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.

March provides us with a new season- spring! As we pedal into this new season, let's reflect on the actions that are positively impacting student learning. Take time to celebrate growth and teamwork. Let's make this a season in which we utilize fresh data-informed goals set as a leadership team.

Keep pedaling with courage to implement positive changes and fresh instructional practices.

The Alabama Reading Initiative is here to support you with your literacy goals.

Alabama has been recognized for having an EXEMPLAR Literacy Policy and Implementation. Congratulations on your stellar leadership work to support literacy. You are making a difference for the students of Alabama!

View the two documents posted on the NEWS page on the ARI website.

Reading aloud is one of the most important things parents and teachers can do with children. Reading aloud builds many important foundational skills, introduces vocabulary, provides a model of fluent, expressive reading, and helps children recognize what reading for pleasure is all about.

Reading Aloud (Reading Rockets).

Read aloud to all kids: little or big! When you read aloud to kids, it’s sometimes easier for them to access the storyline. This is especially true for kids that are having trouble with some of the foundational reading skills. Hearing you read aloud helps them to stay interested in books at a higher level and also models for them what reading should sound like with regards to fluency, expression, and prosody (the patterns of intonation and syllable stress in spoken language).

Why is Reading Important? The Lifelong Benefits of Reading (The 95 Percent Group).

Alabama Governor Kay Ivey has a special message about Read Across America. See the message below.

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

As we spring into March, ensure that these important tasks are current and ongoing:

• Plan for summer reading camp (staff, student invitations, professional learning, resources, and scheduling).
• Meet with the local reading specialist (LRS) weekly (schedules, Results-Based Coaching Tools, current data, Bridge to Practice activities).
• Monitor PowerSchool Analytics and Insights to ensure that all required information is entered and current.
• Monitor 3rd grade Literacy Act Portfolios (LAPs) to ensure that appropriate evidence of standards mastery is being collected.
• Conduct instructional walk-throughs and provide feedback.

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.

We invite you to view this short video about the 2024-2025 SoR Spotlight School Visits.

This link lists the upcoming dates and locations for SoR Spotlight School Visits.

Remaining space is very limited, so be sure to register today!

The Alabama State Department of Education (ALSDE) has collaboratively developed the 2025 K-12 Guidance for Summer Programming in Alabama. This document provides guidance for implementing ARI and OMI legislation and outlines quality summer learning opportunities for K-12 students. It includes requirements for summer reading and math programs for Grades K-5 and recommendations and resources based on research into effective summer learning practices for students across all grade levels.

The purpose of this document is to provide

• research and best practices in summer learning programming.
• clarification and guidance in legislation in Alabama surrounding summer learning camps.
• proactive planning resources to ensure quality programming.
• considerations for special populations.

This document can be accessed at https://bit.ly/ALSDESummerLearning2025.

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

Comprehension IS the pot of gold at the end of the rainbow!

“Comprehension is the ultimate desired outcome of reading. All the facility gained in working on decoding and developing strong vocabulary leads to the goal of comprehension of text.” (LETRS for Administrators Unit 3).

The Comprehension Planning Checklist in LETRS provides essential guidance for teachers when introducing a text in the classroom. It covers all three components of a lesson: before, during, and after reading.

The Alabama Reading Initiative’s latest video vignette release focuses on evidence-based comprehension instruction. These videos provide brief, yet powerful professional learning opportunities for PLCs, grade-level planning meetings, and coaching support.

The Alabama Reading Initiative presents COMPREHENSION: Evidence-Based Instructional Practice

https://youtu.be/5SUAwkTnQvk?si=Pdc8qkic0lBG8_wZ

The Alabama Reading Initiative presents COMPREHENSION: Student-Centered Coaching:

https://youtu.be/as7N7tkl-KU?si=b0ySFNHgWZuLyaJT

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

ARI is providing Dyslexia Screening Training / Characteristics of Dyslexia Screening.

This session will examine the language of the Alabama Literacy Act regarding screening for dyslexia and cross reference it with the Dyslexia Resource Guide. The flow chart created by ARI for this process will also be covered. Time will be allowed for questions and answers.

April 8th or May 13th / 1:30 - 2:30 pm

Intended Audience: AL Educators and Administrators

Register Here: https://forms.office.com/r/dwKNm81rD5

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

ACAP Summative testing is quickly approaching! It's imperative that students are given ample instruction in the Alabama Course of Study standards, as well as practice in navigating the test successfully. The visual below outlines steps for preparing our students for success. The first step is viewing the ACAP Summative Online Assessment Tutorial with students. These videos explain how to use the tools. The ACAP Summative Online Tools Training provides hands-on practice opportunities prior to the practice test and/or the summative assessment. Let's ensure that we give our students every opportunity for success by setting the expectation that these items will be utilized before ACAP Summative testing.

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: 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.

Great news! LETRS Early Childhood is now approved for APLDS credit. This flyer includes instructions for obtaining PLU credit and APLDS credit for all LETRS Courses.

Information about Principal’s Act hours: Alabama Principal Leadership Development System

Support with ARI-specific APLDS hours: Contact becky.edwards@ALSDE.edu

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

Beyond the Middle

Wiley Blevins introduces the concept of differentiated phonics instruction and its importance in meeting the diverse needs of all students. In his book Differentiating Phonics Instruction for Maximum Impact, he states, “We must provide instruction, especially whole-group instruction, that doesn’t just ‘teach to the middle’ in which students below grade-level expectations are lost and students above grade-level expectations are bored because they already know it.” He emphasizes that effective phonics teaching goes beyond a one-size-fits-all approach. Blevins outlines the key principles of differentiation, highlighting the need for teachers to assess students' individual phonics skills and tailor instruction accordingly. He discusses various strategies for grouping students based on their abilities and interests, ensuring that each child receives targeted support. Blevins encourages educators to embrace flexibility in their teaching methods to maximize the impact of their phonics instruction.

"Reflecting is a form of metacognition, or 'thinking about our thinking'. This is the stance we take throughout a coaching cycle."

-Diane Sweeney, The Essential Guide for Student-Centered Coaching

Reflecting on practice happens DURING and AS A RESULT OF the coaching cycle. The Results-Based Coaching Tool (RBCT) documents the instructional practices and scaffolds being used throughout the coaching cycle by having the teacher(s) and LRS reflect on their practices throughout the entire coaching cycle. Reflecting on practices and utilizing student-centered data drives the decisions for next steps to ensure students attain the chosen learning targets.

Page 2 of the Results-Based Coaching Tool Provides the following questions to guide reflection:

During the Coaching Cycle:

• What did I notice about student learning? (both LRS and teacher)
• What professional learning was gained as a result of this coaching cycle? (teacher)
• Which coaching moves most supported the coaching cycle? (LRS)
• What are some next steps for your teaching as a result of the coaching cycle? (teacher)
• What are some next steps for your coaching as a result of the coaching cycle? (LRS)

As a Result of the Coaching Cycle:

• What can we determine about student learning? (both LRS and teacher)
• What student evidence is there that supports that student proficiency has increased a result of this coaching cycle? (both LRS and teacher)
• What are our next steps? (both LRS and teacher)

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

As educational leaders, you play a key role in inspiring and motivating families to get involved in their student's learning journey. We invite you to encourage families to participate in our Annual Family Spring Break Challenge - Get Caught Reading!

This is a wonderful opportunity for families to engage in meaningful activities together and promote reading beyond the school day. Simply ask families to submit a photo of their student participating in one of the fun activities from the ARI Family Spring Break Newsletter to arimedia@alsde.edu. The participation window is from March 3 to April 30. Submissions will be featured weekly on the ARI social media platforms.

By participating, families not only support their student’s education but also emphasize the value of learning outside of school. Let’s empower them to take part in this exciting challenge and celebrate the joy of reading and learning together!

Click the following link: Family Spring Break Challenge or refer to the Family Spring Break Newsletter for all the details. Can students in your district or school "get caught reading"?

The Alabama Reading Initiative invites you to view the new ARI website! The website will be continually updated with information, details, and links for:

• The Alabama Literacy Act
• Coaching
• Cogs for Success
• Struggling Readers Beyond Grade 3
• Institutions of Higher Education/ Educator Preparation Programs
• ARI News and Updates

The Alabama Reading Initiative invites you to join us on our social media platforms. These different platforms are serving as powerful communication avenues for key literacy topics, instructional ideas, and supports for instructional leaders, local reading specialists, teachers, and families.

Let's stay connected!

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.