34% 66% 47% 53% 59% 41% 75% 25% 70% 30% 68% 32% 72% 28%

6 62% 38% 75% 25% 41% 59% 72% 28% 56% 44% 36% 64% 48% 52% 60% 40% 77% 23% 75% 25% 71% 29% 68% 32%

7 63% 37% 73% 27% 39% 61% 72% 28% 55% 45% 37% 63% 51% 49% 61% 39% 80% 20% 80% 20% 75% 25% 70% 30%

8 53% 47% 65% 35% 34% 66% 62% 38% 53% 47% 28% 72% 40% 60% 52% 48% 75% 25% 76% 24% 63% 37% 65% 35%

11 76%* 24%* 80%* 20%* 48%* 52%* 82%* 18%* ** ** 44%* 56%* 60%* 40%* 72% 28% 47% 53% 93%* 7%* 88%* 12%* 83%* 17%*

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(A) Goals, Objectives, and Outcomes: As a result of CLSD funding, NDE will achieve the following goals and objectives, while addressing the Competitive Preference Priorities (CPP) and

Invitational Priority, by 2029. *Objectives marked by an asterisk are at least partially supported by competitive sub-awards.

1. Goal 1: Cohesion and alignment of statewide tools and resources.

• Objective 1.a: Update Nebraska’s Statewide Literacy Plan. CPP1, CPP3

• Objective 1.b: Supplement Nebraska’s statewide literacy coach network. CPP3*

• Objective 1.c: Expand and align tools and resources to ensure families and caregivers, including early childhood education centers, can equip literacy at home. CPP2, CPP3, CPP4, IP*

2. Goal 2: Statewide teacher and leader training and preparation in structured literacy and the

Science of Reading encompassing strategies from early childhood through adult literacy.

CPP1, CPP2, CPP3, CPP4, IP

• Objective 2.a: Large-scale, evidence-based professional learning centered on instructional approaches to increasing literacy, such as structured literacy and culturally responsive pedagogy. CPP3, CPP4 , IP*

• Objective 2.b: Collaborate with teachers and Educator Preparation Programs (EPPs) to update State licensure standards in the area of literacy instruction and ensure the preparation of teachers and leaders in Nebraska is based on structured literacy and the

Science of Reading. CPP1, CPP4

3. Goal 3: Support the selection, implementation, and continuation of high-quality instructional materials (HQIM) and evidence-based practices to promote adequacy in resources for

II. Quality of Project Design

- 10 -underserved students in early learning programs and school settings. CPP2

• Objective 3.a: Support the selection and implementation of HQIM to promote adequate resources through inclusive programs. CPP2, CPP3*

• Objective 3.b: Address the impacts of COVID-19 through continuing best-practice

ESSER investments to expand access to high-quality learning by removing barriers through the implementation of inclusive programs. CPP2, CPP3*

Outcomes: A tiered model will provide all of Nebraska’s LEAs and associated ECE providers with access to some level of differentiated literacy support. By doing so, Nebraska’s CLSD project will indirectly impact the quality of literacy instruction for all 328,722 students in the state. Additionally, NDE anticipates approximately ten statewide initiatives will receive competitive subgrants annually (a breakdown of anticipated use of funds is available in Table

3.3: Sub-Award Requirements). The specific sites receiving sub-awards will be determined through an application process, with priority given to applicants updating or providing materials or learning opportunities to low-income or underserved students, including students with disabilities, English learners, and those reading or writing below grade level. NDE anticipates

105,000 to 110,000 students, or approximately one-third of all Nebraska public school students, will be served annually by organizations selected for subgrants and targeted or intensive support.

Additionally, NDE anticipates supporting all 23,758 educators in the five-year performance period.

Logic Model: Nebraska’s Journey to Inclusive Literacy through NeMTSS is driven by a logic model, outlined in Figure 2.1: Nebraska’s Journey to Inclusive Literacy through NeMTSS Logic

Model.

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Figure 2.1: Nebraska’s Journey to Inclusive Literacy through NeMTSS Logic Model

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(1) Inputs: The model shown in Figure 2.1 begins with the inputs needed to catalyze Nebraska’s

CLSD project activities. NDE currently staffs one full-time literacy program specialist. CLSD funding would expand NDE capacity by two additional personnel and would allow the NDE to create an Office of Literacy to continue working toward student achievement and grade-level proficiency. The second input focuses on bringing together families, LEAs, teachers, leaders, and organizations serving the educational system. Finally, NDE will need the support and capacity of aligned providers and departments administering literacy programs, including feedback, coherence, and continuing ESSER investment successes. These inputs will allow NDE and partners to implement the activities listed next in the Logic Model.

(2) Activities: NDE will leverage state-level activities and sub-awards to successfully implement the activities described in Figure 2.1: Nebraska’s Journey to Inclusive Literacy through NeMTSS

Logic Model.

(i) State-Level Activities: NDE will reserve not more than 5 percent of the CLSD funds it receives for:

(a) Administration: NDE will create an Office of Literacy, hire two new staff, initiate and execute sub-award processes, publicize best-practices through the

NDE website, and ensure implementation with fidelity through program monitoring.

(b) EPP Alignment: strengthening and enhancing pre-service courses for students preparing to teach children from birth through grade 12 in explicit, systematic, and intensive instruction in evidence-based literacy methods through coordination with Nebraska’s 16 EPPs. While the new Rule 20 shows Nebraska’s overall system alignment, NDE will need to bolster capacity to support these

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EPPs in implementation.

(c) Certification and Licensure Standards: reviewing and updating Nebraska’s teacher certification and licensure standards in the area of literacy instruction in early education through grade 12.

(d) Training and Technical Assistance: to enable the eligible entities to design and implement literacy programs with fidelity.

(f) Evaluation: NDE will perform monitoring and reporting subgrant successes and best practices to inform continuous improvement during and after the life of the CLSD award. Additionally, NDE will contract for external evaluation and comply with national CLSD evaluation.

(ii) Sub-awards: 95% of funds will be sub-awarded as agreed to in the assurances published in the notice of funding opportunity by the U.S. Department of Education.

NDE will publish competitive awards seeking partners to align statewide tools and resources, offer professional learning to educators, leaders, and early childcare providers from birth through grade 12, and address the impacts of COVID-19 including rigorous

HQIM, tutoring services, extended learning opportunities, family engagement, and/or chronic absenteeism. NDE aims to directly impact 4,000 teachers and leaders each year through training and preparation in evidence-based instructional practices for increasing literacy.

(3) Outputs: These activities will lead to many outcomes and outputs including:

• Cohesion and alignment of statewide tools and resources for schools, districts, families, and partnering organizations, including early childhood education centers.

• Over 23,000 teachers and leaders receive training and preparation in evidence-based

- 14 -instructional practices for increasing literacy.

• Increased access by 50% to high-quality instruction and materials in literacy.

• Removed barriers through the implementation of programs that are inclusive, directly impacting at least 105,000 students annually (one-third of all Nebraska public school students).

• Increased family literacy with resources and/or direct services provided to 100,000 children, two-thirds of the estimated 150,000 children in Nebraska from families with incomes less than 200% of the federal poverty level.

(4) Long-Term Goals: Nebraska’s CLSD plan will achieve measurable long-term goals:

• Increase third-grade English Language Arts proficiency to 75% by 2030.

• Adequate resources in the hands of every learner in Nebraska that are inclusive with regard to race, ethnicity, culture, language, and disability status.

• 94.5% of participating four-year-old children will achieve significant gains in oral literacy. This includes only the children who are observed for oral language skills which occur in Nebraska in an ESU or LEA-operated early childhood education centers through the TS GOLD assessment, described in Appendix E: Nebraska’s Literacy Needs

Assessment.

• 78.5% of fifth-grade students will meet or exceed proficiency on State reading/language arts assessments.

• 81.5% of eighth-grade students will meet or exceed proficiency on State reading/language arts assessments.

• 73% of high school students who meet or exceed proficiency on State reading/language arts assessments, currently measured by the ACT administered to eleventh-grade

- 15 -students.

• 63% of students with a disability will meet or exceed proficiency on State reading/language arts assessments.

• A policy case will be developed using Nebraska’s Literacy Training and Technical

Assistance Center (LTTAC) and external evaluator results.

(B) Project Implementation: With these evidence-based, best-practice activities in mind, Nebraska’s CLSD project also includes a high-quality plan for project implementation. This

Implementation Plan is later detailed in the Gantt Chart in Table 3.1.

NDE will begin to make sub-awards in Year 1 with the expertise of the Offices of

Procurement and Budget and Grant Management. These competitions will operate similarly to

ARP ESSER state set-aside fund awards with the addition of CLSD preferences to serve students facing barriers to literacy achievement and achieve Objectives 1.b, 1.c, 2.a, 3.a, and 3.b as indicated by an asterisk at the beginning of Section II.A.. Additionally, the sub-award resource distribution will align with both the assurances provided in the funding announcement for CLSD by the U.S. Department of Education, representing a geographically diverse area including students in poverty, and the NeMTSS regional model. NDE plans to implement an annual funding cycle with required annual reporting.

Year 1 will also see the hiring of relevant NDE staff and the continued focus on updating

Nebraska’s Statewide Literacy Plan. First, relying upon the expertise of NDE’s Office of Human

Resources, NDE will begin its hiring process for the two full-time positions described later in the narrative, upon notice of award. Central to their role will be coordinating the update of the

Statewide Literacy Plan, utilizing Nebraska’s existing State Literacy Writing (SLW) Team members, described in more detail in the Literacy Needs Assessment found in Appendix E, with

- 16 -the addition of external stakeholders to create Nebraska’s Literacy Team. The Literacy Team will utilize CLSD funding to complete a thorough feedback loop to ensure continuous improvement will play a critical role in the new Statewide Literacy Plan.

Finally, in Year 1, NDE will establish a Literacy Training and Technical Assistance

Center (LTTAC). NDE is seeking a statewide nonprofit organization that is well-positioned to serve as the LTTAC for the Comprehensive Statewide Literacy Development Plan. This organization will be leveraging its extensive statewide reach and robust infrastructure. With established, place-based partnerships in communities across the state, the organization will have demonstrated its capacity to engage diverse local stakeholders effectively. This organization will have collaborated with the Nebraska Department of Education on COVID relief or other efforts, showcasing its ability to respond to emergent needs and implement large-scale initiatives.

Additionally, its strong cross-agency partnerships will provide a solid foundation for fostering interagency collaboration, ensuring comprehensive and cohesive literacy development efforts across the state. By drawing on these strengths, the organization can offer critical support and guidance to enhance literacy outcomes for all Nebraskans.

Years 2 through 5 will include additional subgranting periods, anticipated to last one year each. Additionally in these years, NDE will seek out all 16 EPPs across Nebraska through the close collaboration of Brad Dirksen, Administrator of NDE’s Office of Accreditation, Certification, and Approval, and his membership with the Nebraska Council on Teacher

Education (NCTE). Dirksen will facilitate the alignment of teacher training programs to the

Science of Reading. He will also lead feedback sessions with teachers and EPPs through NCTE to update licensure and certification standards in the area of literacy instruction in early education through grade 12, with support form the Office of Literacy staff as needed.

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Nebraska’s Multi-Tiered System of Support (NeMTSS): States are increasingly recommending that districts and schools use multi-tiered systems of support (MTSS) to improve reading outcomes for all students. States have also suggested MTSS is a viable service delivery model in response to new state legislation to screen, identify, and treat students with word-level reading disability (i.e., dyslexia). One model of MTSS that utilizes Enhanced Core Reading

Instruction (ECRI MTSS), has demonstrated significant increases in students’ early acquisition of foundational reading skills (Smith et al., 2016). Impact data indicates moderate to strong effects on student decoding, word reading, and fluency skills for students in the schools with

MTSS that utilize Enhanced Core Reading Instruction. Results suggest that schools can use

ECRI MTSS to improve foundational reading skills for struggling early readers, including students with or at risk for word-level reading disabilities.

At the heart of Nebraska’s Journey to Inclusive Literacy is Nebraska’s Multi-Tiered

System of Support (NeMTSS). This framework was designed through the lens of continuous improvement to guide school districts, schools, and all educators to ensure each and every student has access to learning experiences that enhance their educational outcomes. This is accomplished through a whole child approach to ensure each student’s social, emotional, behavioral, academic, and environmental needs are met from pre-kindergarten through graduation. Continuous improvement is not the job of one or two people, working in isolation, but rather unfolds progressively and implementation is driven by district, school, and student-level teams that are dependent upon a common purpose and collaboration. The NeMTSS

Framework outlines specific skills and actions to organize, support, deliver, and drive continuous improvement.

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Nebraska will infuse money to bolster the regional model within NeMTSS, depicted in

Figure 2.2: NeMTSS Regional Support Map. Each of the five regions has a team that is providing implementation support in the area of MTSS including school improvement efforts to build a system of support that meets the needs of all students. Each region includes anywhere from two to three ESUs which partner to provide support to schools in that overall region.

Four essential elements offered by the NeMTSS framework will support the rollout of CLSD activities:

• Infrastructure and Shared Leadership: Sound infrastructure and effective shared leadership are the foundation from which all the other essential elements are built.

Without a strong infrastructure and effective shared leadership, it is not possible to design a strong, layered continuum of support, engage in sound data-based decision-making, or support collaboration and communication.

• Layered Continuum of Support: Within a layered continuum, tiered supports are provided to meet the unique needs of each student. Supports are dependent on data, and there is flexibility among the tiers, allowing each student to receive the support they need, when they need it. Adults are responsible for monitoring student progress and matching the support to each student’s specific needs.

• Data-Based Decision-Making: Collaborative Teams and Student Support Teams engage in the problem-solving model to identify, analyze, plan, implement, and reflect on student

Figure 2.2: NeMTSS Regional Support Map

- 19 -support, as demonstrated in Figure

2.3: NeMTSS Problem Solving

Model, using a variety of data points to identify student needs and support planning. Supporting effective data-based decision-making in NeMTSS requires district and school teams to engage in the problem-solving model to drive continuous improvement of the support for the system.

• Communication and Collaboration: Effective communication and collaboration hinge upon the belief that student, family, and community engagement enhance learning experiences and are culturally inclusive and relevant for each student. Student success and engagement rely on positive partnerships and relationships to fundamentally improve the outcomes for each student, school, district, and community.

Project Partners: Utilizing this NeMTSS Framework, NDE will work with several project partners to drive the implementation of the project’s goals and objectives. Specific assurances are included regarding early childhood program partners. The early childhood partners mentioned below will play a vital role in collaborating to update the Statewide Literacy Plan and utilizing the Early Learning Guidelines to drive implementation of both the CLSD subgrants and the

Statewide Literacy Plan. NDE has collaborated with the following organizations in the writing of the CLSD application, as it related to the Early Childhood portion and the Early Learning

Figure 2.3: NeMTSS Problem Solving Model https://www.education.ne.gov/wp-content/uploads/2023/03/22-NeMTSS-module-1024x1003.png

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Guidelines described in Figure 2.4, and will continue to collaborate with the following organizations and departments in making and implementing subgrants under the early childhood education portion of the CLSD program:

(1) The State agency responsible for administering early childhood education programs in Nebraska is NDE’s Office of

Early Childhood. In coordination with

NDE’s Office of Teaching, Learning, and

Assessments, NDE’s Office of Early

Childhood staff will develop a system for identifying programs that would benefit from literacy support. This team will also build a network of early childhood, kindergarten, and grades 1 through 3 educators and leaders for professional learning in structural literacy and the Science of Reading.

(2) The state agency responsible for administering childcare programs is the Nebraska

Department of Health and Human Services (NDHHS). Both the NDE and NDHHS are represented in the Early Childhood Interagency Coordinating Council described in more detail below. In coordination with the Office of Teaching, Learning, and Assessments, NDE and NDHHS will administer the selection process for the competitive sub-awards under the early childhood education portion of the CLSD program.

(3) In Nebraska, the State Advisory Council on Early Childhood Education and Care established

Figure 2.4: Nebraska’s Early Learning Guidelines

- 21 -pursuant to section 642(b(1)(A)(i)) of the Head Start Act is the Early Childhood Interagency

Coordinating Council (ECICC). The ECICC is tasked to advise and assist collaborating agencies in carrying out the provisions of state and federal statutes pertaining to early childhood care and education initiatives under state supervision. Members are also tasked with required reporting to the legislature, Nebraska’s Governor, and state agencies.

Supported by NDE’s Office of Early Childhood and Special Education and

NDHHS’s Child Care Subsidy Unit, this Council includes members representing Nebraska’s

Department of Health and Human Services (Medicaid Office, Mental Health, Child Care

Subsidy and Licensing, and Child Welfare), Nebraska’s Department of Insurance, Social

Services, Early Intervention, Homeless Education, childcare providers, organizations providing professional development, Head Start State Collaboration Office, and regional

Education Service Units. While currently vacant, the ECICC holds space for additional members representing Higher Education, businesses, parents, physicians, developmental disabilities, Mental Health, Head Start, Public Health, the State of Nebraska’s Legislature, and Head Start’s Tribal organization. Representatives serving the ECICC are listed in

Appendix F: Nebraska Early Childhood Interagency Coordinating Council Membership

Roster.

Several of these entities currently belong to the State Literacy Writing Team as described in Section A: Need for the Project. Additionally, they are actively working with the NDHHS, Nebraska Head Start Association, and Nebraska Head Start State Collaboration Office on the

Early Learning Guidelines depicted in Figure 2.4: Early Learning Guidelines.

These entities will collaborate in awarding subgrants under the early childhood education portion of the CLSD program to meet all requirements set forth in the CLSD assurances.

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(C) Promising Evidence: Nebraska’s CLSD project includes a thorough, high-quality review of the relevant literature, as described in the Evidence Form completed in Grants.Gov and Table

2.5: Design and Activities Framework and Rationale. Nebraska’s CLSD design includes components from studies found in the What Works Clearinghouse showing strong (Tier 1) and moderate (Tier 2) evidence.

(i) Strong Evidence: Tier 1 recommendations to increase reading proficiency include providing explicit vocabulary instruction, providing direct and explicit comprehension strategy instruction, implementing intensive and individualized interventions for struggling readers provided by trained specialists, implementing tutoring, teaching academic language, teaching phonological and phonemic awareness, teaching decoding and writing word parts, and incorporating connected text daily to support reading accuracy, fluency, and comprehension. These strong evidences will support Goals 1, 2, and 3 and Objectives 1.a, 1.c, 2.a, 3.a and 3.b.

(ii) Moderate Evidence: Tier 2 recommendations to increase reading proficiency include implementing literacy coaches, providing opportunities for extended discussion of text meaning and interpretation, and increasing student motivation and engagement in literacy learning. These moderate evidences will support Goals and Objectives 1.a, 1.b, and 2.a.

Kamil also: Providing opportunities for extended discussion of text meaning and interpretation and increasing student motivation and engagement in literacy learning are supported by moderate evidence.

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Table 2.5: Design and Activities Framework and Rationale

Goal/Objective CLSD Activities Supporting Research

What Works Clearinghouse

Extent of Evidence

Methodological Tools

Goal 1: Cohesion and alignment of statewide tools and resources. CPP1, 2, 3, 4, IP

Objective 1.a: Update of Nebraska’s Statewide Literacy Plan. CPP1, CPP3

Hire NDE Literacy Director, Update SLP, Continue State Literacy Writing Team meetings to align tools and resources to NeMTSS and NDE’s Journey to Inclusion

Kamil, M. L., Borman, G.

D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008).

Tier 1: Strong and Tier 2:

Moderate Evidence

Statewide Literacy Plan and dissemination plan review, District implementation plan review during continuous improvements site visits

Objective 1.b:

Supplement Nebraska’s statewide literacy coach network.CPP3

Competitive sub-awards to increase the impact of literacy coaches through support services (additional funding for more coaches, funding for HQIM materials, additional implementation support, and more)

Allen, J. P., Hafen, C. A., Gregory, A. C., Mikami, A.

Y., & Pianta, R. (2015).

Tier 2:

Moderate Evidence

Surveys of districts regarding HQIM implementation, ELA Assessments, TS GOLD results, Classroom observations by literacy coaches

Objective 1.c: Creation of tools and resources to ensure families and caregivers, including early childhood education centers, can equip literacy at home.

CPP2, 3, 4, IP

Competitive sub-awards to create and distribute evidence-based resources targeted to family and caregiver engagement, including early childhood stakeholders, through inclusive programs

Kosanovich, M., Lee, L. and Foorman, B. (2020).

Esmaeeli, S. (2024).

Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017).

Companion Guide to Tier 1: Strong Evidence

N/A

Resource review and creation, Surveys to families/caregivers TS GOLD results

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What Works Clearinghouse

Extent of Evidence

Methodological Tools

Goal 2: Statewide teacher and leader training and preparation in structured literacy and the Science of Reading encompassing strategies from early childhood through adult literacy. CPP1, CPP2, CPP3, CPP4, IP

Objective 2.a: Large-scale, evidence-based professional learning centered on instructional approaches to increasing literacy, such as structured literacy and culturally responsive pedagogy. CPP3, CPP4 , IP

Competitive sub-awards for PL to strengthen student learning at transition times

Institute of Educational Sciences. (2022).

Tier 1: Strong Evidence

Classroom observations by literacy coaches, Surveys

Competitive sub-awards for PL to strengthen HQIM implementation

Kamil, M. L., Borman, G.

D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008).

TNTP (2018).

Tier 1: Strong and Tier 2:

Moderate Evidence

N/A

Surveys to districts regarding their implementation of HQIM

Objective 2.b:

Collaborate with teachers and EPPs to update State licensure standards in the area of literacy instruction and ensure the preparation of teachers and leaders in Nebraska is based on structured literacy and the Science of Reading.

CPP1, CPP4

Advisory committee, including EPP faculty and Community College faculty in offered w/ CLSD funds, align w/ office of teacher certification and work on requirement for new educators and SOR

Leko, M. M., & Handy, T.

(2019).

Moats, L. (2014).

First and third-year teacher surveys, Literacy coaches review syllabi for elements of the Science of Reading, Participants served, aligned EPP programs

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What Works Clearinghouse

Extent of Evidence

Methodological Tools

Goal 3: Support the selection, implementation, and continuation of high-quality instructional materials (HQIM) and evidence-based practices to promote adequacy in resources for underserved students in early learning programs and school settings. CPP2, CPP 3 Objective 3.a: Support the selection and implementation of HQIM to promote adequate resources through inclusive programs. CPP2, CPP3

Competitive sub-awards to provide HQIM and implementation support to districts

Institute of Educational Sciences. (2022).

Tier 1: Strong

Surveys to districts regarding their implementation of HQIM

Objective 3.b: Address the impacts of COVID- 19 through continuing best-practice ESSER investments to expand access to high-quality learning by removing barriers through the implementation of inclusive programs.

CPP2

Competitive sub-awards for statewide tutoring with inclusive programs

Markovitz, C. E., Hernandez, M. W., Hedberg, E. C., & Whitmore, H. W. (2021).

Robinson, C.D., Pollard, C., Novicoff, S., White, S., and Loeb, S. (2024).

Tier 1: Strong

Quantitative program impact study, Surveys

Competitive sub-awards for extended learning opportunities with inclusive programs

Johnson, J., Jadoobirsingh, A., Spencer, S., Skoglund, B., and Volz, M. (2024)

N/A Quantitative program impact study, Surveys

Competitive sub-awards to create and distribute evidence-based resources targeted to family and caregiver engagement, including early childhood stakeholders, through inclusive programs (repeated from above)

Kosanovich, M., Lee, L. and Foorman, B. (2020).

Esmaeeli, S. (2024).

Companion Guide to Tier 1: Strong

Resource review and creation, Surveys to families/caregivers, TS GOLD results

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Supplement Not Supplant: CLSD grant funds awarded will be used to supplement, and not supplant, other Federal, State, and local funds. NDE’s Journey to Inclusive Literacy through

NeMTSS proposal leverages the Nebraska Legislature’s investment of $1.8 million to provide regional literacy coaches without duplicating these efforts outlined in NDE’s implementation plan to support the current literacy coaches.

Additionally, CLSD funding will ensure the continuation of ARP ESSER investments in literacy development for children still impacted by COVID-19 without supplanting services. This coordination will be reinforced by the policies and procedures of NDE’s Office of Budget and

Grants Management detailed in Section IV: Ensuring High-Quality Products and Services.

Methodological Tools to Ensure Successful Achievement: Nebraska’s CLSD project uses the appropriate methodological tools to ensure the successful achievement of project objectives as outlined in the final column of Table 2.5: Design and Activities Framework and Rationale.

(A) Gantt Chart: NDE has defined timelines and milestones for completing activities and accomplishing project milestones in Table 3.1: Nebraska’s CLSD Activities Gantt Chart.

NDE will begin the work of the CLSD grant immediately. With an anticipated September

2024 notice of award from the U.S. Department of Education, three tasks can begin before receiving funds and several more will take place in Quarter 1 after the anticipated October 1, 2024, start date. NDE will implement and monitor activities on a trimester calendar beginning in

January 2025. In Year 1, NDE will build the Literacy Team comprised of cross-agency representatives, early childhood representatives, literacy-focused initiatives, and partners representing a diverse background and all geographic regions of the state.

III. Quality of Management Plan

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Table 3.1: Nebraska’s CLSD Activities Gantt Chart

# Task Title Task Owner Start Date Due Date

1st Qtr

YEAR

ONE

YEAR

TWO

YEAR

THREE

YEAR

FOUR

YEAR

FIVE

Fall Spr Sum Fall Spr Sum Fall Spr Sum Fall Spr Sum Fall Spr Sum Fall

Project Launch

0.1 Recruit and hire NDE project team A. DenBeste

Upon award notice

1/31/25

0.2 Source a statewide technical

assistance center

NDE Procurement Staff 1/31/25

0.2.1 Contract with a statewide technical

assistance center A. DenBeste 1/31/25

0.3 Source an evaluator NDE Procurement

Staff 1/31/25

0.3.1 Contract with an evaluator A. DenBeste 1/31/25

Goal 1 Cohesion and alignment of statewide tools and resources.

1.1 Hold CLSD Project Team Meetings

Office of Literacy Director (OLD), Literacy Project Manager (LPM)

Ongoing 9/30/29

1.1.1 Implement changes based on

continuous improvement LPM 4/1/25 9/30/29

1.2 Continue updating Nebraska's

Statewide Literacy Plan

LPM, CLSD Project Team (CPT) 5/1/25 8/31/29

1.2.1 Disseminate and collect feedback on

SLP CPT and LTTAC 1/1/25 9/30/29

1.4 Attend NCTE meetings to discuss alignment of teacher preparation programs to the Science of Reading

B. Dirksen Ongoing 6/30/29

1.5

Engage with teachers and EPPs to update licensure and certification standards in the area of literacy instruction to include the Science of Reading

B. Dirksen Ongoing 8/1/29

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# Task Title Task Owner Start Date

Due Date

1st Qtr

YEAR

ONE

YEAR

TWO YEAR THREE YEAR

FOUR

YEAR

FIVE

Fall Spr Sum Fall Spr Sum Fall Spr Sum Fall Spr Sum Fall Spr Sum Fall Goal 2 Statewide teacher and leader training and preparation in structured literacy and the Science of Reading encompassing strategies from early childhood through adult literacy.

2.1 Launch PL sub-award application

process OLD, LPM 1/1/25 1/31/29

2.1.1 Review and score applications CPT 3/1/25 3/31/29

2.1.2 Approve sub-awards OLD 4/1/25 4/30/29

2.1.3 Review post-award reports CPT 11/1/15 9/30/29

2.2 Implement changes based on

continuous improvement CPT, LTTAC 5/1/25 9/30/29

Goal 3 Support the selection, implementation, and continuation of high-quality instructional materials (HQIM) and evidence-based practices to promote adequacy in resources for underserved students in early learning programs and school settings.

3.1 Launch sub-award application

process OLD, LPM 1/1/25 1/31/29

3.1.1 Review and score applications CPT 3/1/25 3/31/29

3.1.2 Approve sub-awards OLD 4/1/25 4/30/29

3.1.3 Review post-award reports CPT 11/1/15 9/30/29

3.2 Implement changes based on

continuous improvement CPT, LTTAC 5/1/25 9/30/29

Grant Management

4.1 Hold Office of Literacy CLSD Grant

Management Meetings

OLD, LPM, EE,

LTTAC 3/31/25 9/30/29

4.2 Conduct surveys and focus groups External

Evaluator (EE) 1/1/25 7/30/29

4.2.1 Collect quantitative and qualitative

data EE 1/1/25 9/30/29

4.3 Submit Annual Reports OLD, LPM, EE, LTTAC 12/31/25 9/30/29

4.3.1 Submit Final Report OLD, LPM, EE, LTTAC 1/1/29 9/30/29

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This team will establish sub-award processes and procedures, including priorities and ranking systems to administer a competitive grant, leverage the Literacy Team to update

Nebraska’s Statewide Literacy Plan (some work is already being done as described in Section 1:

Needs Assessment with the State Literacy Writing Team and in Appendix E) and disseminate best practices on the NDE website. Years 1 through 5 include an annual competitive sub-award process, biannual meetings of the statewide literacy team, a plan to continuously improve and disseminate a statewide literacy plan, EPP alignment to CLSD activities and the Science of

Reading, teacher and EPP feedback gathered to update licensure and certification requirements, and the continued sharing and reporting of best practices.

(B) Feedback and Continuous Improvement: NDE will implement continuous improvement in a structure that aligns with the Plan-Do-Study-Act cycle as described in the U.S.