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.

• Encourage teachers to finish strong. May can account for up to 40 hours of reading instruction (2 hours per day x 3 or 4 weeks).
  
• Ensure the end of year early years assessment is administered to all K-3 students and use this screener for the summer reading camp baseline data.
• Facilitate spring data meetings. Analyze data and effectiveness of instruction and interventions.
• Conference with teachers about their learning goals and achievements.
• Celebrate progress and reflect with teachers using strengths-based feedback.
• Plan for summer reading camp to support students.

Have you planned for the end of year data meeting?

• ANALYZE end of year data with the local reading specialist
• PREPARE to facilitate data meeting discussions
• USE the data to make informed decisions with teachers
• SET short and long term goals with teachers
• DETERMINE instructional areas of focus
• REFLECT on the effectiveness of Tier I, Tier II, and Tier III with the local reading specialist and teachers
• DEVELOP a plan of action for using the data to inform summer reading camp

Throughout your data meeting, reflect by asking these three questions:

1. What do we now understand?

2. What did we decide?

3. What are we going to do next?

Data meetings should be facilitated by the principal with support from the local reading specialist. Your regional team is ready to support you with analyzing your data.

As you facilitate end of year data meetings, your data analysis may show areas of need for teacher professional learning. Being an educator requires ongoing learning. Both experienced and newly hired teachers may need classroom management strategies and science of reading training. As a leader, you can suggest learning opportunities that will make the greatest impact on teacher practice and student achievement and create a student-centered learning environment.

Teachers may need training on the following:

• ELA COS standards
• Science of Reading
• Dyslexia awareness
• Early reading assessments
• Comprehensive core reading programs
• Tier III/ Dyslexia-Specific Interventions

Some of these trainings are offered through Regional Inservice Centers (RICs). Educators may consider taking advantage of summer professional learning opportunities.

ARI has provided a resource for you to use in determining what professional learning has been completed by your faculty. The survey linked below can be duplicated for you to share with your faculty.

Professional Learning Survey

As you plan to meet the needs of third graders who do not meet a pathway to promotion or those students promoted to 4th grade by a good cause exemption, please be cognizant of what the Alabama Literacy Act states should be in place to provide for the literacy needs of these students.

For 3rd grade students who do not meet a path to promotion and are retained:

• An extensive and intensive acceleration should be established at each school (pg. 24-25 of the ALA)
• Written notification should include a description of proposed interventions and supports to improve any identified area of reading deficiency
• Criteria for intensive acceleration includes:
• A highly effective teacher who has received training in the science of reading and multisensory language instruction, as demonstrated by student reading performance data
• A reduced student-teacher ratio
• Explicit and systematic reading instruction and intervention for the majority of student contact time each day

For 3rd grade students who are promoted to 4th grade with a good cause exemption:

• Continue to receive intensive reading intervention that includes specific reading strategies prescribed in the SRIP (Student Reading Improvement Plan) until the deficiency has improved.
• The LEA shall assist schools and teachers with the implementation of reading strategies that research has shown to be successful in improving reading among students with reading difficulties.
  

The Structures for Supporting Students Who Have Been Retained document below can assist you in planning for student supports for the next school year.

The Alabama State Board of Education approved cut scores for the ACAP Summative Reading Subtest on September 14, 2023. Those approved scores are 455 for Grade 2 and 435 for Grade 3. These cut scores will be applied to the results of the 2024 administrations. The summer ACAP Supplemental Reading Test windows and score report dates are detailed in the chart below:

According to the Alabama Literacy Act, each LEA shall provide summer reading camps to all K-3 students with a reading deficiency as described in subsection (b), (ALA, page 16, lines 20-22). All students with a reading deficiency should receive a Student Reading Improvement Plan (SRIP). All students with an SRIP should receive an invitation to summer reading camp. Additionally, any student not scoring above the cut score on the ACAP Summative Reading assessment should be invited to summer reading camp.

The ALSDE Guidance for Summer Programs offers guidance in two parts:

1. Alabama Laws and Requirements Regarding Summer Learning
2. Recommendations, Research-Based Suggestions, and Resources

The importance of improved reading achievement and the establishment of the Alabama Literacy Act require a proactive approach to meeting the goal of having our students reading at or above grade level by the end of third grade. Therefore, local reading specialists and school leaders should work to continuously provide teachers with job embedded professional learning. It is important to establish and maintain a principal- LRS partnership. Separating coaching and evaluative roles is key to this partnership. With the principal’s support, the LRS can be established as a valued resource within the school community. This requires consistent collaboration between school leaders, teachers, and local reading specialists to analyze student data and make instructional adjustments.

The following questions from Diane Sweeney’s book, Moves for Launching a New Year of Student-Centered Coaching, can help guide conversations of the principal-LRS team:

• What is your vision for coaching, and how does it translate into your expectations for the role?
• How can we be sure to separate coaching from supervision and evaluation?
• How can we talk about the coaching work in a way that is transparent, professional and asset based?

Coaching cycles set the stage for ongoing comprehensive support to educators and progress through various stages. It is important as a leader to understand the structured approach coaching cycles offer to facilitate sustained collaboration over time. These coaching cycles set the stage for ongoing comprehensive support to educators, and they progress through various stages. The image below from Diane Sweeney’s book, The Essential Guide for Student Centered Coaching, shows the stages in a Student-Centered Coaching Cycle.

Coaching cycles lay the foundation for job-embedded professional learning that is intentional and focused on meaningful and measurable student outcomes. Through data-focused, student-centered coaching cycles, genuine learning opportunities emerge, fostering meaningful growth for both teachers and students. Sweeney explains that coaching cycles should have the following characteristics:

• Involve in-depth work with a small group, a pair, or an individual teacher
• Focus on a goal for student learning that is driven by the standards
• Last approximately 4–6 weeks, and are typically tied to a unit of study
• Include at least one weekly 30–45 minute planning session to analyze student work and design instruction
• Include 1-3 times per week for the coach to be in the classroom to co-teach (notice and name, think aloud, teach in tandem, you pick four, or micro-model)

As you prepare to interview local reading specialist candidates, please take these key pieces into consideration to help you select the best person for this role. It is important to choose a candidate with the capacity, pedagogical background, and literacy content knowledge to be successful with this role as it pertains to each of the five circles of influence in order to have the greatest impact on improved student achievement.

• Collaborative Leadership- A local reading specialist should work collaboratively alongside LEA, administration, and school leadership to plan for and meet all student needs.
• Professional Learning- A local reading specialist must possess knowledge and skills in order to plan and deliver literacy professional learning opportunities that will contribute to student growth.
• Assessment- A local reading specialist must analyze assessment data (both formative and summative) to accurately and efficiently determine students’ current reading readiness. A local reading specialist must identify gaps and use that information to develop professional learning and guide coaching work.
• Instruction and Intervention - A local reading specialist should be knowledgeable in the adopted literacy core program and literacy intervention programs in order to assist teachers with implementation based on the student needs.
• Standards and Curriculum: A local reading specialist must possess the ability to align the ELA Course of Study, science of reading instructional strategies, and the core curriculum to aid teachers in planning and classroom instruction.

It is also important to review the qualifications and responsibilities of the Local Reading Specialist stated in both the Alabama Literacy Act and the MOA that is signed yearly.

MINIMUM QUALIFICATIONS:

An ARI local reading specialist shall have all the following minimum qualifications:

• The required Alabama Professional Educator Certificate.
• A bachelor’s degree and advanced coursework or professional development in the science of reading, such as multi-sensory language instruction, or comparable alternative training approved by the Alabama State Board of Education.
• A minimum of two years of experience as a successful elementary or literacy teacher.
• A knowledge of scientifically based reading research, special expertise in quality reading instruction and intervention, dyslexia specific interventions, and data analysis.
• A strong knowledge base in the science of learning to read and the science of early childhood education.
• Excellent communication skills with outstanding presentation, interpersonal, and time management skills.

DUTIES AND RESPONSIBILITIES:

To ensure that all students are reading on or above grade level by the end of third grade, the job of the ARI-funded local reading specialist(s) outlined in the Alabama Literacy Act will include the following as evidenced by student reading achievement and growth:

• Collaborating with the principal to create a strategic plan for coaching to support and measure the impact of reading instruction according to the science of reading, school baseline data, and data from approved early reading assessment systems.
• Facilitating school wide professional development and monitoring and measuring the impact of transfer to practice.
• Modeling effective science of reading instruction for teachers that is explicit, systematic, inclusive of detailed explanations and more extensive opportunities for guided practice, error correction, and feedback.
• Coaching and mentoring teachers daily via planned coaching cycles based on data and gradually releasing responsibility to teachers.
• Facilitating data analysis discussions and supporting teachers by using data to differentiate instruction according to the needs of students by adhering to the framework of tiered instruction.
• Fostering multiple areas of teacher professional learning, including exceptional student education and content area knowledge, and adjusting based on data.
• Prioritizing time for those teachers, activities, and roles that will give the greatest impact on student reading achievement, such as coaching and mentoring in classrooms, as evidenced by coaching logs, student impact data, and site visit data.
• Monitoring the reading progress of all students a minimum of three times per year and making recommendations for the adjustment of instruction according to student specific needs identified from multiple data points and aligned with the science of reading as specified in the strategic plan for coaching.

“Knowledge of individual word meanings accounts for as much as 50-60 percent of the variance in reading comprehension” (LETRS Volume 2, page 6). With that in mind, we know that vocabulary instruction is a game changer for our growing readers. Vocabulary instruction must be intentional, carefully planned, and consider the needs of all the students in the classroom. Just like the other critical domains of literacy, building a skilled reader requires explicit teaching and providing opportunities for students to build their vocabulary knowledge. Building a "high quality lexical representation" takes time and many encounters with words. These cannot all occur in one day. After words are introduced, they should be revisited in elaboration and extension activities that involve both speaking and writing.

Examples of extension activities from LETRS Volume 2, Unit 5:

• Dimensions of Word Knowledge Mapping (LETRS Unit 5, page 44)
• Exploring Multiple Meanings (LETRS Unit 5, pages 45-47)
• Sorting Words By Category (LETRS Unit 5, pages 48, 49)
• Semantic Feature Analysis (LETRS Unit 5, pages 51, 52)
• Four Square Activity (LETRS Unit 5, pages 64, 65 Figure 5.8)

The POSSUM resource, developed by the Iowa Reading Resource center, can also be used as teachers help students to explore the layers of language. This resource was shared in coaching communities this year to be used in conjunction with the LETRS Explicit Teaching a New Word routine (LETRS Volume 2, Unit 5, p.37).

The Alabama Reading Initiative has the goal of ensuring all students can read by the end of third grade. Science of Reading Spotlight Schools bring a lab experience to literacy leaders in K-3 schools so they can see, envision, and implement science of reading structures other schools and districts have put in place to move data outcomes in a positive direction.

There are two more preview session left for educators interested in CALT certification. Please share this information with educators that might be a fit for this role and who would impact student learning as a CALT interventionist. The two pathways offered are through Neuhaus and Shelton. The links to register are found in the flyer below.

Date: July 8-12, 2024

Location: Mobile Convention Center, 1 South Water St., Mobile AL

Details: Embark on a transformative journey at MEGA 2024! This year’s theme, Unlocking Potential: The Power of Education, will focus on the profound impact education has on unleashing students’ talents and shaping a brighter future.

Join us July 8-12, 2024, at the Mobile Convention Center for a dynamic exploration of how education can be a catalyst for personal growth and critical thinking skills. This conference will provide a unique opportunity to connect with like-minded individuals passionate about harnessing the power of education. To secure your spot, submit a session application, and get information about local accommodations, please visit the website.

Registered conference attendees may sign up for the preconference session with Kareem Weaver, as well as a viewing of the movie The Right to Read. The PowerSchool session numbers are listed below.

🎉 Calling all Alabama educators from Pre-K to Higher Education! 🎓 Don't miss out on this incredible professional learning opportunity presented by the ALSDE and the Alabama Reading Initiative! Dive into the Neuhaus Structured Literacy Modules, designed to equip you with evidence-based, structured literacy instructional tools.

These modules offer a deep dive into the essential components of structured literacy, backed by solid research grounded in the science of reading. Discover why these components are crucial for nurturing skilled readers and learn practical strategies for implementing them effectively in your direct instruction.

The best part? You have the flexibility to complete each module in any order, making it easy to fit into your busy schedule. Each session lasts approximately one hour, including a posttest to solidify your understanding.

Ready to level up your teaching game? Sign up now using the provided form, and get ready to receive your invitation directly from Neuhaus. Plus, with a generous 90-day window to complete the course work, you can learn at your own pace.

But wait, there's more! Earn PowerSchool credit upon completion, with 1 credit hour awarded per module. Don't let this opportunity pass you by—join us in unlocking the secrets to effective literacy instruction and empowering your students to become confident, proficient readers! 📚🚀

LETRS Course Reminder

Each LETRS course has a license end date. This is the last day an educator can access the LETRS course online content. All participants are supported through email reminders about course progress timelines and live sessions (in-person or virtual) offerings to complete all requirements on time. The live sessions are also listed in PowerSchool. If a participant desires access to the online platform content after a license expires, the cost is $99 per year and can be purchased through Lexia, support@lexialearning.com, or 800-507-2772.

LETRS Mastery Stipend:

There will be a spring 2024 LETRS Mastery stipend memo. Be on the lookout for this information.

Local reading specialists continually hone their craft. They seek new strategies, ideas, and tools to share with teachers. What is at the heart of this effort? Students! The Alabama Student-Centered Practice Profile is a tool that LRS use as a guide to reflect on their work and set professional goals.

• Did you utilize the Practice Profile this year to rate your coaching actions?
• Did you choose one of the eight components as your focus?
• What goal(s) did you set for yourself?

Ensure that you shared your goals with your administrator and make plans to sustain your goal.

As local reading specialists, we utilize the Results-Based Coaching Tool (RBCT) to measure the impact of coaching. Diane Sweeney notes that the RBCT can be used in the context of professional learning for the local reading specialist as well. Consider the following additional uses of the RBCT:

• Celebrating success to build collective efficacy
• Identifying areas for professional learning and support for coaches
• Monitoring the focus on a unified goal

Measuring impact requires clear data- both qualitative and quantitative. This data can be used to modify and adjust coaching as needed. Having clear goals for student learning, formative assessment data, pre and post data, and anecdotal notes ensures we have the tools needed to measure the impact of our work.

“If I just had more time...” is a common phrase of teachers, coaches, and administrators. Coaching opportunities do NOT have to stop in May. Summer Learning Camps can provide that extra time coaches are seeking to extend their impact. Our work during summer learning should be an extension of our efforts during the school year – not something separate. What an amazing opportunity we have been afforded to extend coaching! This extra time that coaches, teachers, and students have with one another can be filled with coaching opportunities and learning that serve as a bridge between school years- a transfer of learning from one year to the next. Let’s work diligently to make the most of this time and ensure Alabama students are reaching proficiency goals. It is evident that coaching is impacting student achievement in Alabama!

Great news! The updated Family and Community Resources page includes shared folders for the following literacy categories:

• Oral Language
• Phonological Awareness
• Phonics
• Fluency
• Comprehension
• Writing

Thank you for providing Alabama students with great opportunities to build literacy skills during and beyond the school day. Together we are better!

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.