The Literacy and Language Development Department is committed to supporting students, teachers, and administrators with the goal of ensuring all students are literate and acquire the knowledge, skills, attitudes, and beliefs necessary to reach their full potential. We provide assistance and support at every level.
Read By Grade 3
Assembly Bill 289 (2019), Read by Grade 3 (RBG3) supports literacy in elementary schools to ensure all students are proficient readers. RBG3 provides: literacy specialist at each school site, intensive instruction to students identified as deficient in the subject of reading for all elementary students, professional development to support literacy strategists to facilitate professional learning on evidence-based instructional practices for teachers, parent support, and curriculum resources to ensure effective literacy instruction.
All elementary schools must designate a licensed teacher, known as a Dyslexia Liaison, to receive training on methods to recognize indicators for dyslexia and the science related to teaching pupils with dyslexia.
Components of the Early Literacy Screening Assessment
NRS 388 requires an early literacy screening assessment for all K-3 students with indicators of dyslexia that need intervention. The components of this assessment include: Phonological and Phonemic Awareness Sound Symbol Recognition Alphabet Knowledge Decoding Rapid Naming Encoding The purpose of this battery of assessments is to help educators identify a priority area of concern for students. The data from this assessment will be used to design targeted intervention that meets a student’s needs.
Response to Instruction
Student learning is at the heart of the Response to Instruction (RTI) practice. RTI is a comprehensive framework that aligns with Nevada Academic Content Standards (NVACS) and allows for early identification and support for students who are at-risk academically or behaviorally. RTI must be thought of as a means of support in which all students have access to all of the necessary content and skills to be college and career ready. By addressing skill deficiencies that prevent independent mastery of core content knowledge, schools can better address the needs of students. RTI is a responsible and progressive effort to realign resources, personnel, service delivery models, and professional development activities under common and interconnected Clark County School District (CCSD) goals and initiatives to improve student outcomes. Our RTI team offers school-wide and individual professional development and support.