Evidence-based early literacy instruction, provided within schools and classrooms that are culturally responsive and sustaining, will put our youngest students on a path toward literacy for life. In the Massachusetts school system, some of our children receive the instruction and support they need to develop a strong foundation for literacy — and some don't. Today, only about half of 3rd graders are meeting literacy expectations, and the reading proficiency levels for Black and Latinx students are less than half that for White students. These statistics reflect not student effort or ability, but opportunity and support to learn. DESE is committed to advancing evidence-based, culturally responsive early literacy practices across Massachusetts from educator preparation to K–12 classrooms.
In 2019, DESE launched the Mass Literacy initiative and its centerpiece, the Mass Literacy Guide. The goal of Mass Literacy is to support pre-service and in-service educators in grades preK–3 to gain deep knowledge of literacy development and to skillfully implement evidence-based, inclusive, culturally responsive practices using high-quality instructional materials and assessments.
In line with the mission of Mass Literacy, it's critical that prospective teachers are learning evidence-based early literacy practices and how they can be enacted in a culturally responsive way. Currently in Massachusetts, the extent to which new teachers are learning evidence-based early literacy practices varies widely:
DESE's goal is that by SY2024-2025, all Early Childhood, Elementary, and Moderate Disabilities teacher candidates in Massachusetts are prepared, through coursework and opportunities for practice and high-quality feedback, in evidence-based early literacy as outlined in the Mass Literacy Guide.
Being able to read, write, speak, and communicate are essential for full participation in our society. Literacy affords access to ideas, opportunities, and so much more. In conjunction with a significant investment in our K–12 schools and classrooms, DESE has launched a multi-year initiative to support and invest educator preparation providers in meeting the goal of ensuring that all prospective teachers are learning evidence-based early literacy practices aligned to Mass Literacy.
This initiative includes:
Early Literacy Program Approval CriteriaThe Early Literary Program Approval Criteria set expectations for all relevant licensure programs, so that all teacher candidates have access to information about literacy and language acquisition that is based in current evidence.
Download the Early Literacy Program Approval Criteria
Read the full memo regarding the Early Literacy Program Approval Criteria
These expectations will ensure that future elementary, early childhood, and special education teachers receive training and preparation in evidence-based literacy instruction so that they can meet the needs of all students from the moment they step into the classroom.
Accelerated Early Literacy Program Review and ApprovalAs part of Governor Healey's Literacy Launch initiative, DESE is accelerating the review timelines for Elementary, Early Childhood, Moderate Disabilities PK–2, and Moderate Disabilities PK-8 teacher preparation programs. Starting in SY2024-2025, the Early Literacy Interim Reviews will assess programmatic alignment to the new Early Literacy Program Approval Criteria so that all teachers are prepared to implement evidence-based, inclusive, and culturally and linguistically sustaining early literacy instruction.
Formative Feedback Reviews for Early Literacy Programs:From Fall 2022 through Spring 2024, DESE offered optional, no-stakes formative feedback reviews of Early Childhood, Elementary, and Moderate Disabilities PK–8 programs across the Commonwealth in order to provide sponsoring organizations with clear, comprehensive feedback on programmatic alignment to new expectations for early literacy instruction. Twelve sponsoring organizations took advantage of the opportunity and invited TPI-US to conduct a thorough review of literacy coursework as well as the extent to which field-based placements and partnerships with PK–12 districts supported pre-service teachers' preparation in evidence-based early literacy instruction. Our team is grateful for these organizations whose willingness to engage in this work and to provide thoughtful feedback informed revisions to the Early Literacy Program Approval Criteria and the review process.
MTEL Updates:DESE has updated and expanded the number of licensure assessments aligned to Mass Literary and the MA curriculum frameworks, including the updated Foundations of Reading MTEL (released 2020), the Reading Specialist MTEL (released 2022), and the identification of alternative assessments for Foundations of Reading through the 3-year MTEL-Alternative Assessment Pilot.
Early Literacy Observation Tool:The Early Literacy Observation Tool supports educator preparation supervisors to observe and provide high-quality feedback to teacher candidates on their practice in evidence-based early literacy. Beginning in the 2024-2025 academic school year, this tool will be integrated into the Candidate Assessment of Performance (CAP) for all candidates in Early Childhood, Elementary, and/or Moderate Disabilities licensure programs. Read the full memo regarding the Early Literacy Observation Form Timeline.
On September 20, 2022, the Board of Elementary and Secondary Education adopted an amendment to 603 CMR 28.03 that requires all elementary schools to assess each student's reading abilities and early literacy skills at least twice per year from kindergarten through at least third grade. The regulation, 603 CMR 28.03(1)(f), went into effect on July 1, 2023. In response to this new requirement, DESE developed guidance for schools and districts to support implementation of screeners. In September 2023, DESE hosted an informational webinar for faculty of educator preparation programs to share an overview of the guidance and discuss implications for preparing teacher candidates.
You can watch a recording of the webinar. Please feel free to reach out to Linda Sewnarine, Assistant Director of the Office of Literacy and Humanities, with any questions at linda.sewnarine@mass.gov .
This asynchronous online course is offered by the Massachusetts Department of Elementary and Secondary Education as part of the Commonwealth's Mass Literacy initiative, a statewide effort to empower educators with the evidence-based practices for literacy that all students need. It is available at no cost to any educator who works in a Massachusetts education organization (e.g., public or private school/school district; institute of higher education; local, regional, or state educational organization).
The course is designed to provide learning experiences that support participants to deepen their understanding of how to:
Teach literacy using evidence-based instructional practices for foundational skills and engaging with complex text.
Utilize a multi-tiered system of support for students experiencing reading difficulties.
Sponsoring organizations are able to register groups of educators for the course. Faculty and program supervisors who have taken the course to bolster their understanding of Mass Literacy have stated that the course was a "great review of the components of literacy" and "allowed for better discussion with colleagues about early literacy expectations." If interested, email online@keystoliteracy.com for a group registration form. Please include "Mass Literacy Online Course" in the subject line.
This spring, DESE launched a professional learning community (PLC) for education preparation faculty to engage with the new Early Literacy Program Approval Criteria. The PLC is facilitated by The Reading Circuit and designed to support faculty as they ensure that teacher candidates in Elementary, Early Childhood, and Moderate Disabilities PK-8 licensure programs are well prepared in evidence-based, culturally and linguistically sustaining early literacy instruction.
DESE and The Reading Circuit are excited to announce that the Early Literacy PLC will continue throughout the upcoming school year.
Cohort 1:
Faculty and staff who joined in Spring 2024 will be able to opt into a second year of virtual learning and working sessions in order to continue their work on implementing the Early Literacy Program Approval Criteria. Participants in this first cohort will receive information directly from The Reading Circuit about joining the PLC for the upcoming school year. To learn more about the work, visit the Cohort 1 PLC webpage.
Cohort 2:
The Reading Circuit will also support a second cohort of educator preparation faculty in order to expand access to professional learning and cross-organization collaboration to support programmatic shifts in early literacy instruction. The new cohort will meet for 8 sessions over the academic year. Please see the Cohort 2 PLC webpage for more information and an application form.
Participants in the first cohort of the Early Literacy Professional Learning Community curated resources to support their understanding of and programmatic alignment to the Early Literacy Program Approval Criteria. Visit the Early Literacy Resource Library site to see this dynamic list of research and resources designed to deepen understanding of evidence-based, culturally and linguistically sustaining early literacy instruction.
In Spring 2024, DESE launched the Early Literacy Consortium Grant, a funding opportunity to support deeper partnerships between PK–12 schools and educator preparation providers who are committed to advancing evidence-based early literacy instruction. Six regional consortia were awarded the grant and began developing programming, professional development, and/or strategic planning to improve literacy practices in their classrooms and programs of study.
DESE is thrilled to be able to fund the grant again in the upcoming school year. Applications will be accepted from August – October 11. To learn more about this funding opportunity, visit the Early Literacy Consortium site or register to attend one of the following information sessions:
In Spring 2023, DESE hosted a series of webinars focused on the impact of evidence-based early literacy on more equitable outcomes for all students. The series tapped into the expertise of both national and local literacy scholars, researchers, and advocates to explore the intersection of early literacy instruction and culturally and linguistically sustaining practices and discuss the intended long-term effects of responsive early literacy instruction in disrupting historically inequitable student outcomes.
You can watch recordings of the webinars here:
The Foundations of Early Literacy as a Tool for Equity
Culturally Responsive Practices in Early Literacy
Early Literacy Instruction for Multilingual Learners
Throughout this initiative, DESE is working closely with faculty and administrators, K–12 educators, families, and students as we collectively work to empower educators with the evidence-based practices for early literacy that all students need. Part of this outreach includes opportunities to support districts as they make the shift to using evidence-based early literacy practices and high-quality instructional materials, including:
If you would like to learn more, please contact us at EducatorDevelopment@mass.gov .
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To see past updates, please visit our archive.
Last Updated: August 2, 2024
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