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BUSD’s Literacy Action Plan

At BUSD, we have the opportunity to continue building a comprehensive literacy program that is aligned with research and will support every student in reaching grade-level proficiency. The goal of the literacy action plan is to provide universal access to core curriculum, reduce inequities, align our systems, and promote partnerships between families and the school so that every student can flourish.This is a photo of four students reading a book in a library

Four Goals of BUSD’s Literacy Action Plan

Goal 1:  Develop Programs to Improve General Education Reading and Language Arts Achievement for all Students, especially those Students with or at risk for Reading Disabilities, including Dyslexia

Goal 2:  Increase the Systematicity and Intensity of Tier 2 and 3 Reading and Language Arts Intervention of the MTSS Framework to Reduce the Achievement Gap for Students at risk for Reading Disability

Goal 3: Ensure Fidelity of Literacy Improvement Program Implementation through District Monitoring of Literacy Improvement Program and Staff Engagement. (Fidelity and Evaluation)

Goal 4: Special Education Programs: Increase Reading Achievement by Improving the Quality of IEP Goals and Section 504 Plan Development, Progress Monitoring, and use of appropriately intensive, Research-based Interventions. (SPED)

BUSD’s Literacy Framework

This is a table. In the first column it states: BUSD Literacy Purpose Statement. In the second column is the following text: In Berkeley Unified School District, we believe that Literacy is a fundamental human right and empowers individuals to engage meaningfully in civic life, challenge inequities, and shape their own destinies. We commit to providing a rigorous, research-aligned literacy instruction through the grades so that ALL of our students can build their own literacy skills to make positive contributions to the world. The third column contains a graphic. In the center is a circle with the text: Engaged, empathetic, empowered critical thinkers. There are four rectangles surrounding the circle, each linked to the next by a line. The text in the top rectangle is: Universal Access. In the next rectangle, at the 3 o'clock position on a clock states: Rigor and knowledge building. The next, at the 6 o'clock position states: cultural relevance and joy, and the final at the 9 o'clock position states: purposeful skills.

Advancing Literacy in Berkeley Unified

In 2023, Berkeley Unified educators and leaders, guided by Dr. Kimberly Gibbons, conducted a research-based review of our K–5 English Language Arts (ELA) curricula. The review evaluated alignment with the science of reading, accessibility for all learners, and cultural responsiveness. To read more about the process and results see here: BUSD K-5 English Language Arts Curriculum Review

During 2023–24, BUSD partnered with CORE Learning to provide professional development and coaching for K–8 teachers, strengthening foundational literacy instruction and preparing for a new curriculum adoption process launched in Spring 2024.

Throughout 2024–25, BUSD engaged families and staff through multiple community sessions and focus groups—including those centered on African American, Latinx, and SPED families—to ensure diverse perspectives informed the selection process.

In Spring 2025, the Board of Education approved two new elementary literacy programs:

  • Fishtank ELA with Functional Phonics and Morphology for English Language Arts
  • Arriba la Lectura (K–3) with Esperanza (K–1) for Spanish Language Arts at Sylvia Mendez

The 2025–26 school year marks the launch of these new, evidence-based literacy programs across all BUSD elementary schools.

BUSD K-5 English Language Arts Curriculum Adoption 

On April 9, 2025, the Board of Education approved the Language Art’s Pilot Committee’s recommendation of adopting Fishtank ELA paired with Functional Phonics and Morphology.

View curriculum samples online for Functional Phonics 

View curriculum samples for Fishtank ELA

BUSD K-5 Two Way Immersion (TWI) Language Arts Curriculum Implementation 

On May 7, 2025, the Board of Education approved the Spanish Language Arts Pilot Committee’s recommendation of adopting Arriba la Lectura in K-3 paired with Esperanza for foundational skills in K-1 for our TWI program at Sylvia Mendez. 

View information about Arriba le lectura/Into Reading

View information about Esperanza

2023-24 HighlightsThis is a photograph of three adults sitting at a table in a school library. They are looking at books and reading materials together. There are metal water bottles and cell phones on the table. There are other adults also sitting at tables in the background.

In 2023–24, BUSD focused on strengthening literacy instruction through educator training, improved assessment systems, and thoughtful curriculum planning.

Building Educator Capacity

  • Provided year-long foundational reading professional development through CORE Learning, creating shared language around reading development, instructional practices, and assessment.
  • K–5 teachers completed 22 hours of training through the CORE Reading Academy, while 6–8 teachers participated in Adolescent Literacy Solutions.
  • Trained over 95 practitioners in structured literacy (Orton–Gillingham), resulting in more than 300 students receiving targeted instruction.

Strengthening Assessment & Progress Monitoring

  • Built systems for documenting and tracking progress of all students receiving special reading instruction, using DIBELS/STAR assessments and eduClimber.
  • Established a districtwide process for monitoring IEP goals for students with reading challenges.

Attending to Curriculum Resources

  • Launched K–5 Language Arts adoption process with stakeholders to identify new high-quality instructional materials for implementation in 25–26.
  • Conducted districtwide inventory and assessment of middle school reading supports to inform program improvements and supplements in 24–25.

2024-25 Highlights

Building Educator Capacity

  • Trained and supported classroom teachers in using a new, evidence-based reading assessment protocol to guide instruction.
  • Continued training and support for Tier 2 and Tier 3 reading interventions provided by Special Education and Literacy Specialists (K–8) through Orton-Gillingham.
  • Provided ongoing coaching and professional learning to ensure implementation of best practices from CORE Reading Academy.

Strengthening Assessment & Progress Monitoring

  • Launched the BUSD Diagnostic Assessment Plan, including site-aligned planning protocols and coaching to help teachers provide targeted instruction for focal students.
  • Developed new districtwide routines for using screening and diagnostic data to set student goals, target instruction, and monitor progress.

Attending to Curriculum Resources

  • Conducted a K–5 English Language Arts and Spanish Language Arts curriculum pilot, with a final recommendation to the Board in Spring 2025.
  • Began implementing a supplemental reading program to support middle school students needing intervention.

2025-26 Focus

Solidify and Strengthen Practices

  • Launch new elementary literacy curriculum implementation beginning with training Summer 2025
  • Continue to strengthen high-quality IEP goals using DIBELS and STAR data—measurable, precise, and targeted
  • Continue to strengthen Section 504 process and accommodations
  • Expect and support implementation of progress monitoring for timely, actionable feedback
  • Continued investment in training for evidence-based intensive interventions (Orton-Gillingham based) to match student needs with proven approaches
  • Expand use of MTSS SLD process through the Implementation Roadmap

 

 

This is am image of a quote from Superintendent Enikia ford Morthel that states" We want to be a district that is disrupting narratives and disrupting persistent trends in data, that is really responding to our students. That's the shift we're making as a district."

 

This is an image of a group of teachers in a literacy workshop taking place in a library. The teachers are sitting at tables with workbooks and viewing a presentation lead by an instructor

 

How BUSD’s K-2 Students Learn to Read and Read to Learn

As part of a comprehensive evidence-based literacy program, for our youngest readers in K-2 we target four important areas of early reading development; Phonemic Awareness, Phonics and High Frequency Word work, and morphology. Our K-2 teachers are using Functional Phonics program, while 3-5 students deepen their word learning with Functional Morphology, which is the study of meaningful word parts. Below are definitions of these skills and ways you can support your student in continuing to build them at home!

In addition to learning how to read and spell BUSD has paired these programs with Fishtank ELA where students in K-1 are being read to aloud from books organized into thematic units, which build their vocabulary and substantive knowledge of the world, which they then take to informational and creative writing projects. In 2nd-5th grade students engage in knowledge building units as well in which they learn about the world through literature and nonfiction texts they read themselves. , and learn to write.

What does Phonemic Awareness mean?

What is Phonics?

What are High Frequency Words?

What is Morphology?
Phonemic Awareness is the ability to hear, isolate and manipulate individual speech sounds (phonemes). This is an important building block skill for reading and writing.

For example being able to hear the first sound in “cow” as /c/. Or say the sounds in bat as /b/, /a/, /t/.

What is Phonemic Awareness in Spanish, (en Español)

 Phonics is instruction in the relationship between letters and sounds, so that students are able to read and spell words.

Introduction to Functional Phonics for Families

 High Frequency Words are words that show up all the time in texts (books, articles, etc). If students can learn these words, which sometimes have irregular spellings, this unlocks a lot of printed text for them!

High Frequency Words for Kindergarteners

High Frequency Words for First Graders

High Frequency Words for Second Graders

 Morphology is the study of meaningful word parts like roots, pre-fixes, and suffixes.

Introduction to Morphology for Families

Literacy Assessments

BUSD is committed to helping each child become a powerful reader. As part of this commitment we assess all K-8 students three times per year with a quick reading test. The results provide a snapshot of each child’s development as a reader. School teams use this information to inform monitoring and additional support that might be needed in reading. For more information on reading screeners, and why they are important check out this link.

 

Getting More Information on Literacy Assessments: DIBELS

This is a screenshot of the DIBELS assesment for a student. The pdf is linked by clicking the image

Click the image to view a readable pdf.

This is a screenshot for the DIBELS report for a student. The pdf is linked by clicking the image

Click the image to view a readable pdf.

 

The front shows scores and descriptions of each subtest, and the back has support activities you can do at home.

 

Getting More Information on Literacy Assessments: STAR

This is a screenshot of a Star Family Report for a student. The readable pdf is linked by clicking the image.

Click the image to view a readable pdf.

  • STAR Reports for Caregivers

BUSD’s Reading Diagnostic Plan

BUSD teachers and leaders use grade-level Reading Diagnostic Plans to ensure assessments are being used to collect high leverage actionable data to inform targeted Tier 1 instruction for students with unfinished learning in reading, and students are being progress monitored and identified for additional support if needed.

See here for BUSD’s 2025-26 reading assessment protocol by grade level.

Literacy Action Plan Reports

As part of a settlement agreement related to literacy support for students with reading-related challenges and disabilities, BUSD is required to take certain steps to refine and improve policies and practices to better serve students with and suspected to have reading disorders, in particular students identified with dyslexia or students who may have phonological processing challenges.

Sharing Our Literacy Work

BUSD has been selected to present on an edWeb.net panel scheduled for November 3rd, Launching a Literacy Improvement Program: How a District Responded to a Community’s Needs .  Director Chris Albeck and myself, along with George Ellis and Dr. Kim Gibbons will present.  See here for registration and details:  https://home.edweb.net/webinar/leadersplc20251103/

BUSD Reading Lists

(Click the image to access reading lists).

 

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Notification of Non-Discrimination Policy:

The Berkeley Unified School District is committed to providing equal opportunity for all individuals in district programs and activities. Accordingly, BUSD programs and activities shall be free from discrimination, harassment, intimidation and bullying based on actual or perceived ancestry, age, color, disability, gender, gender identity, gender expression; nationality, race or ethnicity, religion, sex, sexual orientation, or association with a person or group with one or more of these actual or perceived characteristics. The Board shall promote programs which ensure that discriminatory practices are eliminated in all district activities. (Board Policy 0410, Board Policy 1311, Board Policy 4030, Board Policy 5145.3, Board Policy 5145.7)

The Board also prohibits retaliation against any district employee or job applicant who complains, testifies or in any way participates in the district's complaint procedures instituted pursuant to this policy. (Board Policy 4030)

Complaint forms are available at school sites and on the district webpage at www.berkeleyschools.net/complaints.

For inquiries or concerns regarding BUSD nondiscrimination policy 5145.3 or the filing of discrimination complaints please contact:
Jasmina Viteskic, Title IX Coordinator/Compliance Officer
2020 Bonar Street Room 116, Berkeley, CA 94702
Phone: 510.486.9338     Email: nondiscrimination@berkeley.net
More information is available at www.berkeleyschools.net/non-discrimination/.
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