ARI Literacy Leadership

The Alabama Reading Initiative (ARI) is a statewide K-3 initiative committed to supporting the development of high-quality instruction that will prepare all students with the literacy skills needed to meet or exceed grade-level standards. The goal of the ARI is to significantly improve reading instruction and ultimately achieve 100% literacy among public school students.

Each component in the school-wide system for literacy is like a cog working with other gears in a complex machine. The components are critical for improving reading proficiency. They contain the criteria that inform practices, processes, and the overall strength of services delivered to improve reading achievement.

• Leadership and Implementation Teams
• Universal Core Instruction
• Intervention
• Data-Informed Decision Making
• Assessment
• Professional Learning
• Community and Family Involvement

The school leadership team, which includes teachers from various grade levels and administrators, will lead efforts to embed essential components of reading instruction into all school structures, including developing and updating professional development related to literacy assessment and instruction.

- Adapted from LETRS for Administrators

• Collaborate with your local reading specialist (LRS) weekly.

• Plan for Summer Reading Camp, prepare Summer Reading Camp invitations, and plan for hiring Summer Reading Camp personnel based on the needs of students targeted for support.

• Schedule and conduct classroom walkthroughs with specific look-fors. Remember: ALL STUDENTS receive daily high-quality Tier I instruction.

• Facilitate regular PST meetings. Include work samples and documentation during discussions. Communicate students' progress toward goals to parents/guardians.

• Ensure portfolio documentation is being collected for those third grade students who have a Literacy Act Portfolio (LAP).

• Ensure Student Reading Improvement Plans (SRIPs) are being written and/or revised in PowerSchool Analytics and Insights for K-5 students with consistent reading deficiencies.

• Guide your team in the use of PowerSchool Analytics and Insights to document Tier 3 interventions and progress monitoring.

The Alabama Reading Initiative looks forward to supporting you through this bountiful month of learning as you support literacy in your school. As we journey through February, let's celebrate our opportunities as literacy leaders. February holds opportunities for special celebrations, which can be explored through literature and writing. We would like to offer you a positive challenge: to read a book to a class of students. Tag us on social media as we celebrate your literacy leadership in education in the state of Alabama!

Alabama’s SoR Spotlight Schools were selected based on their strong commitment to Alabama’s K - 3 learners. SoR Spotlight Schools not only meet the requirements of the Alabama Literacy Act by ensuring K-3 faculty participated in SoR training, such as Language Essentials for Teachers of Reading and Spelling (LETRS), but also showed student progress in reading achievement as evidenced by the grade three reading outcome data between 2019 and 2024. These schools continue to enact best practices in leadership alongside effective foundational literacy instruction.

Please use the link below to view our upcoming dates and locations for SoR Spotlight

visits. Principals must register in PowerSchool and be prepared to share the names of three team members attending with the principal. Administrators can receive six APLDS credit hours. All other team members will receive six CEUs.

https://drive.google.com/file/d/1mQK5I5ZwCavQwOqdm7fAerxl_ls2-_oh/view?usp=sharing

Principals who complete LETRS for Administrators can receive both PLU credit and APLDS credit hours for the same course. Principals will receive 2 PLUs and 30 APLDS credit hours once all requirements are met. The graphic below is also linked here.

Although summer is several months away, it is never too early to begin the planning phase for a successful summer learning experience for Alabama students. This is an opportunity to utilize the school's Literacy Leadership Team in the planning. There are many moving parts that must work in unison in order for summer learning to be effective. Districts should consider funding, transportation, staffing, curriculum needs and so much more! Consider creating a team and begin a brainstorming session. Tapping into the strengths and talents of a team with student achievement as the goal can create a successful summer plan. The ALSDE Guidance for Summer Programs should be at the center of discussions to ensure success. This document will be released soon.

What does the Alabama Literacy Act require for summer learning?

Each LEA shall provide Summer Reading Camps to all (FS, LS1 & LS2) K-3 students identified with a reading deficiency as described in the Alabama Literacy Act on p.16.

Planning efforts should now be in full motion. There are two summer learning opportunities identified in the Alabama Literacy, Summer Reading Camp and Alabama Summer Achievement Program. Both summer learning opportunities should provide the following:

• Highly effective teachers of reading providing direct, explicit, and systematic reading intervention and support.
• Scientifically-based reading instruction and intervention. Professional learning for teachers in the use of the curriculum (core, intervention, and enrichment).
• Approved pre- and post-assessment of reading with two progress monitoring checks.
• A minimum of 60 hours of intensive reading instruction.

Administer the third grade ACAP Supplemental Assessment for students who did not meet the minimum cut score during the spring administration.

The link the Office of Extended Learning is included below.

Evidence substantiates that every student is receiving effective, differentiated Tier 1 core literacy instruction from high-quality research-based curricula and instructional strategies aligned to state standards.

- Adapted from LETRS for Administrators

As you continue to make data-informed instructional decisions and adjustments, it is essential to support Tier 1 aligned to the Science of Reading (SoR).

Consider the following:

• Is your entire faculty and staff trained in the Science of Reading? If not, what professional learning can be provided for your teachers as a group?
• What are your instructional expectations for the literacy block? Have you communicated these to your teachers?
• Which teachers are utilizing the knowledge they gained from LETRS coursework?
• Is your LRS incorporating Science of Reading knowledge and strategies in his/her coaching?
• What transfer to practice have you observed in your K-3 classrooms during walk-throughs?
• Are you enrolled in LETRS for Admin? How can you facilitate sustainable change using your LETRS for Admin content knowledge?

Principals, remember to PROTECT the literacy block and consistently INSPECT what you EXPECT!

Fluency in writing is essential for students to express their ideas effectively. When students struggle with handwriting, spelling, grammar, and typing, they often find it challenging to convey their thoughts, leading to frustration and a lack of confidence in their writing abilities. To address these challenges, teachers should focus on developing skills such as handwriting, spelling, sentence construction, typing, and word processing.

-The Institute of Education Sciences’ Teaching Elementary School Students to Be Effective Writers practice guide (Graham et al., 2012, p.27)

Handwriting: Mastery of handwriting is fundamental to writing fluency. Regular practice can help students develop the muscle memory needed for fluent handwriting, allowing them to focus more on their ideas rather than the physical act of writing. Teachers can incorporate handwriting exercises into daily routines to ensure consistent practice.

Spelling: Effective spelling instruction can significantly enhance students' writing fluency. This includes teaching common spelling patterns, rules, and strategies for self-correction. Encouraging students to engage in regular spelling practice through games, dictation, and word lists can help solidify their skills, reducing the cognitive load during writing.

Sentence Construction

Developing strong sentence construction skills is crucial for students to communicate their thoughts clearly and effectively. Teachers can employ various strategies to improve students' ability to create well-structured sentences:

• Sentence Framing: This involves providing students with sentence starters or templates to help them understand sentence structure and syntax.
• Sentence Expanding: Students learn to add details and complexity to their sentences, enhancing their descriptive and analytical writing.
• Sentence Combining: This technique teaches students how to merge shorter sentences into more complex ones, improving coherence and flow in their writing.

Typing and Word Processing

In today's digital age, proficiency in typing and word processing is just as important as handwriting. These skills are essential for students to efficiently produce and edit their work on digital platforms.

• Typing: Regular typing practice helps students increase their typing speed and accuracy, which can significantly enhance their writing fluency. Teachers can incorporate typing exercises and games to make practice engaging and effective.
• Word Processing: Familiarity with word processing software is crucial for students to organize, edit, and present their work. Educators should teach essential skills such as formatting, using spell check, and organizing documents. This not only improves writing fluency but also prepares students for future academic and professional tasks.

The Alabama Digital Literacy and Computer Science standards give guidance to support students in developing keyboarding skills.

Resources:

Iowa Reading Research Center Blog: Developing Writers in the Classroom

Iowa Reading Research Center Teacher Methods of Supporting Writing

A Writing mini-PD has been included under the Professional Learning section of this newsletter.

Valid and reliable screening instruments and progress-monitoring assessments of reading achievement are used. These tools are clearly specified and used to guide instruction.

- Adapted from LETRS for Administrators

The new Text Dependent Writing materials for ACAP have been released. These are full of excellent content that can be used in various ways to support evidence-based practices that effectively connect reading and writing to prepare students for success. Ensuring that teachers and students are familiar with the Writer’s Checklist, rubrics, and exemplars is a great place to start. Coaching can play a pivotal role during planning with teachers by guiding them to incorporate authentic practices into their instruction while using the tools listed above. Creating appropriate prompts based on text that students are currently working in is an easy way to provide practice weekly. Providing feedback based on the rubrics once students are given ample practice, guiding students in using the Writer's Checklist, and modeling using the exemplars are essential. More practice opportunities, followed by feedback, will improve student confidence. Let’s give our students opportunities for success!

In October, the Alabama State Board of Education voted to approve a three-year increase in the cut score for On Grade Level reading for Grade 3 to 444 for the 2024-25 and 2025-26 school years and to 454 for the 2026-27 school year. Similarly, for students in Grade 2, the cut score for On Grade Level reading will rise to 463 for the 2024-25 and 2025-26 school years and to 471 for the 2026-27 school year.

At a minimum, a reading portfolio should be started for all rising third graders who scored at the lowest achievement level on the reading subtest of the ACAP Summative Assessment in second grade. Additionally, a portfolio may be started at any time during the student’s third grade year, including at the beginning of summer camp. A portfolio will follow the student to a new school or school district if the student moves. Under the Alabama Literacy Act tab on the Alabama Reading Initiative website, educators can find useful information.

Professional learning is an integral part of the schoolwide system for increased literacy achievement. Professional learning includes the skills and knowledge needed to improve teaching and is aligned to research-based principles and instructional practices.

- Adapted from LETRS for Administrators

Dates: March 6-7, 2025

Location: Daphne Civic Center

This Year’s Theme: Optimizing Outcomes: Reimagining Literacy for the Future

Registration: Conference Information and Registration

Dates: July 14-18, 2025

Location: Mobile Convention Center

Registration: Conference Registation

Hotel Information can be found here. If you have questions or concerns regarding MEGA Conference 2025, please email the MEGA Conference Committee at MEGA@alsde.edu.

Here is an opportunity to learn more about the importance of writing fluency:

READ: Read this Iowa Reading Research Center Blog: Developing Writers in the Classroom

LISTEN: Listen to a writing podcast with Melissa & Lori Love Literacy Podcast (January episodes focus on writing).

WATCH: Watch this YouTube video of Dr. Steve Graham sharing specific details about how Reading and Writing enhance each other.

DO: Create a graphic organizer t-chart by folding a piece of paper. On the left side of the t-chart write, “Reading and Writing Connections” and list numbers 1 – 3. Use the right side of the t-chart, to jot notes as you view the "Small Bites" segment from READ Podcast Episode 57. At the bottom of your chart, list your next steps from your mini-PD learning.

Melissa & Lori Love Literacy Podcast (January episodes focus on writing)

Hello, Alabama Educators! SHORT the Squirrel is turning FIVE and is inviting classes to attend his FREE virtual birthday party! RSVP by filling out the form below, and he will email you FREE lesson plans and the link to the February 2025 event. Materials are aimed for the younger elementary student, but anyone interested in celebrating reading is welcome.

For more information, email contact@SHORTtheSquirrel.com or visit the Short the Squirrel website.

The Alabama Coaching Framework sets the standard for how coaches in any content area conduct their work in Alabama. The coaching cycle is a standard process coaches and educators use to implement professional learning to improve student outcomes and educator practices. ARI uses a student-centered coaching model to guide the work. This coaching model was developed by Diane Sweeney and Leanna Harris and always keeps students at the center of coaching.

- The Student-Centered Coaching Guide for K-3 Literacy in Alabama Schools, page 10

As we discovered during Coaching Community #2, some important parts of explicit instruction are providing the support, structures, routines, procedures and guidance that students need during instruction to help them move to independent mastery of the skill being taught. Simply stated, these supports, structures, routines, procedures and guidance are the scaffolds that must be temporarily provided to support student achievement.

Just as scaffolding must be used at the beginning of a new building being constructed, our students need scaffolds as they are learning new tasks. In construction, the scaffolds are gradually taken away until the building is standing on its own. This stands true for instructional scaffolding as well. The purpose of the instructional scaffold is to support students as they learn to do something new. The scaffolds are temporary and should be gradually removed until students can perform the task independently. We can use this same concept with our coaching. As we work with teachers in coaching cycles, we want to ensure that we scaffold a gradual release of responsibilities.

What does the research say about instructional scaffolding?

John Hattie’s Barometer of Influence measures the effect size of different educational strategies through extensive meta-analyses. Effect size refers to the measurement of the strength of a relationship or difference in a study. Larger effect sizes suggest a more significant impact. In education, anything above 0.4 is generally considered large. Scaffolding has an effect size of 0.82! Research shows how effective scaffolding is to support student achievement.

Below are temporary devices and procedures used by teachers to support students as they learn scaffolding strategies:

Both community and family are involved and actively contributing to the social, emotional, physical, academic, and occupational growth of students.

- Adapted from LETRS for Administrators

We’re excited to introduce a valuable new resource to help schools support families in fostering foundational reading skills beyond the classroom. Our Phonemic Awareness, Phonics, Vocabulary, and Fluency Family Video Companion Guides are now available as part of our Family YouTube Series. These videos offer an engaging way for families to actively participate in their student's literacy development, creating a sense of community and strengthening the partnership between home and school.

To encourage families to make the most of these video companion guides, here are some strategies schools can implement:

• School-Wide Literacy Campaigns: Kick off a school-wide initiative that highlights literacy as a shared community goal. Consider hosting a "Literacy Month" where families are encouraged to watch specific ARI Family YouTube videos together and engage in related activities from the companion guides. Make the event engaging and fun by incorporating prizes and recognition for participation.

• Family Literacy Nights: Organize regular Family Literacy Nights to showcase the family videos and companion guides. These can be held virtually or in person, where teachers guide families through the resources and demonstrate how they can be used to support their student’s literacy development at home.

These initiatives could help build a stronger connection between school and home, empowering families to take an active role in their student’s reading journey.

Click the button below to explore these family literacy resources.

The information included in this document is done from the perspective of improving LITERACY instruction for students and is only intended to outline support that directly relates to literacy instruction. Please use any resource links with discretion, as their position statements are their own and not necessarily representative of ARI and the ALSDE. Usage of any materials should be with adherence to rules and regulations of the Alabama State Department of Education.