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 literacy among all public school students.

Autumn brings many changes and renewed opportunities for reflection. As the leaves begin to fall and the weather shifts, let's take time to give thanks for this season of change. It can make way for new and exciting things to come. In this new season of literacy, what changes are you anticipating? Perhaps it is a renewed instructional focus or a fresh approach to data-informed planning. The Alabama Reading Initiative is thankful for our literacy leaders!

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

Autumn can also be a time of reflection on our way of thinking. LETRS for Administrators, Unit 1 explains Linear Thinking versus Systems Thinking. In Linear Thinking, administrators view problems or issues simplistically, often devising only one solution, assuming cause and effect based on superficial appearances. Alternatively, Systems Thinking can help school administrators and instructional leaders tackle complex problems that sometimes require big changes in a school or district. It is important for school administrators to evaluate the approaches taken to solve problems. Articulation and definition of the problem, through analysis of the complex relationship among stakeholders and institutions, helps lead to a solution. (LETRS for Administrators, Unit 1, pages 12, 15) Systems Thinkers will begin finding solutions by asking these questions:

• Has the problem been clearly defined?

• Is the problem a symptom of a larger problem?

• Have subsystems been analyzed to drill down to the intertwined causes of the problem?

• Was the complexity of the issue considered?

Perhaps Systems Thinking can help you as you define and address issues in your school and as you create approaches to solve these issues.

• Be highly visible during the literacy block.

• Schedule and conduct consistent, purposeful, and intentional classroom walk-throughs.

• Provide strengths-based feedback to teachers and local reading specialists (LRS).

• Meet with your LRS weekly to collaborate on coaching cycles and instructional areas where support is needed.

• Frequently monitor the progress of each student's reading skills throughout the school year.

• Adjust instruction according to each student's needs and data received.

Improving literacy achievement is incumbent on discussions about the current state of literacy achievement. Discussions regarding literacy data must become a regular part of the school climate.

- Adapted from LETRS for Administrators

Using data drives a conversation toward a place of specificity and can ensure the focus remains on student learning. Historical and categorical data from ACAP, early years assessment data, and current formative and summative assessment data can drive collaborative data-informed decisions for coaching as an LRS enters into a new coaching round. Quantitative growth across coaching cycles will be documented using the Results-Based Coaching Tool (RBCT), which can also be shared during the weekly meeting. The LRS and principal can align school-based professional learning opportunities with data from coaching cycles, progress monitoring, and standards-based assessments. The principal may also share data from instructional walkthroughs and literacy observation tools, which allows an opportunity for naming instructional strengths, as well as needs for support.

As logs help to fuel a fire, progress- monitoring data can fuel the decisions and adjustments made to interventions. Because our goal is to bring students closer to benchmarks, monitoring the progress of our students is key to student growth and learning. Purposefully planned, regularly scheduled monitoring provides teachers with current data to determine the effectiveness of instruction and make necessary adjustments. Teachers may intensify instruction, incorporate additional practice opportunities, or adjust strategies.

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

Tier 1 is the core instruction and universal support for all students and consists of high-quality, standards-based instruction in the classroom setting by highly qualified personnel using evidence-based curricula and instructional strategies differentiated to meet every student's needs. Data from screening and progress monitoring are used to differentiate instruction within tier 1, which occurs in whole group, small group, and individual settings. Tier 1 must be considered the key component in successful tiered instruction.

-The Alabama Guidance Manual for Problem-Solving Teams, page 13

What Teaching Practices for Writing are Supported by Research?

In 2012, Graham et al. conducted a meta-analysis of writing research for grades K-5 and made the following recommendations for educators:

• Provide daily time to write.
• Teach students to use the writing process (i.e., planning, drafting, revising, and editing) for a variety of purposes such as narration, persuasion, and exposition.
• Teach students to be fluent with handwriting, spelling, sentence construction, typing, and word processing, including assistive technology.
• Create an engaged community of writers.

-LETRS for Administrators, Unit 3, page 172

Graham et al. (2000) asserted that writing is important because reading benefits from writing. When students write their impressions or responses to questions after a passage, their comprehension is enhanced because they reflect, connect ideas, and incorporate background knowledge into written responses.

-LETRS for Administrators, Unit 3, page 167

The resources below may be useful in supporting writing instruction.

• Connecting the Ropes: Integrating Reading & Writing Instruction is a 20-minute recorded webinar from March 2024, provided by Joan Sedita, author of The Writing Rope, a Framework for Explicit Writing Instruction in All Subjects.
• The IES Practice Guide: Teaching Elementary School Students to Be Effective Writers provides detailed writing recommendations.

Alabama Public Television invites kindergarten through third-grade students to unleash their creativity in our annual APT Young Writers & Illustrators Contest! By participating, they’ll have the chance to win prizes, gain valuable experience, and develop essential skills like storytelling, imagination, and artistic expression. Let’s nurture their talent together and inspire the next generation of writers and illustrators!

Age Groups: Kindergarten through 3rd grade

Prizes: First, second and third place winners in each grade level will receive trophies and gift certificates. First place winners in each grade level will receive a laptop computer. Every student who participates will receive a certificate of recognition for their work.

Submission Deadline: April 1, 2025

How to Enter: Download the entry form and submit it with your student’s book. Include a self-addressed, stamped envelope if you would like the book returned.

Instructional leaders play a key role in implementing and sustaining effective structured literacy instructional practices that are aligned to the science of reading, as well as supporting both LRS and teachers in this implementation. In terms of oral reading, fluency refers to efficient and effective word recognition skills that permit a reader to construct the meaning of text. Fluency is manifested in accurate rapid expressive oral reading and makes silent reading comprehension possible. Proficient readers read aloud effortlessly and with expression, and their reading sounds natural- as if they are speaking. It is not just about speed or rates. Accuracy, automaticity, and expression are all key elements to developing reading fluency.

The video linked below provides administrators with explanations and examples of effective fluency instructional practices and strategies, as well as definitions of key terms within the literacy component of fluency.

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

Alabama teachers prepare students for ACAP testing each day by utilizing the Alabama 2021 ELA Course of Study Standards. ACAP resources are available to support teachers as they plan for instruction and assessment. The ACAP Summative Blueprints explain the domains (reporting categories) and possible points. The ACAP Summative Performance Level Descriptors describe what a typical student scoring at each performance level can do. The ACAP Summative Instructional Supports are designed to help educators engage students in exploring, explaining, and expanding their understanding of the content standards.

Notable updates include:

• Test Blueprints: Updated title on ELA Blueprints; added reading blueprints
• Performance Level Descriptors: Added grades 2 and 3 reading PLDs
• Instructional Supports: Added links for updated ELA supports
• Text-Depending Writing: Updated links that were inactive

Considerations for Using ACAP Summative Resources:

• Pacing & Planning → Blueprints
• Instruction → Instructional Supports, Retired Questions, & PLDs
• Assessments → Item Specs, Retired Questions, & PLDs

The link below takes you to the updated ACAP Resources. Let’s work smarter – not harder – as we prepare our students for success!

Additional instruction designed to meet students' specific needs is provided, while at the same time, accelerate growth toward grade-level benchmarks. Students needing acceleration also receive appropriate interventions to close the gap with grade-level expectation.

- Adapted from LETRS for Administrators

A folder has been created that contains the following helpful items:

• Alabama Literacy Act Student Support Flowchart
• ARI SRIP and Tier III Intervention Guidance 2024-2025
• SRIP Guidance 2024-2025
• SRIP Plan Update Tab Guidance: Non-School Specific
• Top Ten MTSS Student Plan Questions
• Videos from PowerSchool

The following resource page can be found within the PowerSchool Analytics and Unified Insights folder mentioned above. It contains the following guidance:

• Continuation of Active SRIPs
• Developing New SRIPs
• Video Guidance
• Continuation of SRIPs 4th and Beyond
• 4th Grade Guidance

The ALSDE Office of Student Learning is excited to release the recording of last week's Webex facilitated by Alabama MTSS, ARI, and OMI covering K-12 student plans in PowerSchool Analytics and Insights.

Recording of Webinar

ARI Printable Resources

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

The Alabama Reading Initiative has recorded the professional learning presentation Building a Better Sentence. During this session, participants will explore the Simple View of Writing and engage in a dialogue that addresses both the challenges and the significance of writing instruction. Attendees will gain insight into evidence-based writing instruction, along with practical techniques for teaching students the skills necessary to build better sentences. Building a Better Sentence is tailored for educators, local reading specialists, interventionists, and administrators within the Alabama K-3 educational domain.

LETRS License Reminder: Each LETRS course has a license end date that an educator can access the LETRS course online content. All participants are supported through email reminders about course progress timelines and live session (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.

The Neuhaus Structured Literacy Modules, designed to equip educators with the tools for evidence-based, structured literacy instruction, are still available. These modules offer a deep dive into the essential components of structured literacy, backed by solid research grounded in the science of reading. Sign up now using the provided form to receive an invitation directly from Neuhaus within seven days. With a generous 90-day window to complete the course work, educators can learn at their own pace and earn PowerSchool credit upon completion, with 1 credit hour awarded per module. *This professional learning is not intended to replace LETRS for Alabama K-3 educators. Instead, it is intended to provide ongoing professional learning to those who have already completed LETRS. In addition, this opportunity is provided for educators serving students beyond grade 3.

Bryan Elementary School

Bryant Park Elementary School

Buhl Elementary School

Carver Elementary School

Chilton County Schools

Corley Elementary School

Demopolis City Schools

Isabella High School

Little Ridge Intermediate School

Oneonta Elementary School

Piedmont Elementary School

Pinedale Elementary School

Spencer-Westlawn Elementary School

Tallassee Elementary School

Tharptown Elementary School

Woodland Elementary School

ARI Science of Reading Spotlight Schools are chosen based on the following criteria:

• ACAP Data Reading Growth
• Commitment to Student-Centered Coaching
• Strong Leadership Structures
• Local Reading Specialist and Principal Partnership
• SoR Trained Staff
• Alabama Literacy Act Implementation
• Other Unique Characteristics

Spotlight visit information for the 2024-2025 school year will be released soon. Watch our social media platforms and contact your ARI Regional Specialists for more information.

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

The cornucopia is also known as the horn of plenty and represents abundance. We know that there is an abundance of coaching occurring across the state of Alabama. As you close out your first round of coaching cycles, it is the perfect time to be thankful and celebrate the classroom successes. What great things are you experiencing? Here are some reasons to give thanks:

• Think partners in action

• Successful instructional strategies grounded in the science of reading

• Standards-based instruction

• Increases in teachers open to coaching and collaboration

• Data growth as a result of coaching cycles

Don’t forget to share your Cornucopia of Coaching Thanks with your principal and teachers!

All local reading specialists (LRS) were introduced to the Student-Centered Coaching Guide for K-3 Literacy in Alabama Schools during the ARI September Coaching Communities. A copy of this resource was also provided for each principal. Consider how this valuable resource can be used for:

• Entering into partnership agreements for coaching
• Planning coaching actions for a 6-week coaching cycle
• Selecting coaching moves for coaching cycles
• Including guiding questions during coaching conversations
• Reflecting on coaching practices
• Setting an agenda for the weekly principal-coach meeting

The digital version of this resource can be found here.

The Results-Based Coaching Tool (RBCT) can provide a wealth of information about the impact of our coaching. When we come together to learn and support each other, this evidence can be used for personal reflection, providing feedback, and to help us continue to grow.

-The Essential Guide for Student-Centered Coaching, Sweeney and Harris, page 59

Here are ways the RBCT can support the Core Practices for Student-Centered Coaching:

1. Keeping Coaching Organized: The RBCT provides an overview of what occurred across a coaching cycle, including the impact on teaching practice and student learning. This tool serves as a planning and documentation tool to be used during all portions of the coaching cycle, including the weekly co-planning sessions with teachers.
2. Setting Goals for Coaching Cycles: Coaching cycles are driven by standards-based goals for student learning. Utilizing and revisiting the goal during co-planning sessions with teachers keeps the goal on student learning and not what we think the teacher should be doing.
3. Using Standards-Based Learning Targets: Using student-friendly learning targets ensures that we remain focused on what we teach and how we assess. It also guides the creation of Noticing and Naming charts and learning target checklists. This provides data for reflection and co-planning.
4. Using Evidence to Co-Plan: Sorting student work allows us to make informed instructional decisions. The RBCT provides a place to document reflections and next steps based on data.
5. Naming and Refining Effective Instructional Practices for Co-Teaching: When co-planning occurs, the LRS and teacher plan instructional practices and strategies for upcoming co-teaching lessons and refine practices already listed on the RBCT during the initial planning session.
6. Measuring the Impact of Coaching on Student and Teacher Learning: The RBCT supports measuring the impact of coaching by including pre-assessment and post-assessment data.
7. Partnering With the School Leader: The RBCT can be shared with the principal to provide a snapshot of the coaching cycle, to provide strengths-based feedback, and to keep conversations data-based and student-centered.

Local reading specialists (LRS) support fluency during coaching cycles on both the word level and sentence/ passage level. Accuracy, automaticity, and expression are key elements that LRS and teachers consider when entering into coaching cycles to support students with fluency. Consider the following:

• Analyzing data is a core component of effective student-centered coaching cycles, and LRS and teachers sort fluency pre-assessment data based on goals and benchmarks.
• Quantitative and qualitative data conversations occur before, during, and after the coaching cycle.
• Carefully selected moves during the coaching cycle will support both teacher and student growth.
• Weekly formative assessments and reflections will assist in collaborative decisions for next steps during co-planning.

K-3 literacy coaching in Alabama is differentiated, job-embedded professional learning composed of side-by-side intentional support built on collaborative work to implement evidence-based literacy instructional practices. Alabama believes literacy coaching provides all teachers with a think partner. The video below provides a snapshot of fluency as a coaching focus during Student-Centered Coaching.

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

The Alabama Reading Initiative (ARI) aims to enhance family and community involvement by raising awareness, empowering individuals, and fostering connections. The Alabama Community College System spotlighted the ARI’s efforts to involve families & communities and reiterated their commitment to working together to help the whole family thrive.

In this video, you will see the instructional leaders, staff, and families from an Alabama school collaborating for parent-school-community involvement. The school’s focus on family training and intentional sharing of resources is one example of promoting awareness of the Alabama Literacy Act, empowering educators to support families, and connecting community-based organizations with schools to provide additional literacy support.

We thank all our stakeholders for their vital role in improving literacy achievement for everyone. We would love to know about how you are raising awareness about the Alabama Literacy Act, empowering families, and connecting with community-based organizations to support K-3 literacy growth.

Family & Community Involvement Video Interview

The Alabama Reading Initiative has developed a video for parents and families that provides a family-friendly explanation of the important literacy component of fluency.

Included in this video are:

• Explanations of key terms within fluency
• Ideas and activities to support fluency
• Strategies to build improved accuracy and text understanding

This can serve as a valuable resource for families as they support their students beyond the school day. The video link is included below.

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.