Reading Resources

Strategy 1: Professional Development

Theory of Action: 

If we provide professional development in the science of reading for teachers, paraprofessionals, and leaders; 

then teachers, paraprofessionals, and leaders will enhance skills in science of reading instruction and data literacy; 

resulting in more targeted, effective reading instruction for students at all ability levels, ultimately increasing student reading proficiency.

Strategy 2: Evidence-based Materials

Theory of Action: 

If we provide support to schools to implement evidence-based frameworks;

then effective implementation of these frameworks will support excellence in reading education; 

resulting in more targeted, effective reading instruction for students at all ability levels, ultimately increasing student reading proficiency.

Strategy 3: Early Literacy

Theory of Action: 

If we increase and support early learning across the state;

then we will grow the number of high-quality preschools; 

resulting in an increased number of students participating in high-quality preschool programming, ultimately increasing student readiness for kindergarten.

Strategy 4: Frameworks for Success

Theory of Action: 

If we provide support to schools to implement evidence-based frameworks;

then effective implementation of these frameworks will support excellence in reading education; 

resulting in more targeted, effective reading instruction for students at all ability levels, ultimately increasing student reading proficiency.

Strategy 5: Communication, Networks, and Stakeholders

Theory of Action: 

If we provide a system of communication to include evidence-based reading data reports, feedback, and resources;

then stakeholders will draw on these resources and implementation data; 

resulting in more targeted, effective reading instruction for students at all ability levels, ultimately increasing student reading proficiency.

Strategy 6: Teacher Preparation

Theory of Action: 

If we support and require proficiency on science of reading practices;

then pre-service teachers and in-service teachers and administrators will utilize science of reading training, pathways, and endorsements; 

resulting in increased teacher and administrator proficiency to deliver evidence-based reading instruction and leadership to improve reading, ultimately increasing student reading proficiency.