ELA at ESU 10

Welcome back, ELA Educators! We hope you are doing well and staying healthy as spring approaches. We wanted to send you a few updates to peruse. Questions? Email Sarah Essay (sessay@esu10.org), Dallas Lewandowski (dalewand@esu10.org), Claudine Kennicutt (ckennicutt@esu10.org), Heather Stukey (hstukey@esu10.org), or Shanna Gannon (sgannon@esu10.org).

Please email us so we can update our mailing list for this Smore!

Want to submit your information to be a part of the directory and receive the directory after you submit your info? Check out the form here: https://s.esu10.org/ELADIRECTORYFORM

The Lexia LETRS® (Language Essentials for Teachers of Reading and Spelling) Suite is comprehensive professional learning designed to provide early childhood and elementary educators and administrators with deep knowledge to be literacy and language experts in the science of reading. Developed by Dr. Louisa Moats and leaders in the field of literacy, Lexia LETRS teaches the skills needed to master the foundational and fundamentals of reading and writing instruction—phonological awareness, phonics, fluency, vocabulary, comprehension, and written language.

The Lexia LETRS Suite is designed for educators and leaders of pre-K through third-grade students, as well as for teachers who work with fourth- and fifth-grade students who struggle to learn to read, to accelerate teacher knowledge, improve instruction, and change students’ literacy journey.

• Distinguish between the research base for best practices and other competing ideas not supported by scientific evidence.
• Understand how language, reading, and writing are related to one another.
• Make instructional decisions and program choices with reference to scientific research evidence, strategic use of assessments, and observations of students.
• Deliver comprehensive, integrated language and literacy instruction as defined Version 1.8 12/10/25 by standards and by research for a given grade, age, or ability level.
• Facilitate early identification and intervention with reading challenges, including dyslexia.
• Provide an educator experience that validates and affirms diverse experiences and promotes an inclusive understanding of the world.
  
  

Note for Administrators & District Leaders: LETRS Volumes 1 and 2 count as "adequately trained" per Nebraska Revised Statute 79-2607 (2)(b): "Approved or accredited elementary schools and early childhood education programs approved by the State Board of Education shall ensure that teachers who teach children from four years of age through third grade are aware of the professional learning system and are adequately trained regarding evidence-based reading instruction to effectively instruct students in reading."

Note for ESU 10 CLSD Grant Consortium Districts: LETRS Volumes 1, 2, and LETRS Early Childhood will be fully paid for by the CLSD Grant as well as providing substitute reimbursement and/or contracted service pay. Though Year 3 funds have not been allocated at this time, Year 2 of ESU 10's CLSD Budget will provide a stipend for teachers for completion of Unit 1 in Volume 1 and 2 if completed with proof of completion submitted prior to September 18, 2026.

UFLI Foundations is an explicit and systematic program created by the team at the University of Florida Literacy Institute (UFLI—pronounced “you fly”). The program introduces students to the foundational reading skills necessary for proficient reading. It follows a carefully developed scope and sequence designed to ensure that students systematically acquire each skill needed and learn to apply each skill with automaticity and confidence. The program is designed to be used for core instruction in the primary grades or for intervention with struggling students in any grade.

How does it work? UFLI Foundations provides teachers with detailed but easy to follow lesson plans that follow this eight-step routine:

1. Phonemic Awareness
2. Visual Drill
3. Auditory Drill
4. Blending Drill
5. New Concept
6. Word Work
7. Irregular Words
8. Connected Text

Note for Administrators and District Leaders: UFLI Foundations does not count as "adequately trained" per Nebraska Revised Statute 79-2607 (2)(b). However, UFLI Foundations is a training to support implementation of an explicit and systematic program for foundational reading skills.

Note for ESU 10 CLSD Grant Consortium Districts: Seats and contracted service pay for UFLI Foundations will be fully paid for by CLSD funds, and teachers at CLSD districts will receive a UFLI manual, a classroom set of mirrors, and a classroom set of markerboards, markers, and erasers.

ESU 10 has developed a Science of Reading Community of Practice series designed to support K–3 educators in strengthening literacy instruction through research-based practices.

This learning series will include:

• Aligning High-impact skills and strategies learned through Science of Reading training
• Guided practice and real classroom examples that correspond to your literacy curriculum
• Opportunities to explore how the Science of Reading supports effective literacy instruction
• A collaborative space for educators to learn and grow together

Zoom Session Dates (9:00–3:00):

• June 11, 2026
• July 31, 2026

Zoom Check-In Dates (4-5:30):

• August 27, 2026
• September 23, 2026
• October 21, 2026

📌 Important: Participants must have completed:

• LETRS (Volumes 1 and 2) or
• AIM Pathway or other Science of Reading training

Note for Administrators and District Leaders: The Science of Reading Community of Practice series does not count as "adequately trained" per Nebraska Revised Statute 79-2607 (2)(b). However, this series is designed to support teachers who are adequately trained in implementing their science of reading knowledge into classroom practice and planning.

Note for ESU 10 CLSD Grant Consortium Districts: Seats and contracted service pay for the Science of Reading Community of Practice series will be fully paid for by CLSD funds, and teachers at ESU 10 CLSD districts will also receive a $100 stipend in addition to their contracted service pay if they attend both June 11 and July 31; additionally, if they attend the August 27, 2026 Zoom Check-In, they will receive another $50 stipend for a total value of $550 ($200/per day for contracted service pay; $100 stipend; $50 stipend).

This training enables leaders to effectively support educators as they engage in the LETRS course of study and work to implement the learnings in their classrooms. LETRS for Administrators is a professional learning opportunity designed to guide state, district, and building administrators and instructional leaders in creating adaptable and suitable literacy initiatives using systems thinking and implementation science. The program defines the systems and infrastructures required to successfully implement a sustainable literacy program aligned to scientifically based research.

Note for Administrators and District Leaders: The Science of Reading Community of Practice series does not count as "adequately trained" per Nebraska Revised Statute 79-2607 (2)(b). It is a training designed to support leaders with systems-level thinking about literacy.

This training is paid for by the CLSD grant. Registration priority will be given to ESU 10 CLSD district leaders; please contact Dallas Lewandowski with questions or register as soon as possible to reserve your seat.

The Nebraska Writing Project at the University of Nebraska-Lincoln is one of the oldest sites in the National Writing Project network (National Writing Project | Home) – we started in 1978, just three years after the first institute in Berkeley. The program has been called “personally and professionally transformative” by several generations of teachers. The Nebraska Writing Project works with teachers of all disciplines from levels K-16, and the institute involves:

• Immersion in self-selected writing (to provide a sense of what writing really does)

• Sharing of teacher’s best practices for writing instruction in their local context

• Inquiry into teacher-selected professional issues for writing.

The 2026 Hybrid Summer Institute meets June 1 - 19, 2026, from 9:00 AM-3:30 PM Monday through Friday. The hybrid experience allows for either in-person or distance access, or a mixture of the two. Participants will generate writing, explore best teaching practices for writing at their grade level and disciplines, and engage in inquiry and research into aspects of writing.

This year’s institute will be facilitated by Dr. Shah in collaboration with a local teacher!

For a limited time, the University of Nebraska-Lincoln is offering this Institute at half-price for local teachers (6 credits for the cost of 3, which means the cost is $1095 in tuition plus fees).

More details about the Hybrid Summer Institute can be found here: Summer Institutes | Nebraska Writing Project | Nebraska

More information about the Nebraska Writing Project can be found here: Nebraska Writing Project | Nebraska

To apply, applicants should send a 1-page letter of application to Nebraska Writing Project Director, Dr. Rachael Shah (rshah@unl.edu) that helps us get to know the applicant and their interest in the institute, due March 30th, 2026.

Possible questions to address in the letter include:

• Who are you as a teacher? (For example, how did you come to teaching? What is your favorite part of teaching? What kind of classroom atmosphere do you try to create? Where do you find your teaching inspiration and community?)

• What is your current idea about the purpose of writing in your classroom? (For example, why are students being asked to write and what do students gain from the process of writing? What outcomes are you as a teacher looking for?)

• What does the practice of writing look like in your classroom? (For example, what are some of the writing assignments you give? How do students engage with and feel about writing in your classroom? What writing routines or practices do you lead students in?)

• This class will help you develop your passions and goals as a writer in a supportive environment, and we welcome people with any level of experience with writing. What's your relationship with writing like? What do you write in your job, academic, or personal life right now, or in the past? (For example, do you journal, write lesson plans, short stories, etc.?)

• What are you looking for from this class and the community of writers and teachers you would be joining? (For example, where are you “at” in teaching–what challenges and successes are going on for you right now? What are you looking to take away from this institute? What areas are you hoping to learn about from others in institute? What might you do with what you will learn?)

• Provide name of school and district, grade level and classes taught, complete addresses, phone number, and the best email address to reach you (including during the summer).

The second step of the application process is a short phone conversation (15-20 minutes) with an institute facilitator to help us get to know applicants, answer any of their questions, and inform our institute planning.

If anyone interested in the institution has questions about the application process, please direct them to contact Rachael Shah at rshah@unl.edu or Amelia Gee at agee4@unl.edu

According to a January 16, 2026, "Nebraska Literacy Update" presentation delivered at ESU 10 by NDE's Literacy Officer Jamie Cook, Nebraska's Revised Statute § 79-2607 lays out the following information:

Nebraska Revised Statute (NRS) § 79-2607 requires the NDE to develop and implement a professional learning system designed to provide sustained professional learning in evidence-based reading instruction.

• Intended for educators who work with children from age four through third grade in approved or accredited schools.
• As well as teachers employed by early childhood education programs approved by the State Board of Education.
• The system must also include information and strategies to work with local family literacy centers.

The Responsibilities of Approved or Accredited Schools and Early Childhood Education Programs approved by State Board of Education:

1. Ensure teachers of children from age four through third grade are aware of the professional learning system
2. Ensure these teachers receive adequate training in evidence-based reading instruction

NDE's understanding of this legislation is that it applies to all classroom teachers, physical education teachers, music teachers, art teachers, library and media specialists, special education teachers, reading interventionists, Title I teachers, EL teachers, instructional coaches, and other teachers who provide direct instructional support in these grades. Training all staff (SLP, OT, PT, etc.), including contracted staff, in evidence-based literacy instruction is recommended.

See the Professional Learning Rubric by clicking here. This professional learning rubric outlines the components required for professional learning in evidence-based literacy practices to be considered “adequate” under State Statute 79-2607. It ensures that all teachers of children aged 4 through grade 3 receive are “adequately” trained in the science of reading.

NDE's goal is to have all teachers of children from age four through third grade trained by July 31, 2028.

Please note the attached Sample Constructed Response document. Included in the attachment are:

• Guide to the Samples
• Five (5) Grade 4, Grade 7, and Grade 8 Constructed Response Sample Items
• Standards assessed
• Rubrics for each item
• Sample responses for each item
• Two (2) samples are provided for each score point level with a rationale to explain why the response is given the designated score

In addition, NSCAS Practice Tests are now live on the Nebraska NWEA Connections Portal!

Districts can access the Online Practice Tests by selecting NSCAS Practice Tests. The page is organized into two sections:

• NSCAS General Practice Tests
  Includes links to paper assessments and answer keys, which can be used for both paper and online versions.
• Note: Practice tests will not help students with the “content of standards” per say. They are fixed and only contain a certain number of questions which do not change, so they are not useful to give in repetition. (They are not like the old Test Wiz system that had formative assessments to use with students to practice the content of the standards.)
• NSCAS Alternate Practice Tests
  Includes links to paper assessments, the Test Administration Manual, and answer keys for both paper and online versions.

Constructed Response Items - What to Expect for Spring 2026

20-minute webinar

Guidance for Accommodations for the NSCA Constructed Response

Sample Constructed Response Items 2025-2026

The "For the Love of Data Conference Standards Unpacking" document assists educators in examining ELA standards that may be assessed with the NSCAS Constructed Response. This PDF is from Becky Michael, NDE's English Language Arts Specialist, provided on February 11, 2026 during a presentation titled "Lead the Way: Preparing for NSCAS Constructed Response Success" at ESU 10.

For more information on ELA standards, see the Item Specification documents by clicking here. If the link does not work, click here and scroll down to the tab "ELA Item Specs."

Find resources to support early literacy and system-wide supports, including dyslexia and family literacy connections, on NDE's NebraskaREADS website.

Find resources to support adolescent literacy and system-wide supports for literacy on NDE's Adolescent Literacy website.

At the September 2024 Nebraska State Board of Education Meeting, Dr. Brian Maher, Commissioner of Education, announced that the Nebraska Department of Education is one of this year’s recipients of the federal Comprehensive Literacy State Development (CLSD) grant, with total funding of $55 million over five years. To date, this is the largest single discretionary award the NDE has received. The CLSD program will drive our collective efforts to help all children read better tomorrow than they are reading today. Dr. Maher has made literacy the primary focus of his tenure. Likewise, the Nebraska State Board of Education has prioritized foundational reading, which includes increasing NSCAS Grade 3 ELA proficiency to 75% by 2030. (Please see State Board of Education Position Statements to learn more).

Nebraska CLSD Program Activities

CLSD grant recipients must comply with established program requirements for FY 2024 and thereafter. No less than 95%* of funds must be awarded to eligible entities, as follows:

• not less than 15% must be used for State and local programs pertaining to children from birth through kindergarten entry;
• not less than 40% must be allocated equitably among the grades of kindergarten–grade 5, and;
• not less than 40% of funds must be allocated equitably among grades 6-12.
• *The remaining 5% of allocated funds will be utilized for administrative and staffing costs.

Types of sub-contracted activities may include, but are not limited to:

• Science of reading/evidence-based reading training opportunities
• Curriculum-based professional learning opportunities
• Supplementation of regional coaching
• Family literacy, extended learning opportunities, and tutoring activities
• Statewide and/or regional writing workshops
• Development of guidance related to universal screening and intervention practices

🛑 See NDE's CLSD One Stop Shop by clicking here.

📌For information from ESU 10 regarding our CLSD grant resources, click here.

🏅Recipients of the CLSD grant can be found by clicking here.

The Instructional Practice Guide (IPG) is a classroom walkthrough tool that allows leaders to observe classrooms through a content-specific lens. The IPG is not for the evaluation of teachers, but rather has core actions and indicators that make visible the interactions between standards-aligned content, the effectiveness of instruction, and the depth of student ownership & engagement in a given content area.

The IPG is being used as part of the CLSD grant statewide as a tool to understand the impact of CLSD-funded instructional activities on student and teacher learning outcomes. Aside from its use by CLSD, the IPG can also serve as a planning tool to guide instructional decisions to support rigorous and engaging grade-level instruction.

The Nebraska Writing Project's Young Writers Camp offers a two-week program (Monday through Friday, 10am-1pm) at the University of Nebraska-Lincoln. We offer workshops in slam poetry, fiction, non-fiction, fantasy, mystery, song-writing, poetry, memoir, and screen writing! Young writers work with professional writers, professors, teachers, and undergraduate interns!

In addition to attending camp and working with accomplished writers in the community, you will:

• Work one-on-one with a writing mentor
• Have your work collected in a YWC Anthology
• Give a public reading of your work in a celebration of writing on the evening of the final day of camp

Click each image to see tools released in the last year that review popular ELA materials.