The Weekly Update #4

This year, the IU has partnered with several districts to support structured literacy implementation at the district level. One of our initiatives is to support the implementation of Multi-Tiered Systems of Support in schools and build strong, structured literacy supports to help all teacher implement structured literacy practices in their classrooms. We believe all students should be strong readers and writers, and we are committed to supporting educators in this work.

Several of our districts have adopted an overlay for their reading curriculum for students in grades K-2 called Enhanced Core Reading Instruction or ECRI. This overlay is designed to explicitly teach and practice phonemic awareness and phonics skills during an approximately 20-minute set of routines in which all students participate and respond. These routines are followed by a decodable text reading routine to ensure these skills are consolidated and applied to reading.

ECRI routines require students to practice and respond at a high rate. High opportunities to respond transform students from passive listeners into active learners, leading to stronger achievement, better engagement, and more effective instruction. When teachers first implement these routines, it can be difficult to manage all the routines, monitor student responses, and problem-solve as issues arise. The IU partners with schools using these routines to help support teachers and grade-level teams in the implementation of these practices. We are currently working with 3 local districts to provide coaching and support to teachers implementing ECRI routines. We also work with school-level MTSS teams to use the data collection tools and fidelity tools for the routines in the data-based decision-making process.

This year, we are also working with a local district team to plan and improve Tier 1 Core instruction through a book study of Empowered to Teach and Lead: Whole Group Literacy Instruction Made Easy.

This book provides a framework for Tier 1 literacy instruction in grades K-5 that turns complex reading science into actionable steps that help teachers plan and deliver evidence-informed lessons, build consistency across classrooms, and ensure all students have access to high-quality core instruction.

As educators, we are given a core curriculum that has mountains of materials, and we are tasked with figuring out how to make it all fit into our allotted reading block. This often leads to classroom teachers scrambling to try to cover as much material as they can, and there is no guidance on which elements of the curriculum will have the greatest impact on students' reading success. Through this book study, teachers will examine the evidence from years of reading research and use the Tier 1 Framework to focus lessons into a manageable set of steps that support reading and writing development for students.

Grade level teams will have access to coaching and support from IU consultants to aid the implementation and planning of these lessons.

We have partnered with one of our local districts to support teachers in grades 2 and 3 in structured literacy practices. In this project, teachers will be supported use Universal Screening Data to set goals for Tier 1 instruction in literacy. Based on the data, teachers will select a structured literacy practice to implement and collaboration and coaching will be provided to teachers as they implement the practice.

When: 10/8/26, 1/27/27, 4/6/27 at ARIN IU 28 from 9 am to 3 pm

Join fellow administrators, teachers, and interventionists for a collaborative learning network focused on strengthening structured literacy practices and improving student reading outcomes. This session provides an opportunity to engage with colleagues who are directly involved in literacy instruction and intervention to share successes, challenges, and innovative solutions. Participants will explore how data-based decision-making drives instructional adjustments, examine the alignment between Tier 1 instruction and intervention supports, discuss the strengths and challenges of current reading curricula, and collaborate on effective approaches for implementing structured literacy within MTSS frameworks. Together, we will learn from one another and build practical strategies to increase the number of students achieving reading success.

1. Data-Based Decision Making

• Collaborate on how teams are using data-based decision-making processes to adjust instruction, address student needs, and increase the percentage of students reaching benchmark at each grade level.

2. Structured Literacy Intervention Planning

• Collaborate and problem-solve efficient and effective ways to develop, implement, and strengthen structured literacy requirements within student intervention plans.

3. Tier 1 Reading Curriculum Review

• Share current Tier 1 reading curricula being implemented across schools.

• Discuss strengths and challenges of each curriculum and explore how grade-level teams are addressing identified areas of need.

4. Alignment of MTSS Interventions and Core Instruction

• Examine how interventions within MTSS systems support—or fail to support—Tier 1 instruction.

• Share successful practices and collaboratively problem-solve ways to better align instruction and interventions across tiers to improve student outcomes.

Structured Literacy Professional Learning

As Pennsylvania continues to implement Act 135 of 2024 and strengthen its commitment to evidence-based reading instruction, schools and districts are seeking high-quality professional learning that aligns with state requirements and improves literacy outcomes for all students. Pennsylvania's legislation emphasizes structured literacy, explicit and systematic instruction, evidence-based intervention practices, and support for students with dyslexia and other language-based learning disabilities.

Our team offers a variety of structured literacy professional development opportunities that can be customized to meet the unique goals and needs of your district, school, or leadership team. Whether you are looking to fulfill Pennsylvania's professional learning requirements, build educator knowledge of the Science of Reading, strengthen intervention systems, or improve literacy outcomes through a comprehensive, structured literacy framework, we can design learning experiences that fit your context. Sessions can focus on foundational literacy skills, assessment and data-based decision making, intervention planning, MTSS alignment, instructional practices, leadership implementation, and sustainability. Together, we can help build the capacity of your educators and create systems that support reading success for every student.