Formative Feedback Reviews for Early Literacy Programs

In conjunction with a significant investment in our K–12 schools and classrooms, DESE is launching a multi-year initiative to support and invest educator preparation providers in meeting the goal of ensuring that, by 2024-25, all prospective teachers in Early Childhood PK–2, Elementary 1–6 and Moderate Disabilities K–8 programs are prepared, through coursework and opportunities for practice and high-quality feedback, in evidence-based early literacy aligned to Mass Literacy.

As part of this initiative, DESE is inviting Sponsoring Organizations with Early Childhood PK–2, Elementary 1–6, and/or Moderate Disabilities K–8 programs to participate in optional formative feedback reviews starting in the Fall 2022, and continuing through Spring 2024. TPI-US will be conducting the formative feedback reviews and providing an independent, confidential report back to each organization.

In addition to receiving clear, comprehensive feedback on programmatic alignment to new expectations for early literacy instruction , all sponsoring organizations who participate will be able to:

• Share back feedback with DESE on the Early Literacy Program Criteria
• Submit their report or any improvement plans created as a result of the formative feedback review as evidence of efficacy and impact at their next formal review; and
• Pending funding, organizations may be able to apply for additional seed grants to support continuous improvement efforts.

DESE intends to provide $10,000 to all sponsoring organizations who choose to engage in the formative feedback review process to offset any costs associated with planning and organizing the review schedule (although we are striving to design a process that has the lowest lift possible on participating organizations).

TPI and DESE hosted an informational session about the new program criteria and the formative feedback reviews on June 21, 2022. Additional questions about the formative feedback reviews process itself may be directed to Ed Crowe or Holly Womack of TPI-US.

Organizations who participated in a review in Fall 2022 or Spring 2023 shared the following feedback about the experience…

• "Our organization views our work with TPI as a 'win-win' all around. The fact that this was a 'no-stakes' formative review was incredibly helpful. We received thorough, constructive and critical insight from the four reviewers; this insight will serve as a road map on our internal efforts to make needed improvements to our early literacy practices and strengthen our work going forward, particularly as we prepare for our formal review with the Department."
• "It's valuable going through this process: gathering materials, stating our case to the TPI review team, and taking a fresh look at our programs, coursework, and partnerships. Improving early literacy is critically important. I'm glad the TPI reviewers has provided this external 'push' to make evidence-based improvements."
• "Working with the faculty and staff from TPI was so beneficial to our program. The review provided specific areas of improvement that we were then able to share with our administration as we move into a full accreditation cycle in the fall of 2024. Having an outside view on our program, whose mission supported an approach of continuous improvement, also created a supportive environment and removed the feeling of 'high stakes.' Many of the recommendations are very aligned with the new program approval guides for all programs so, while our early literacy work was the focus, TPI identified areas of improvement for our programs that would support all of our teacher candidates. All of the reviewers from TPI were collaborative, knowledgeable, and approached the work with respect for educator preparation's role in supporting PK–12 schools."

Three Year Timeline for Opt-in Formative Feedback Reviews for Early Literacy Programs

Additional questions may be directed to siobhan.m.allen@mass.gov .

Last Updated: February 14, 2024