# data[].attributes.body
Click here to complete the Spring 2026 ILET.

# data[].attributes.body
Click here to view the June 9 COP Recording

# data[].attributes.attachment_link.title
June SMART Leader Community of Practice - FINAL

# data[].attributes.attachment_link.description
Leaders discussed protecting and designing responsive literacy schedules driven by student data, with emphasis on prioritizing Tier 1 instruction and reallocating resources midyear as needed. The group reviewed required literacy time allotments, sample master schedules, and practical strategies (e.g., protected Tier 1 blocks, all-hands intervention/enrichment periods) to increase responsiveness. The session closed with explicit instruction guidance, scenario-based checks for instructional alignment, and next steps for registrations, shared schedule resources, and i-ELT submissions.

### Current challenges stealing instructional time 0:00

- Participants reported behavior issues and parent meetings as major drains on instructional time.
- Joni framed the problem as common across buildings and tied reduced normalcy to student needs for flexible systems.
- Emphasis introduced that schedules must be responsive to students while guided by clear priorities.

### Priorities analogy and leadership implications 1:15

- Joni used a family lake day anecdote to illustrate setting clear priorities (time together, flexibility) to guide in-the-moment adjustments.
- Leadership role defined as creating flexible systems that protect priorities rather than perfect one-time schedules.
- Key point: responsiveness without priorities leads to chaos; leaders must identify non-negotiable instructional minutes.

### Data-driven scheduling and reallocating resources 6:07

- Joni described regular data reviews (MAP, SBAC/IRI, iStation) and midyear adjustments based on winter data.
- Actions leaders can take: reassign paraprofessionals, shift intervention times, increase instructional coaching, or create teacher-leader roles to co-teach.
- Rationale: schedules should be driven by student needs, not adult convenience; midyear changes are acceptable with clear rationale and communication.

### Literacy time allotments and leadership responsibility 8:57

- Idaho guidance: K–2 extended literacy time 120–150 minutes/day (including up to 30 minutes writing); grades 3–5 90–120 minutes/day.
- Four-day week schedules must prioritize these allotments carefully; districts discussed converting total minutes to daily targets (e.g., aiming for ~110 minutes/day).
- Leaders are responsible for protecting these minutes and making scheduling trade-offs to meet targets.

### Core literacy block components and flexible pacing 11:50

- Letters for Administrators recommends core components with flexible pacing to respond to student needs and priority standards.
- Emphasis on protecting Tier 1 instruction first; note: "you can't Tier 2 your way out of a Tier 1 problem."
- Joni previewed sample schedules (ChatGPT-generated and real examples) as tools, not prescriptions.

### Sample master schedules and protecting tier 1 14:13

- Shared sample schedules from a small rural K–4 day school and a large elementary; both spread literacy time across the day to meet allotments.
- Washington Elementary example: Tier 1 marked as untouchable (no pulls) while Tier 2/3 structured for interventions and pulls; leader noted posting schedules outside classrooms to signal priorities.
- Recommendation: visually and procedurally protect Tier 1 and use staffing flexibility to support struggling classrooms.

### Breakout activity: schedule review and brainstorming 16:01

- Joni assigned small groups to review schedules using a provided scheduling checklist and discuss strengths, concerns, and ideas to protect instructional time.
- Participants encouraged to consider increasing flexibility, aligning schedules to student need, and using the checklist tool available on Padlet.
- Joni offered to collect and add participant sample schedules to Padlet for shared reference.

### Breakout reports and collaborative schedule design 29:01

- Groups reported: Mike described building drafts, soliciting collaborative team input, then leaders (instructional coach and principal) finalizing tweaks and sending to a guiding coalition for feedback.
- Joni cautioned that teams need clear boundaries/non-negotiables to avoid suggestions that conflict with priorities.
- Greg and others recommended soliciting input broadly, sharing the "why," and presenting partial schedules so staff feel voice was considered even if not every suggestion is applied.

### Explicit instruction: definition and classroom indicators 34:11

- Explicit instruction defined as systematic, direct explanation and modeling that avoids ambiguity and reduces cognitive load for students.
- Key elements: clear learning targets, modeling, guided practice, immediate corrective feedback, high opportunities to respond, and frequent checks for understanding.
- Leadership observation focus: identify who is doing the cognitive heavy lifting; strong practice shows active student responding and targeted guided practice rather than passive observation.

### Instructional scenarios and alignment checks 37:14

- Scenario 1: small group of 11 mixed-level students with confusion and disengagement flagged as not aligned (grouping/skill match issues).
- Scenario 2: phonemic blending with whole-class oral practice, frequent student responses, circulation, and immediate corrective feedback flagged as aligned.
- Scenario 3: grade-level team adjusted small groups to reteach weak phoneme segmentation scores prioritizing mastery over pacing — aligned and data-driven.
- Scenario 4: classroom with great visuals but low student participation identified as mixed — strong organization but weak opportunities to respond.

### Next steps: registrations, resources, and follow-up 41:05

- Joni announced prioritization for Year 2 Letters for Administrators registrations for Year 1 participants and hiring an additional leadership coach to split cohorts.
- Action items: participants should continue Letters coursework over summer for certification, complete i-ELT (spring measure) by the stated due date, and send registration info to Joni if online submission failed.
- Joni will add schedule checklist, explicit instruction handout, and sample schedules to Padlet and provide follow-up email recap; participants can request their spring/fall self-assessment exports.

### Logistics questions and support offers 46:26

- Participants reported issues submitting the Year 2 application; Joni asked them to email required info so staff at state (e.g., Karen) can add entries.
- Melina and others asked about i-ELT timing and location; Joni confirmed spring measures and a deadline and committed to posting the form on Padlet and emailing it in the session recap.
- Joni offered ongoing summer support for scheduling or coaching questions and noted she will provide copies of participants' self-assessment data on request.

# data[].attributes.body
Click here to view the June 9 SMART Leader COP Agenda

# data[].attributes.body
Click here to view the most recent Acadience information

# data[].attributes.body
Click here to view the 4/28/26 Meeting Summary

# data[].attributes.attachment_link.description
Someone shared a document with you in Zoom Docs. Click to explore what they’ve written, planned, or created.

# data[].attributes.headline
April 28, 2026 Community of Practice PowerPoint

# data[].attributes.subject
April 28, 2026 Community of Practice PowerPoint

# data[].attributes.body
Click here to view the April 28, 2026 Community of Practice PowerPoint

# data[].attributes.headline
April 28, 2026 Idaho SMART Leader Agenda

# data[].attributes.subject
April 28, 2026 Idaho SMART Leader Agenda

# data[].attributes.body
Click here to view the 4/28/26 Agenda

# data[].attributes.body
Click here to view the agenda for our February session together.

# data[].attributes.body
Click here to view the folder of handouts from the March 6 training.

# data[].attributes.body
Click here to view the AOC tool. We will be using sections 2-3 in our February PLC session together.

# data[].attributes.body
Click here to view the ppt for the Februrary 24, 2026 session.

# data[].attributes.body
Click here to view the 2/24/26 Meeting Summary

# data[].attributes.attachment_link.description
Someone shared a document with you in Zoom Docs. Click to explore what they’ve written, planned, or created.

# data[].attributes.headline
Classroom Snapshots for AOC tool practice

# data[].attributes.subject
Classroom Snapshots for AOC tool practice

# data[].attributes.body
Click here to view the Classroom Snapshots for AOC tool practice section of our agenda. A cheat sheet will be uploaded after our session together.

# data[].attributes.attachment_link.title
Classroom ELA Snapshots - AOC Tool practice

# data[].attributes.body
Click here to view the facilitator version of the ELA Snapshots.

# data[].attributes.attachment_link.title
Classroom ELA Snapshots - Facilitator version

# data[].attributes.headline
March 6 Registration - Using Data to Drive Systems Change & Supports 

# data[].attributes.subject
March 6 Registration - Using Data to Drive Systems Change & Supports 

# data[].attributes.body
Click here to register yourself and your instructional coach/teacher leader for the March 6 - Using Data to Drive Systems Change & Supports session.

# data[].attributes.body
Click here to view the January session agenda.

# data[].attributes.body
Click here to view the full Idaho SMART Leader session agenda for December 16, 2025

# data[].attributes.body
Click here to view the 12/16/25 SMART Leader Session presentation.

# data[].attributes.body
Here is the Coaching Observation Sheet that Natalie spoke about at today's session.

# data[].attributes.attachment_link.title
UFLI Coaching Observation sheet Days 1 and 2 (1)

# data[].attributes.body
Here is the recording of today's session.

# data[].attributes.body
Click here to view our 10/21/25 session agenda. The link to the meeting is at the top of the agenda, content is subject to change. The next meeting date (for November) is being scheduled with Lexia as we speak, the date should be nailed down by our meeting. We are looking at November 5, 6, or 11. It will be a 6 hour session (8:30 MST-11:30 then 12:30-3:30).

# data[].attributes.body
Check here for timely, relevant content throughout our LETRs studies each month.

# data[].attributes.attachment_link.title
2025-2026 Training Dates At-A-Glance (4)

# data[].attributes.body
Here's is a pacing guide to assure that you stay on track for LETRs course completion.

# data[].attributes.body
Video reminder of our meeting tomorrow and an overview of Padlet.

# data[].attributes.attachment_link.title
Overview of Our Leadership Project Tools and Resources 📊

# data[].attributes.attachment_link.description
Hi everyone! In this video, I provided an overview of our Padlet, which will house all the tools for our project. I shared three welcome and orientation videos to help us save time in our first meeting and discussed the importance of preparing your Y statements and having access to your IRI data during our meeting tomorrow. Additionally, I highlighted the Idaho leadership evaluation tool and requested that you submit your reflection data into a Google form by the 29th. Please explore the Padlet further to familiarize yourself with all the resources available. Looking forward to our collaboration!

# data[].attributes.body
Positivity and gratitude in the progress is POWER!

# data[].attributes.body
Check the step by step instructions to assist you with registration, or give the NNU office a call. 208-467-8439

# data[].attributes.body
Click here to view the May 19 - Session Recording

# data[].attributes.attachment_link.description
The meeting focused on using literacy data to diagnose system-level strengths and weaknesses rather than attributing problems to motivation. Facilitator Joni Stevenson guided participants through five diagnostic questions with multiple school scenarios, eliciting concrete leadership moves and evidence-based responses. Next steps include using provided trackers and Padlet resources, attending the June 9 session, and following up on registration and credit logistics.

### Systems observation and problem statement 0:00

- Joni shares an anecdote about a whiteboard question showing staff confusion about which spreadsheet to use as evidence of unclear systems.
- Emphasizes schools often have high effort but suffer cognitive overload and inconsistent systems leading to workarounds.
- Frames the core issue as systems clarity affecting instruction, interventions, progress monitoring, and leadership capacity.
- Introduces goal: become system detectives who strengthen, protect, and monitor literacy systems intentionally.

### Session purpose, objectives, and reflection 2:53

- Joni outlines session focus: data analysis, explicit instruction, intervention systems, and scheduling structures.
- Participants invited to reflect and share one literacy system improvement from their school (scheduling, PD, tracking sheets, focused reading groups, protected instructional time were noted).
- Reinforces that small system improvements enable clearer interpretation of concerning data and targeted triage.

### Data leadership framing and diagnostic question set 5:02

- Distinguishes data collection from data leadership; main recurring question: "What is the leadership move?"
- Joni stresses need for sustainable systems that outlast a single leader and avoid burnout.
- Introduces five diagnostic questions (originating from Jennifer Thronson) to identify percent meeting benchmarks, retention of benchmarked students, intervention outcomes, bright spots, and student response to intervention.
- Advises avoiding premature conclusions and triangulating with multiple data sources and observations.

### Scenario 1 — pine creek elementary: grade 2 decline 10:47

- Context: Grade 2 had two long-term substitutes, walkthroughs showed fewer opportunities to respond, intervention groups met, teachers struggled to complete small groups during core instruction.
- Participants (Melina, Jamie, Mike) identify this as a Tier 1 issue related to classroom instruction/management rather than curriculum or Tier 2.
- Suggested leadership moves: instructional coaching, mini-lessons on explicit instruction, clarify priority standards, consider staffing adjustments or reallocations to support Grade 2, and plan for transition to Grade 3 if end-of-year data is summative.
- Joni notes if other grades were low too, HQIM or curriculum alignment would be considered; here evidence points to Tier 1 fidelity and classroom practices.

### Scenario 2 — cedar valley: mid-year curriculum adoption 16:06

- Context: Grade 2 adopted a new literacy curriculum mid-year; teachers reported pacing pressure and reduced cumulative review; walkthroughs showed quick lessons with limited checks for understanding; behavior referrals increased during literacy block.
- Participants (Kelly, Greg) identify this as a Tier 1 issue tied to learning a new curriculum, explicit instruction, pacing, and classroom management.
- Proposed supports: instructional coaching with modeling/team teaching, targeted PD, protected planning time (substitutes for planning days), and reinforcing explicit instruction practices and checks for understanding.
- Joni reiterates that decline of previously benchmarked students indicates Tier 1 effectiveness problems requiring curriculum transition support.

### Scenario 3 — riverbend: intervention effectiveness and consistency 21:22

- Context: Intervention schedules frequently interrupted by assemblies, testing, and staffing shortages; intervention staff used different routines and materials; teachers struggled to protect intervention time; average intervention group size was 11; progress monitoring completion inconsistent.
- Participants highlight scheduling and protection of time, staffing/sub shortages, inconsistent materials and routines, and insufficient progress monitoring as core system failures.
- Leadership implications: address scheduling/protection of intervention blocks, reduce group sizes, standardize intervention routines and materials, ensure consistent progress monitoring to track response to intervention.
- Joni emphasizes that these factors point to a drifting Tier 2 system likely caused or exacerbated by staffing and scheduling issues.

### Scenario 4 — mountain view: bright spots and scaling 25:06

- Context: Grade 2 showed strongest growth district-wide with common small-group routines, intervention groups under five, weekly collaborative review, and fewer unfinished literacy blocks despite same master schedule as other grades.
- Participants discuss potential staff defensiveness when highlighting bright spots and propose strategies to make practices visible without alienating others.
- Suggested approaches: make data visible regularly, use guided questions to invite sharing, instructional rounds to let teachers observe effective practice, and promote peer-led inquiry rather than top-down evaluation.
- Joni proposes making successful routines explicit via checklists (e.g., group size, frequency, finished literacy block) to enable replication and clarity without punitive framing.

### Breakouts — maple ridge and triangulation practice 30:33

- Participants moved into breakout groups to analyze Maple Ridge data and identify which systems required immediate attention; Joni intended an 8–10 minute discussion.
- On return, participants (Melina, Jamie, Greg) noted Tier 1 concerns, inconsistent criteria for exiting interventions, fluctuating group sizes, reduced progress monitoring completion, and possible staffing/budget changes impacting intervention fidelity.
- Leadership actions suggested: investigate reasons for changes in group sizes and monitoring, clarify exit criteria for interventions, and conduct targeted observations to triangulate data with classroom practice.
- Joni acknowledges technical issues with the slide posting to Padlet and confirms the scenario is now available there for further review.

### Tools, trackers, and priority standards 44:13

- Joni presents resources posted to Padlet: a Standards Mastery Data Tracker (fall to spring) organized by grade with priority/power standards recommended for mastery and editable Word templates for PLC use.
- Recommends focusing instruction and interventions on prioritized standards to reduce instructional overload, monitor mastery frequently (beyond benchmark windows), and use quick formative checks.
- Encourages creating centralized dashboards and standardized meeting structures to capture progress-monitoring data and mastery evidence so leaders can inspect what they expect.
- Emphasizes consistency and system design to sustain improvements and enable leaders to access coherent data without visiting every classroom.

### Next steps, upcoming sessions, and offers for support 50:23

- Announces final Community of Practice session on June 9 and encourages continuation of coursework (letters program) with flexible pacing and options to finish over summer.
- Promises to share Padlet materials, request participants complete ILIT again for pre/post comparison, and offers one-on-one calls or Zoom support for schools.
- Invites participants to submit topics for the final session; Joni agrees to provide sample schedules (90–120 minute blocks, including four-day week variants) based on participant requests.
- Reinforces using provided tools to plan for next year and to monitor systems regularly.

### Administrative questions: credits, registration, and logistics 56:44

- Participants ask about college credit and registration logistics for the coursework; Dee confirms registration with NNU and inquires whether credit posts this year or requires completing the program.
- Joni explains credit options: transcripted credit via NNU (instructor posts pass/fail) or district in-service verification (limited to three renewal credits); will verify license length for software discussed (two-year license suspected).
- Jamie raises waitlist/registration visibility issues for the admin pathway; Joni will check registration status and prioritize returning participants for next-year registration.
- Last question notes coursework location (letters.com) and whether remaining required coursework is hosted there; meeting ends with offers for follow-up and contact.

# data[].attributes.body
Click here to access the Ask-A-Coach section of this padlet. Ask a question or see what others are asking.

# data[].attributes.body
Here's is a pacing guide to assure that you stay on track for LETRs course completion.

# data[].attributes.body
Check here for timely, relevant content throughout our LETRs studies each month.

# data[].attributes.body
Schedules, overviews, handbooks, and more...

# data[].attributes.body
Here is the powerpoint presentation for the January 20 SMART Leader Session.

# data[].attributes.headline
What is Idaho SMART Leadership Pathway and Who is Joni?

# data[].attributes.subject
What is Idaho SMART Leadership Pathway and Who is Joni?

# data[].attributes.body
Welcome to Idaho SMART Leadership pathway. This video will give you a brief overview of the origins of th project, myself, and other baseline big picture ideas.

# data[].attributes.attachment_link.title
Empowering Idaho School Leaders for Early Literacy Success

# data[].attributes.attachment_link.description
Hi everyone, I'm Joni Stevenson, your Idaho Smart Leadership Pathway Coach for the Early Literacy for Administrators Project, which is a new initiative stemming from Senate Bill 1069 that focuses on empowering school leaders. With my background in public school leadership and literacy, I'm passionate about supporting you in improving literacy outcomes for all Idaho learners. This year, we aim to build a strong foundation in literacy leadership, complete specific coursework, and apply systems thinking to instruction. I encourage you to engage actively in this journey as we collaborate to foster growth and create strong readers. Stay tuned for more videos on how we will work together moving forward!

# data[].attributes.body
This video will give you a quick overview of where we are going for our first meeting and help you to come prepared to partcipate in the kickoff session.

# data[].attributes.attachment_link.title
Idaho Smart Leadership Pathway: Preparing for Our First Meeting 🚀

# data[].attributes.attachment_link.description
Hi everyone, it's Joanie again! In this video, I’m sharing details about the upcoming Idaho Smart Leadership Pathway and how I can support you—feel free to reach out via call or email anytime. Our first meeting is on the 23rd, and I need you to come prepared with your current IRA data and your personal "why" statement, as we'll be connecting and discussing our leadership teams. Remember, Padlet will be the main platform for questions, so use it wisely! I'm excited to build this leadership network across Idaho with all of you.

# data[].attributes.body
This video will give you an overview of our workflow and simple logistics of the work.

# data[].attributes.attachment_link.title
Idaho SMART Tools: How we will work together - Presentation - 10 September 2025

# data[].attributes.body
You can use this form to gain credit for the work that we are doing together. Once you have completed the full two years, you will need to fill this out and get it to your Superintendent for signature.

# data[].attributes.body
Click here to view the 9/23/25 meeting slides.

# data[].attributes.attachment_link.title
Idaho SMART Leadership Pathway 92325 session (2)

# data[].attributes.body
Use this notecatcher to keep track of your thoughts during our first meeting together.

# data[].attributes.body
This is a visual of my own "why".

# data[].attributes.attachment_link.title
Idaho SMART Welcome  Who we are and why we are here

# data[].attributes.body
This is the self evaluation tool that we will using throughout the school year. Please download a copy and plan on using it throughout our time together.

# data[].attributes.body
Complete by 9/29/25

This is the google form that you will need to fill out to officially complete the ILET for your school. Please answer honestly, we will be using the collective results from this to guide our work together this year.

# data[].attributes.body
Click here to view the September 23, 2025 virtual meeting.

If you missed the meeting, please plan on:

(1) look at your IRI data and jot down a GLOW and a GROW

(2) Score your school/self on the ILET tool and then submit your scores on the Google form linked in this meeting.

See you 10/21!

# data[].attributes.attachment_link.title
Empowering School Leaders: The SMART Leadership Pathway Overview

# data[].attributes.attachment_link.description
In this video, I introduce an exciting two-year project that the Idaho Department of Education has hired me to lead, aimed at empowering approximately 50 principals to enhance literacy outcomes for every learner. We will be utilizing the Letters for Administrators coursework, which is designed to support our leadership development and improve implementation science in our schools. I encourage you to reflect on your personal "why" and how it aligns with our mission to foster strong systems and teacher growth. As we move forward, I ask that you engage with the materials and share your insights during our monthly meetings. Please take some time to review your IRI data and identify one area you're proud of and one area for growth, as this will be crucial for our discussions.

# data[].attributes.body
Here is a pdf of Chapter 1 of "It's Possible" for those of you that would like to get the reading completed. It is a quick chapter - maybe a 15 minute read time. :)

# data[].attributes.body
Click here to view a pdf of the slides presented at the 10/21 meeting.

# data[].attributes.body
Here is the image of the Doses of Instruction that Kelly spoke about at our session today. Kelly is the Principal of Shoshone Elementary School in Shoshone, ID. 232 students, 2 teachers per grade level.

# data[].attributes.body
Here is a recording of the October 21 SMART Leader session

# data[].attributes.body
Click here to view the Science of Reading: Defining Guide

# data[].attributes.body
Click here to view Teaching Reading is Rocket Science Article

# data[].attributes.body
Here is a pdf of the handouts for this training. We will also use this for all future trainings.

# data[].attributes.body
Check here for timely, relevant content throughout our LETRs studies each month.

# data[].attributes.attachment_link.title
2025-2026 Training Dates At-A-Glance (2)

# data[].attributes.body
If you were not able to make it, I am sorry. This document shares key learning and some activities to accompany in order to attempt to make up what was missed.

# data[].attributes.body
Science of Reading Professional Literature

# data[].attributes.attachment_link.readable_text
The premier publication dedicated to connecting the science of reading to educators' professional practices.

The Reading League Journal is the only peer-reviewed publication written and edited by both educators and researchers that focuses on leveraging the scientific evidence to improve practice. The Reading League Journal is published in January/February, May/June, and September/October. Dr. Louisa Moats is the editor-in-chief, and Dr. David Kilpatrick serves as managing editor.

Click here to read an introduction to The Reading League Journal by Dr. Louisa Moats.

The Reading League Journal is a benefit for paid members at the Individual and Institutional levels.

Table of Contents for all issues:

For questions regarding payment, subscription status and address changes, please call our Journal customer service department toll free at 844-967-0615 or email: readingleaguecs@emailpsa.com

GET INDIVIDUAL

LEARN MORE

Article Submission:

The Reading League Journal (TRLJ) is a peer-reviewed journal which at its core represents contributions from researchers and educational practitioners.

Researchers: Review scientific studies and present them in a format that is meaningful for educational professionals.

Educational Practitioners: Contribute articles related to the implementation of scientific research into practice.

TRLJ is published three times a year. It is anticipated that manuscript acceptance is highly competitive.

We do not include original research reports, opinion papers, or descriptions of classroom practices that are not direct applications of scientific findings.

Please view our Journal Guide. This guide describes the different categories for which we will accept submissions. Please be sure that any article conforms to the Journal Guide. Submissions that do not align with these categories will not be reviewed.

After reviewing the table below, click on the button below to access our submission portal.

Submission Portal

Advertising Opportunities:

Advertising opportunities are available. Please contact Toni Ann Walsh at toni@thereadingleague.org

The Reading League Journal Customer Service:

For questions regarding payment, subscription status and address changes please call toll free at 844-967-0615 or email the journal customer service department at: readingleaguecs@emailpsa.com

The Reading League Journal Senior Editors

Louisa Moats, Editor-in-Chief, President, Moats Associates Consulting

David Kilpatrick, Managing Editor, Professor, State University of New York at Cortland

# data[].attributes.attachment_link.description
The premier publication dedicated to connecting the science of reading to educators' professional practices. The Reading League Journal is the only peer-reviewed publication written and edited by both educators and researchers that focuses on leveraging the scientific evidence to improve practice. The Reading League Journal is published in January/February, May/June, and September/October.

# data[].attributes.body
Click Here to view the January 20 Meeting summary

# data[].attributes.attachment_link.description
Someone shared a document with you in Zoom Docs. Click to explore what they’ve written, planned, or created.

# data[].attributes.body
These profiles will be used in our breakout exercise on January 20, 2026 PLC. The profiles cheat sheet will be added to this padlet after the 1/20 session.

# data[].attributes.body
Click here to view the student profiles cheat sheet.

# data[].attributes.headline
Application of Concepts (AOC) Tool section 1-2 

# data[].attributes.subject
Application of Concepts (AOC) Tool section 1-2 

# data[].attributes.body
Click here to view the AOC tool that is also located in the back of your LETRs manual.

# data[].attributes.headline
Effective Phonological Awareness Look-Fors Walkthrough tool

# data[].attributes.subject
Effective Phonological Awareness Look-Fors Walkthrough tool

# data[].attributes.body
Click here to view and edit this tool after you read pg. 98-101 and the AOC sections 1-2.

# data[].attributes.attachment_link.title
Effective Phonological and Phonemic Awareness Activities

# data[].attributes.body
Click here to view and register for the Para Educator ParaReading Course.

# data[].attributes.attachment_link.title
Free Five-Course Series for Paraprofessionals

# data[].attributes.attachment_link.description
We are educators, coaches, and advocates offering practical guidance on teaching reading and writing. Our work is research-based, empowering teachers with clear direction.

# data[].attributes.headline
Substitute Reimbursement Form for mClass training

# data[].attributes.subject
Substitute Reimbursement Form for mClass training

# data[].attributes.body
Click here to download the Substitute Reimbursement Form for mClass training. Submission directions are listed on the form.

# data[].attributes.headline
Turning the Page with Amira Presentation

# data[].attributes.subject
Turning the Page with Amira Presentation

# data[].attributes.body
Click here to view the Turning the Page with Amira Presentation that Kacy Proctor facilitated. You will find some helpful, myth-busting information in here to hopefully make your year-end IRI experience run a little more smoothly.

# data[].attributes.attachment_link.title
ISN presentation-Turning the page with Amira- PDF (1)

# data[].attributes.body
In order to participate in the SMART pathways project next year, you must fill out a registration. Click here to register.

# data[].attributes.attachment_link.description
Please click the link to complete this form.

# data[].attributes.body
Click here to view the EOY Data Questions for Leadership Teams

# data[].attributes.headline
Assessing Reading book mentioned in today's session

# data[].attributes.subject
Assessing Reading book mentioned in today's session

# data[].attributes.body
Click here to view the Amazon copy of Assessing Reading book mentioned in today's session

# data[].attributes.attachment_link.authors[].name
Linda Diamond (Editor), B. J. Thorsnes (Editor)

# data[].attributes.attachment_link.title
Assessing Reading: Multiple Measures for Kindergarten Through Twelfth Grade (The Core Literacy Library)

# data[].attributes.attachment_link.description
Assessing Reading: Multiple Measures for Kindergarten Through Twelfth Grade (The Core Literacy Library) [Diamond, Linda, Thorsnes, B. J.] on Amazon.com. *FREE* shipping on qualifying offers. Assessing Reading: Multiple Measures for Kindergarten Through Twelfth Grade (The Core Literacy Library)

# data[].attributes.body
Click here to view a printable of remaining training dates. Calendar invitations have been sent, please let Joni know if you didn't receive one.

# data[].attributes.body
Click here to sign up for another year of Idaho SMART Leadership - ONE application for Leaders, Instructional Coaches, and Teachers.

# data[].attributes.attachment_link.description
Please click the link to complete this form.

# data[].attributes.body
Click here to view the most current Acadience Diagnostics FAQ Sheet

# data[].attributes.body
Click here to view the Acadience CFOL Fact Sheet

# data[].attributes.body
Click here to view the Acadience PAWRD Fact Sheet

# data[].attributes.body
Click here to view the May 19 SMART Leader COP ppt

# data[].attributes.headline
Standards Mastery Data Tracker - Fall to Spring

# data[].attributes.subject
Standards Mastery Data Tracker - Fall to Spring

# data[].attributes.body
Click here to view the Standards Mastery Data Tracker - Fall to Spring document.

# data[].attributes.attachment_link.title
Standards Mastery Report - FWS data tracker

# data[].attributes.body
Click here to view the May 19 Session outline - Cheat sheet

# data[].attributes.body
Click here to view the EOY Data Analysis Questions

# data[].attributes.body
Click here to view the May 19 SMART Leader COP Agenda

# data[].attributes.body
Click here to view and/or download the Early Literacy Schedule Checklist

# data[].attributes.headline
Elements of Explicit Instruction Cheat Sheet

# data[].attributes.subject
Elements of Explicit Instruction Cheat Sheet

# data[].attributes.body
Click here to view the Elements of Explicit Instruction Cheat Sheet

# data[].attributes.body
Click here to view the June 9 SMART Leader COP ppt

# data[].attributes.body
Click here to view Sample Classroom schedules from Chat GPT

# data[].attributes.headline
Large Elementary School Master Schedule sample

# data[].attributes.subject
Large Elementary School Master Schedule sample

# data[].attributes.body
Click here to view a Large Elementary School Master Schedule sample

# data[].attributes.headline
Small-Rural School Master Schedule sample

# data[].attributes.subject
Small-Rural School Master Schedule sample

# data[].attributes.body
Click here to view a Small-Rural School Master Schedule sample

# data[].attributes.attachment_link.title
Master Schedule 2025-2026 - Small Rural school

# data[].attributes.body
Survey closes June 3

# data[].attributes.attachment_link.description
Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events.

# data[].attributes.body
Participants need to complete their online registration before the Final Enrollment Date.

Please check your class roster in PDLearn after the final enrollment date to verify that all interested participants have submitted their registration.

Attached are the approved request and a course e-flyer to help facilitate the registration process.

If any of the participants experience any difficulties with the registration process, please encourage them to contact our office at 208-467-8439 so that we can provide assistance.

# data[].attributes.attachment_link.title
EDLD53786 - Idaho SMART Leadership Pathway Year 1

# data[].attributes.attachment_link.description
This course supports K-3 school leaders in developing strategic systems to strengthen early literacy and improv…

# data[].attributes.body
Click here to view the 26/27 Training Dates

# data[].attributes.attachment_link.title
2026-27 SMART Leader Dates At-a-Glance - FINAL

# data[].attributes.body
Here is the Year 2 Welcome back email

# data[].attributes.attachment_link.title
Gmail - Welcome Back, Year 2 SMART Leaders!