The District of Columbia’s Comprehensive Literacy Plan (CLP) seeks to move the District, its schools, early childhood programs, educators and communities toward a reality in which all learners receive the effective literacy instruction and evidence-based interventions they need in order to become successful readers and all educators have the professional learning and supports they need to deliver effective instruction and evidence-based interventions.
The Vision for Literacy in the District of Columbia is that all learners ages birth through grade 12 will have access to high-quality literacy instruction and early experiences.
The Guiding Principles for Literacy provide guidance on the implementation of the District’s Literacy Vision. To achieve this vision, the following conditions must be in place for all learners:
- Inclusive Instruction: All learners should have access to an equitable, culturally and linguistically responsive, high-quality literacy curriculum and learning environment.
- Assessment: High-quality literacy instruction must be accompanied by a comprehensive, standards-aligned formative and summative assessment system that is accessible to all learners, including students with disabilities and English learners.
- Multi-tiered Supports: Using a multi-tiered framework, LEAs, schools, and early care and educational settings provide proactive, data-driven systems and structures that support prevention, early identification, and literacy interventions to support all learners, including students with disabilities and English learners.
- Professional Learning: Educators, administrators, teacher educators, and school/program staff must have access to ongoing and embedded professional learning opportunities aligned to evidence- and research-based practices and adult learning theory to improve literacy outcomes for all students, including students with disabilities and English learners.
This CLP reflects the District’s commitment to and belief that all children—across all the District’s diversity of communities, families, cultures, languages and abilities—have the capacity to and can, with the right instruction and supports, become successful readers.
Introduction to the DC Comprehensive Literacy Plan