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Download the new book The Courage to Lead and make bold, sustainable literacy change happen today!

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Our new book, The Courage to Lead, explores how district leaders are making the most of implementation science to drive sustainable literacy gains. This framework focuses on critical factors like building an engaged team, assessing readiness, and iterating along the way.

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from Michelle Elia

Assistant Professor, Marietta College

President, TRL-OH

michellejelia@gmail.com

https://linktr.ee/mjelia

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Reasons to Retire Traditional Assessments

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Reasons to Retire Traditional Assessments

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Why not to use running records/informal reading inventories

from Stephanie Stollar and Kate Winn, Reading Assessment Done Right

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Pati Montgomery (Author), Angela Hanlin (Author), Foreword by Jan Hasbrouck (Author) & 0 more

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It’s Possible!: A Leadership Plan for Implementing Quality Reading Instruction and Ensuring Literacy for All (Increase reading proficiency for all students.)

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Amazon.com: It’s Possible!: A Leadership Plan for Implementing Quality Reading Instruction and Ensuring Literacy for All (Increase reading proficiency for all students.): 9781958590935: Pati Montgomery, Angela Hanlin, Foreword by Jan Hasbrouck: Books

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Admin Progress Monitoring and Adjustments Session 3

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Free book study link: MTSS for Reading Improvement: 2025 Summer Book Study

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Sarah Brown (Author), Stephanie Stollar (Author)

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MTSS for Reading Improvement: A Leader’s Tool Kit for Schoolwide Success (Reading science in action: an MTSS tool kit)

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MTSS for Reading Improvement: A Leader’s Tool Kit for Schoolwide Success (Reading science in action: an MTSS tool kit) [Sarah Brown, Stephanie Stollar] on Amazon.com. *FREE* shipping on qualifying offers. MTSS for Reading Improvement: A Leader’s Tool Kit for Schoolwide Success (Reading science in action: an MTSS tool kit)

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Book study with the authors begins June 29. Cost is $19 Dive Into Reading Assessment Done Right: A Summer Book Study

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Next Steps in Literacy Instruction and Assessment book 

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Next Steps in Literacy Instruction and Assessment book 

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Next STEPS in Literacy Instruction

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by Laura Stewart, 95 Percent Group

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What is the Science of Reading?

The Science of Reading is a vast, interdisciplinary body of scientifically based research about reading and issues related to reading and writing. This research has been conducted over the last five decades across the world, and it is derived from thousands of studies conducted in multiple languages. (The Reading League)

The Science of Reading is built on two fundamental truths:

1. We were never born to read. Our brains are hardwired for speech, not print.

2. The alphabetic principle is the foundation of our alphabetic writing system. It is fundamentally different from pictograph and logograph systems.

What the Science of Reading is not:

an ideology or philosophy

a fad, trend, new idea, or pendulum swing

a political agenda

a one-size-fits-all approach

a program of instruction

a single, specific component of instruction, such as phonics

Click here for The Science of Reading: Defining Guide from The Reading League!
Download the Science of Reading infographic here.
Watch a 3-minute "elevator speech" about the Science of Reading, as explained by Dr. Stephanie Stollar.

Want to learn more?

Take one of our courses to learn more about the science of reading, especially the Evidence-Based Decision Making Course, which directly aligns and supports learning in the science of reading and the shifts to structured literacy.
Literacy Professional Learning
AZ State Literacy Instruction Plans

We are so happy you are here to learn more about the Science of Reading!
We would love to hear your feedback on this page so that we know what you need and how we can support you in your understanding of how the brain learns to read.

Please take a moment to complete a simple survey by clicking the Feedback button.

**The views and opinions expressed in any third-party resource do not necessarily reflect those of the Arizona Department of Education (ADE) and do not imply an endorsement by ADE.

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What is the Science of Reading? AS_ELA_Science-of-Reading-Logo-2023.png_(20230421) The Science of Reading is a vast, interdisciplinary body of scientifically based research about reading and issues related to reading and writing. This research has been conducted over the last five decades across the world, and it is derived from thousands of studies conducted in multiple languages.

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Tianna Sanchez

Director of K12 ELA and Move on When Reading (MOWR)

tianna.sanchez@azed.gov

602-364-1804

Michele Rutin

Literacy Coach Coordinator

michele.rutin@azed.gov

602-364-2053

ADE ELA Webpages: Standards: English Language Arts | Arizona Department of Education (azed.gov)

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AIR Center on Multi-Tiered System of Supports

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AIR Center on Multi-Tiered System of Supports

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Essential Components of MTSS | Center on Multi-Tiered Systems of Support

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A multi-tiered system of supports (MTSS) is a proactive and preventative framework that integrates data and instruction to maximize student achievement and support students social, emotional, and behavior needs from a strengths-based perspective. MTSS offers a framework for educators to engage in data-based decision making related to program improvement, high-quality instruction and intervention, social and emotional learning, and positive behavioral supports necessary to ensure positive outcomes for districts, schools, teachers, and students. The MTSS framework is comprised of four essential components: screening, progress monitoring, multi-level prevention system, and data-based decision making. Depending on state law, MTSS data may also support identification of students with learning or other disabilities.

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Free OnDemand Reading Fundamentals Courses (5 hours self-paced)

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Free OnDemand Reading Fundamentals Courses (5 hours self-paced)

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Professional Learning | Arizona Department of Education (azed.gov)

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AIM Institute received a Reimagine Education Gold Award in the Science of Learning category at the December 2020 conference for our AIM Pathways digital teacher training platform. We are honored that our evidence-based program has received this important recognition and look forward to sharing more results from our Pathways participants as they take the science of reading into classrooms and schools.

At AIM, we form strategic partnerships to transform schools by connecting top researchers and practitioners with educators in the field to develop powerful new learning approaches and make them part of teachers' best practices.

AIM is proud to be the first education partner of the Haskins Global Literacy Hub, an international and interdisciplinary collaborative of researchers and practitioners committed to the promise of neuroscience improving literacy outcomes for all children. The goal is to facilitate research to practice translation more quickly to the classroom and incorporating innovative educational technology in the process.

AIM PATHWAYS™is a scalable educational training and coaching tool that translates the science of reading into unique learning and practice activities. AIM and the AIM IGNITE Center have ongoing research partnerships with the Florida Center for Reading and Research, Georgia State University and Middle Tennessee State University.

AIM is an instructional strategies partner with the Read by 4th initiative in Philadelphia, a collaborative of educational partners dedicated to improving literacy outcomes for children with a focus on helping students achieve grade level reading by grade 4. AIM's training partnerships with schools in the region includes training for literacy coaches aligned to the IDA Knowledge and Practice Standards, collaborations with universities for pre-service training, and parent workshops.

Read by 4th is one of 360 communities across the US dedicated to the goal of grade level reading. The national Campaign for Grade-Level Reading (GLR) has united schools and funders serving at risk populations with the goal of preventing reading failure in these areas. AIM is working with the GLR Campaign to provide a scalable solution for teacher training and coaching to support these communities in their efforts.

AIM believes that collaboration between the research and practice community is essential to providing high quality teaching and learning environments and has gathered a committed Research Advisory Board of respected international researchers who are willing to share research findings and support promising educational practices.

Each year AIM hosts its Research to Practice Symposium gathering researchers and educators together for a daylong discussion about important topics in literacy research and ways to translate evidence-based research into the classroom. This important conversation draws 800 attendees (online and at AIM) and includes researchers whose work is garnering academic as well as mainstream international attention.

Discover Research to Practice at AIM?

Your web browser does not support the <video> tag.

Learn from Dr. Don Compton and Dr. Laura Steacy of the Florida Center for Reading and Research (FCRR) about the importance of Research to Practice partnerships with organizations like AIM.

AIM's proven track record of delivering evidence-informed and evidence-based programming to students, the AIM Institute's commitment to teacher training and its current replication of the AIM Integrated Literacy Model in Philadelphia-area schools, makes it one of the top services providers in the country. We are excited to have an environment where teachers and researchers can work together on these important issues.

- Dr. Ken Pugh, Director of Haskins Laboratories.

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Programs & Research -AIM Institute for Learning & Research

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AIM, a partner in the Haskins Global L2 Innovation Hub, forms strategic partnerships to transform schools by connecting top researchers and practitioners with educators in the field to develop powerful new learning approaches and make them part of teachers’ best practices.

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Credit: Stephanie Stollar Consulting | Facebook

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From Reading Science Academy

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ESSA Rating Sites:

Evidence for ESSA

What Works Clearinghouse

ESSA- What, Why, How: video series and supporting documents are available on the MOWR Administrators webpage

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Source: the Michigan Department of Education's MTSS Technical Assistance Center, Homepage | TA Center (mimtsstac.org)

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Source: National Center on Intensive Intervention Academic Intervention Tools Chart (intensiveintervention.org)

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Source: National Center on Intensive Intervention Academic Intervention Briefs: Implementation Tools| NCII (intensiveintervention.org)

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National Center for Intensive Intervention (NCII) website

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National Center for Intensive Intervention (NCII) website

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Explore all

Educators

Find tools and resources to support general and special education teachers, interventionists, school psychologists, school counselors, and other school-based personnel working with students with intensive academic and behavioral needs.

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Explore all Find tools and resources to support general and special education teachers, interventionists, school psychologists, school counselors, and other school-based personnel working with students with intensive academic and behavioral needs.

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Blog post addressing "my triangle is upside down"

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Blog post addressing "my triangle is upside down"

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Uncategorized

Every couple of months I hear this phrase ...my triangle is upside down... and I am reminded of the need to clarify the tiered systems of support represented by the triangle graphic used in MTSS.

When people say their triangle is upside down, they mean they have more students who are at risk than who are on track. But the three-tiered model is about instruction, not students. There are no Tier 1 students, Tier 2 students and Tier 3 students, only Tier 1 instruction, Tier 2 instruction, and Tier 3 instruction. Understanding the three-tiered model and the purposes of universal screening can provide the mechanisms for turning things around.

The Three-Tiered Model

The three-tiered model is about prevention of reading failure. The tiers describe a system of increasingly intensive instructional supports that cause all students to reach grade-level reading expectations. The tiered model provides a framework for efficiently using data to match student needs to the least intensive instruction necessary to get the maximum benefit in student outcomes.

Depicted as the largest section at the base of the triangle graphic, the Tier 1 system of support represents primary prevention of reading failure. This system involves the differentiated supports provided to all students in the general education classroom. The Tier 2 system of support is conceptualized as secondary prevention of reading failure. Tier 2 supports are provided in addition to, not instead of, Tier 1 instruction, for the purpose of accelerating learning for the students who are at risk after receiving effective Tier 1 instruction. The Tier 3 system of support is described as tertiary prevention of reading failure, and includes the most individualized and intensive supports needed by the few students who are at risk for or are experiencing reading difficulties.

Students who are at risk for reading failure, or who are already struggling readers, typically need more time spent on reading instruction that is more explicit, supportive and delivered in a smaller group. Intensive intervention supports at Tiers 2 and 3 require resources such as people, materials, and time. Intervention systems represented by the sections at the top of the triangle rest on the solid foundation of effective classroom reading instruction. By meeting the needs of the majority of students through effective Tier 1 instruction, resources can be reserved for the students who need additional and more intensive supports.

The Purpose of Universal Screening

In the MTSS model, universal screening of foundational reading skills is done three times a year for two reasons:

1. early identification of students who are at risk

2. evaluating the effectiveness of the Tier 1 instructional system

Universal screening assessments include benchmark goals representing the lowest acceptable score that predicts adequate reading in the future. All students should reach these minimum expectations, but what it takes to get them there will vary in intensity. The vast majority of students (around 80%) should reach the benchmark goals with effective Tier 1 instruction alone - no additional intervention. Some students will need Tier 1 plus Tier 2 intervention to reach the goals. And a few students will need Tier 1 plus very individualized and intensive Tier 3 intervention to reach the goals. These are the concepts represented by the triangle graphic.

The goal is not to have 80% of students score at benchmark, 15% below benchmark and 5% well below benchmark. The goal of early reading instruction is to get 100% of students to the minimum expectations of the benchmark goals. The first step toward that goal is to make sure regular classroom reading instruction is used as an opportunity to maximize reading outcomes and reduce risk. When at least 80% of students score at benchmark through Tier 1 instruction alone, intervention resources can be devoted to getting the remaining 20% of students to the goals.

If less than 80% of the students score at benchmark, the grade level team can analyze the fit between the needs of the students and the instruction provided in Tier 1, rather than assigning students to interventions. Intervention systems can become overwhelmed and ineffective when they are used to attempt to support 40%, 50% or 60% of the students in a grade level. Using screening data to reflect the health of the Tier 1 reading instructional system is a powerful, but often overlooked, step toward improving reading outcomes.

Universal screening data provide rich information on the skills students have and don't yet have, how much time to spend on teaching those skills, and how to group students for classroom reading instruction. Students spend most of their instructional minutes allocated to reading in the regular classroom; therefore, classroom reading instruction in Tier 1 offers the best opportunity to meet student needs. No intervention, no matter how powerful, can make up for classroom reading instruction that is not matched to the needs of students that were identified during universal screening.

Maximizing the opportunity to prevent reading failure by aligning the needs of your students to instruction in the general education classroom will keep your triangle right side up.

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Uncategorized Every couple of months I hear this phrase ...my triangle is upside down... and I am reminded of the need to clarify the tiered systems of support represented by the triangle graphic used in MTSS. When people say their triangle is upside down, they mean they have more students who are at risk than who are on track.

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Source: AZ Dyslexia Handbook

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Source: National Center on Intensive Intervention Strategies for Scheduling: How to Find Time to Intensify and Individualize Intervention | NCII (intensiveintervention.org)

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National Center on Improving Literacy (NCIL) MTSS Guide

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National Center on Improving Literacy (NCIL) MTSS Guide

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Please note that NCIL is updating their website and this link may change. If you receive an error please let us know.

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MTSS-R Implementation Guide | National Center on Improving Literacy

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A step-by-step guide to implementing multi-tiered systems of support in reading (MTSS-R). Multi-tiered systems of support in reading (MTSS-R) are comprehensive and integrated systems of instruction and intervention designed to ensure that all students meet essential literacy academic and behavior goals and objectives.

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From Allison Caldwell, M.Ed, C-SLDS

Coaching Success Lead

Level 5 OG Master Instructor

505-331-3608

allison.caldwell@imse.com

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From Allison Caldwell, M.Ed, C-SLDS

Coaching Success Lead

Level 5 OG Master Instructor

505-331-3608

allison.caldwell@imse.com

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From Allison Caldwell, M.Ed, C-SLDS

Coaching Success Lead

Level 5 OG Master Instructor

505-331-3608

allison.caldwell@imse.com

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NIRN website