Poetry—some love it and some are intimidated by it. More and more, states are including an increased emphasis on poetry in their standards updates. Poetry is a valuable teaching tool for students of all ages because it can reinforce early reading skills for elementary school students and it encourages critical thinking skills in older students.   

Poetry in the Elementary Grades 

From the cradle, poetry is part of the life of children. Parents, loved ones, and caregivers sing songs and recite nursery rhymes to babies. They are a form of poetry. Those nursery rhymes and songs help build a foundation for future phonological awareness and phonics skills reinforcing a child’s understanding of sounds and rhyming.  

Using poetry in elementary classrooms can help teachers continue to support students as they master phonological awareness, phonics, and fluency.  Here are ways elementary school teachers can incorporate poetry into their instruction to support reading foundation skills: 

Phonological Awareness:

• How Many Rhyming Words?—Read aloud a short poem and have students identify rhyming words. To extend this activity, have students create more rhyming words for the ones identified in the poem (example: identified cat and bat in the poem and students come up with pat and mat).  Rhyming is the most basic of all phonological awareness activities. Struggling with rhyming can be an early indicator of reading challenges and teachers can use rhyming activities to monitor students.  
• How Many Syllables?—Using whatever poem you are working with, pick a few words to have students clap out or tap out how many syllables are in the word. Knowing how many syllables a word has lays the foundation for using syllabication rules for decoding.  
• Ssssame Ssssound—Read poems that illustrate alliteration like “Peter Piper.” Have students identify for the repeated sound or alliteration. Listening for the repeating sounds helps students start isolating individual phonemes. And drawing out continuous sounds like /s/ make reading poems with alliteration even more fun. 

Phonics: 

• Make a Word Family—After reading a poem as a class, have students circle the rhyming words in the poem. Then have them create a list of other words that are part of the word family. Recognizing word families helps students become more efficient decoders and expands vocabulary.  
• Where Are the Long Vowels?—After reading a poem aloud as a class, identify all the words that have a particular vowel sound. Have the students create a list of vowel teams that make the long vowel sound (example- o_e, oa, ow, oe all make the long o sound). This activity reinforces learning long vowel sounds in context.  

Fluency: 

• Repeated Readings—To increase student engagement, choose fun or silly poems from poets such as Shel Silverstein or Jack Prelutsky and have students do repeated readings. Repeated readings of poems increase fluency and allow students to work on pacing, prosody, and expression.
• Paired Reading—Paired reading is when students work together to trade off reading parts (such as lines or stanzas) of poems. My students always enjoyed reading poems from Joyful Noise: Poems for Two Voices by Paul Fleischman. Students should read the poem together multiple times to increase their fluency and work on their pacing, prosody, and expression. 

Poetry in the Middle Grades and High School 

By the time students reach middle and high school, poetry instruction is often greeted with a groan by both teachers and students. We all remember having to read poetry that uses difficult, archaic language and deciphering each word. But it doesn’t have to be so unpleasant for students. Using creative poetry activities increases engagement and students will benefit by practicing critical thinking skills, expanding vocabulary, improving reading fluency, finding an avenue for self-expression, and purposeful communication. Here are some ways to bring fun to teaching poetry and analysis skills in middle and high school classrooms:

• Analyze that Song—Many songs are poems. One way to engage students is to mix modern songs into instruction. Using songs that many students are familiar with increases engagement, and students are more likely to engage critical thinking and analysis to decipher multiple layers of meaning in the song.  
• Themes Both Old and New—After wrapping a unit about poetry of a particular literary movement, have students choose one piece that particularly speaks to them. Students must identify the theme(s) expressed in the poem. Then they must find a song that conveys those same theme(s). Next, they present an annotated version of the song lyrics where they identify the language and symbolism that supports the identified theme(s). This activity leads to some lively classroom discussion while having students practice their analysis and critical thinking skills.  
• Blackout Poetry—Have students take a copy of a page from their favorite story or novel and find the poetry on the page. Students need to black out words on the page to make their poem visible. This activity has students focus on the impact of individual words in the poem and how those words come together to create meaning. Blackout poetry also helps students gain confidence and reduces anxiety about creating a poem from scratch. 

While poetry is a valuable instructional tool for teaching foundational reading skills like phonological awareness and phonics to more advanced skills like analysis and critical thinking, it can be engaging too. Members of Edmentum’s product team (all former teachers) compiled this list of poetry activities and we hope that your students enjoy these activities as much as our team did. Do you have any other poetry activities you use in your classroom? Or are there other engaging poets your students enjoy reading? 

For more of our top resources to help you support a strong, evidence-based foundation for literacy aligned with the Science of Reading, visit Edmentum's Science of Reading Toolkit. 

About the author 

Elizabeth Tricquet has over two decades of experience in education. In her current role as Lead Learning Designer at Edmentum, Elizabeth is passionate about developing effective, high-quality resources for students and teachers.   

Elizabeth has worked at Edmentum since 2016 in a variety of positions including Content Designer, Assessment Specialist, and Learning Designer. She has worked on a variety of products including Exact Path, Study Island, and Benchmark Assessments.   

Prior to working at Edmentum, Elizabeth had nearly 10 years of experience in the classroom teaching grades 1, 3 and 4 with a focus on helping struggling readers and students with learning difficulties. While teaching, Elizabeth earned her National Board Certification for Early and Middle Grades Literacy. She then worked at the Florida Department of Education's Test Development Center as an ELA Content Specialist. During that time, Elizabeth worked on state-wide summative assessments.   

Numeracy is more than just learning how to count or perform calculations—it’s about using mathematics to make sense of the world. Like literacy, numeracy is essential for daily life, helping individuals reason mathematically, solve problems, and make informed decisions. However, there isn’t a single, universally agreed-upon definition of numeracy. Some experts describe it as the ability to use mathematics in everyday situations (also called quantitative or mathematical literacy), while others emphasize higher-order problem-solving and reasoning skills. In either case, numeracy is about using mathematics to make sense of the world and applying mathematics in a context for a social purpose. 

What is Mathematical Literacy?

As society becomes increasingly digitized, the ability to interpret and use mathematical information is more important than ever. From managing finances and evaluating data to understanding scientific and societal issues, numeracy is a critical skill for engaged and informed citizens. But how can schools and teachers effectively support numeracy development in younger grades?

The terms “numeracy” and “mathematical literacy” are used interchangeably in many places. In both cases, the emphasis is an individual’s capacity to reason mathematically and to formulate, employ, and interpret mathematics to solve problems in a variety of real-world contexts. In order to do this, learners need to develop concepts, procedures, facts, and tools to describe, explain, and predict phenomena. Numeracy is an essential component in helping individuals know the role that mathematics plays in the world and make the well-founded judgments and decisions needed by constructive, engaged and reflective 21st century citizens. (OECD, 2020)

Before students can effectively apply mathematics to real-world situations, they need a strong foundation in basic mathematical concepts. Early numeracy skills, such as number recognition, counting, understanding place value, and mastering basic operations (addition, subtraction, multiplication, and division), serve as the building blocks for more advanced problem-solving and reasoning. Students need a range of mathematical knowledge, skills, understandings and dispositions to solve problems in real contexts across personal, further learning, work, and community settings. Fluency in these foundational skills allows students to approach mathematical challenges with confidence, recognize patterns, and make connections between concepts. Without this solid groundwork, higher-order skills like critical thinking, estimation, and quantitative reasoning become difficult to develop. Just as learning to read begins with phonics and letter recognition, mathematical literacy starts with these essential early math experiences.

Strategies for Fostering Numeracy

To foster numeracy, students need opportunities to develop and apply mathematical understanding in meaningful ways. This requires moving beyond isolated skill practice and creating engaging, hands-on experiences that connect math to real-world contexts. By incorporating effective instructional strategies, educators can help students build confidence, deepen their understanding, and develop the critical thinking skills essential for strong numeracy.

Key Strategies:

1) Practice Real-World Applications

• Have students compare prices, calculate discounts, or estimate totals while grocery shopping.
• Measure ingredients and adjust recipes to reinforce fractions and proportions.
• Complete simple construction activities to help students practice measurement, estimation, and geometry.
• Discuss time management and planning to help children understand concepts of time and sequencing.

2) Use Hands-On and Visual Learning Tools

• Use manipulatives like blocks, counters, and number lines to help students develop a concrete understanding of numbers.
• Use visual graphs and charts to make numerical data more accessible and engaging for young learners.
• Find uses for educational technology and interactive games to reinforce key numeracy skills in an engaging way.

3) Develop Mathematical Language and Thinking

• Encourage students to explain their reasoning aloud.
• Use questioning techniques such as “How do you know?” or “Can you think of another way to solve this?”
• Introduce vocabulary words related to numeracy, such as estimate, pattern, and data.
• Encourage a growth mindset by reinforcing that making mistakes is part of learning.

4) Differentiate Instruction Based on Student Needs

• Use a variety of instructional approaches (e.g., visual, auditory, kinesthetic).
• Provide targeted small-group instruction for students needing additional support.
• Offer extension challenges for students ready to advance their numeracy skills.

Numeracy is the ability to use mathematical understanding to make sense of the world, solve real-life problems, and make informed decisions. Building strong foundational skills, connecting math to real-world contexts, and using engaging, differentiated instruction are key strategies for developing mathematical literacy in students.

References:

OECD. (2020). PISA 2022 mathematics framework. OECD Publishing. https://pisa2022-maths.oecd.org/

About the author

Stephanie Gold brings over two decades of experience in educational leadership, curriculum development, and digital learning to her role as a Learning Designer at Edmentum. With a deep-seated passion for transforming education through technology, Stephanie has held pivotal roles in STEM education, course design, and school leadership, notably influencing digital curriculum development across various educational settings. 

With a Master of Arts in Science Education from New York University and now pursuing a Master's program in Instructional Design and Technology, Stephanie is adept at integrating pedagogical expertise with technological acumen to craft educational experiences that resonate with both students and educators. Her journey through the educational landscape includes leadership positions in Independent Schools, Online Schools, and the development of Professional Learning Platforms.

There is a Japanese proverb that says, “One kind word can warm three winter months.” When we develop positive communication systems that lead to celebrating our students and proactively engaging with their families, relationships and trust rapidly accelerate.

One of the most meaningful and effective ways for school leaders and staff to improve rapport with families is by contacting them with positive news about their child. As I write in my new book, On the Same Team: Bringing Educators and Underrepresented Families Together, positive communication systems are one of a handful of high impact practices that can help us build more cohesive and trusting school communities. 

Make Time for Positive Outreach

There are a host of benefits when school leaders proactively carve out a small and consistent amount of time each month for staff to engage in positive outreach. For instance, making positive phone calls is both a proven pathway to strengthen relationships with families and one of the best strategies to increase student learning. At one school that I coach, the principal “cancels” the last 15 minutes of a monthly staff meeting and instead designates the time for all staff to make three or four positive phone calls. These 15 minutes alone, which grew out of a Families and Educators Together (FET) team meeting at his school, produce more than 100 family contacts in just a quarter of an hour. 

In my professional learning sessions with principals, I highlight research from the Flamboyan Foundation that shows positive phone calls and personalized communication are the relationship-building best practices that most significantly affect student learning. Recent studies also show that frequent communication increased the likelihood students would complete their homework by 40 percent and decreased teachers’ need to redirect students’ attention to tasks by 25 percent. Yet nearly six in 10 public school parents reported never having received a phone call home from their children’s school during the previous year.

Looking back on my nine years as a principal and assistant principal, making positive calls was the most impactful practice our staff engaged in to enhance ties with families and motivate our students. My commitment to carve out 10-20 minutes on my calendar each Friday to make five positive phone calls added up to more than 190 families delighting in a surprise call from their child’s principal.  These students returned to class feeling affirmed, their peers were motivated by seeing a classmate recognized, and families felt greater trust and connection to me as their school leader and to the staff that wrote these “positive office referrals.”

And it doesn’t need to be a phone call—in my current role leading the family partnerships department for a district with 56 schools, I’ve seen administrators engage in positive communication in a host of dynamic ways. Some school leaders I know send positive emails or give their staff time to write positive postcards. At one school I regularly support, the principal made time each month for staff to write positive postcards, and by the end of last school year, 1,490 families had received this unexpected and uplifting communication. It is easy for principals, assistant principals, and deans to send a positive email message to a student’s family in the moment during a classroom observation in which that student has stood out. 

Prioritize “Two-Way Communication”

As educators, we often say that we communicate regularly with families. But are we communicating on their terms or ours? In our language or theirs? Is communication a one-way street, or are we fostering ongoing two-way communication? To help your staff be more culturally responsive and build stronger bridges with families, guide your staff to implementing the use of two-way communication tools that provide seamless translation (TalkingPoints is one example of an app I’ve used) to ensure that all families have an opportunity to communicate effectively with the school. 

In recent years, a majority of families from underrepresented communities have shared at Families and Educators Together gatherings across 28 schools that they rarely read emails from their child’s teacher or principal, and that their preference is to receive shorter communication via text message. School leaders are in position to drive meaningful change by honoring parents’ communication preferences. Sharing timely information through multiple communication mediums makes it easier for families to respond with their inquiries. Instead of relying primarily on email, draw upon video messages, texting, and prerecorded audio messages, and highlight important information at in-person events.

Create Space for Parents to Share their Input

Establish ongoing, team-based structures, such as the Families and Educators Together model, so that underrepresented families in particular build stronger relationships with school staff, regularly have seats at the decision-making table, and consistently feel seen and heard. If you are not ready to build a team to focus monthly on strengthening school-family partnerships, you can solicit meaningful input and feedback from families through quarterly or biannual in-person gatherings in which staff asks questions and primarily listens to families. You can also lead small focus groups or craft a survey that will reveal ways for your school to improve its communication systems.

Communicate Academic Updates

One of the most consistent comments I hear from middle and high school families is that they want to have a better sense of how their child is doing academically. On the same note, teachers convey that they find it difficult to communicate regularly with their students’ families. In a 2022 survey, 52 percent of teachers stated that it was not easy to communicate about difficult academic or behavior issues and 43 percent said it was difficult to “establish strong relationships with families” (Mapp & Bergman, 2021). At a host of schools where I coach educators and school leaders committed to enhancing family engagement, they have proved that a different outcome is possible. Here are a few quick examples:

• At one elementary school, teachers regularly provide succinct academic updates via apps such as Seesaw and TalkingPoints
• At a middle school, since one mother commented at a FET team gathering that she was outraged to find out in April that her son had an F, the principal gives staff 15 minutes a month at a faculty meeting to text the families of five students who have a D or an F.
• At one high school, teachers provide a snapshot of each student’s academic progress prior to parent-teacher conferences so that the brief conversation can be focused more on questions and building rapport (instead of a data dump that often overwhelms the parents or caregivers) 

The Benefits for Educators

Recent studies show that partnering with families is the area teachers feel least confident about, in part because of how little training they have in this realm. In fact, less than one in five teachers received training on family engagement in their pre-service programs. In addition, our colleagues might feel unsure how to reach out to families from linguistic, cultural, and socioeconomic backgrounds different from our own. 

Research shows that educators are more likely to stay at schools where they have strong partnerships with families and remain in the profession longer. Moreover, fortifying connections with families is one of the five keys to moving from good to great schools. So, why is it that we don’t devote more time to this vital realm of our roles as educators?

Try Now

I encourage you to choose one of these five high impact strategies to try out before this school year concludes and then turn it into a consistent practice for your staff next year:

• Build in 10-15 minutes once a month for staff to engage in positive phone calls, texts, or postcards to their students’ families.
• Train staff on how to conduct relationship-centered home visits. Provide time for them to do the visits or offer them additional compensation for doing so.
• Implement the use of a two-way texting app
• Provide time for staff to send academic updates to students’ families
• Offer trainings or book studies around family engagement best practices that translate into concrete next steps and easily achieved small wins

For the colleagues that we serve, having time built in to engage in best practices enhances their capacity to more effectively partner with all families. When there is trust and collaboration between educators and families, children feel it. They feel accepted and valued. They feel known. Then, school and home are like parentheses, with children nested inside a community that feels connected rather than fragmented. In that kind of quality learning environment, it is safer and more enjoyable to learn.

About the author

Ari Gerzon-Kessler is the coordinator of family partnerships for the Boulder Valley School District in Colorado and is a sought-after speaker and professional learning provider working with schools and districts committed to forging stronger school-family partnerships. Ari is the author of On the Same Team: Bringing Educators and Underrepresented Families Together. Previously, he served for 16 years as a principal, assistant principal, and bilingual teacher.

For this piece, we asked a few of Edmentum’s virtual teachers—each of whom has years of experience teaching both in traditional and online settings—to share what they enjoy about teaching reading, along with some of their favorite stories and strategies. 

What our teachers enjoy most about helping students learn to read

Beth Bley has 42 years of teaching experience, including 27 years in traditional classrooms and 15 years of virtual teaching. She has taught all grades from PreK-12 and holds a reading specialist certification. Beth piloted the virtual teaching program in her former school district 25 years ago. 

What Beth enjoys most about teaching kids to read:

"Reading books opens up new worlds to students. Students can learn about new information and interests. This all begins when a student begins to make sense of the words on the page.

I especially enjoy the moment a struggling reader starts to believe they can read. I love the excitement students have when they make real progress in their ability to read and understand a book. I have been blessed to be a part of the educational journey of many students through the skill of reading."

Jolanda Sandy has been teaching for 17 years, most of which specialized in 12th grade literature and AP Literature and Composition. She’s also an AVID teacher and has worked as an instructional coach in middle schools and as a district content coordinator for secondary ELA. Jolanda has a BA in English Secondary Education and a Master’s in Library Science. 

What Jolanda enjoys most about teaching kids to read:

"The lightbulb moment! It's a process that you have to trust, but all of a sudden, BAM. Then the excitement of success."

Denise Lewis is a certified elementary teacher with 15 years of experience in K-12 education. Her expertise includes training as a Dyslexia Specialist as well as Instructional Design and Implementation. Denise has a Master’s in Literacy Education and Certification in English as a Second Language. 

What Denise enjoys most about teaching kids to read:

"I find the greatest joy in helping students learn to read because it unlocks endless opportunities across all subjects. Literacy is a fundamental right, and every person deserves it. Watching students transform from non-readers to fluent readers is truly inspiring, as a whole new world unfolds for them."

Favorite strategies to help students develop reading skills

Beth Bley: Teaching phonemic awareness and activating prior knowledge

Teaching Phonemic Awareness:

For early elementary school students, an effective strategy is teaching phonemic awareness. This gives the students a starting point to turn unknown words into known words, an important step to limit the frustration students feel when words are unknown. The English language is not made up of one set of rules, so phonemic awareness is coupled with a read-aloud strategy. Students try to sound out a word and when they read the sentence aloud, they can determine if the word makes sense in the sentence.

Activating Prior Knowledge:

A strategy for all grades is activating prior knowledge. If the student has some knowledge of a topic they are about to read, the students can be more successful in reading the text. If the student has no prior knowledge of the topic, I build prior knowledge by providing information about the topic in a way that does not require reading. Building prior knowledge can be accomplished through graphics, discussions, short video clips, and life experiences.

Jolanda Sandy: Modeling

A great strategy and one often underutilized is modeling. Model reading a page fluently, then have students imitate you. Start with a sentence or two- they should model speed, intonation, inflection, etc. Also, reading two-voice poems is a great way to help students understand poetry and the effects of how it is read (you can play with voice, here).

Denise Lewis: Phonemic awareness and phonics

In my work, I embrace the Science of Reading, especially with young learners in kindergarten through second grade. Phonemic awareness and phonics are the building blocks that help students master the sounds of language, giving them the tools to decode and recognize words with confidence.

My best memory of a student's reading breakthrough

Beth Bley:

"There’s one early childhood student who comes to mind. By the end of the year, he had only learned a few reading skills. For years, I felt like I had successfully taught every student to read except for him, but I later found out he learned more than I realized. 

Several years later, when he was in middle school, the student brought his parents and came back to visit during an open house night. He introduced me to his parents as the teacher who taught him to read. He explained that he thought he’d never learn to read, but after being in my class and learning a few skills he began to believe in himself. This belief in himself resulted in the student learning more reading skills and eventually reading on grade level. 

This encounter years later taught me to never underestimate the value of being kind to a student and providing encouragement no matter how small the progress appears. It was a blessing to have this experience, and one that taught me a lot." 

Jolanda Sandy:

"It's always a breakthrough when my students are able to interpret poetry successfully. They learn about diction, syntax, mood, and tone, but when it all fits together and they are able to use these elements to interpret a poem, it's a breakthrough!"

Denise Lewis:

"During my time at Edmentum, I’ve had the privilege of witnessing remarkable growth. One of the most impactful experiences was teaching a second grader who advanced from a kindergarten reading level to on-grade level in just seven months. This year, he returned to my classroom in fourth grade, allowing me to see firsthand the lasting impact of that growth. It’s a rare and powerful reminder of why I do this work."

Visit our Science of Reading Toolkit for videos, articles, and other resources to support evidence-based literacy practices in your school. You can also visit our virtual learning page to learn about scalable, human-centered, pedagogically sound virtual instruction to help you address teacher shortages, increase capacity, and expand options in your district. 

In this post, we’ll explore key funding strategies, relevant federal and state grants, and practical ways schools can secure financial support for summer programming.

Key Phrases to Identify Funding Opportunities

When searching for summer school funding, recognize that grants may not explicitly state “summer school” in their descriptions. For example, an increasing number of states require schools to provide targeted subject-specific interventions, like math and reading, to support struggling students. Targeted instruction may require districts to offer supplemental learning opportunities through summer or after-school programming.

Look out for applicable funding categorized under broader education initiatives, such as:

• After-school and expanded learning opportunities
• Credit recovery
• Enrichment opportunities
• Intervention and remediation
• Out-of-school time learning
• Whole child learning and community schools

State Funding Sources to Support Summer Learning

While most state funding for summer learning will come from general formula aid, some states offer competitive or categorical grant opportunities to support these programs. Here are a few examples:

• Arkansas Enhanced Student Achievement State Categorical (ESA): Supplemental formula funding to support low-income students includes summer school and other out-of-school-time programs.
• California Expanded Learning Opportunities Program (ELO-P): Formula funding for afterschool and summer school enrichment programs for transitional kindergarten through sixth grade. The programs should focus on developing the academic, social, emotional, and physical needs and interests of pupils through hands-on, engaging learning experiences.
• South Carolina Summer Reading Camps (SRC): Under the state’s Read to Succeed Act, districts must offer SRC for third-grade students significantly behind grade-level reading. Schools receive formula funding based on the number of students identified in the previous school year. Students in other grade levels who are behind grade-level proficiency may also be invited to camps. South Carolina also funds a competitive SRC grant for community partners.

If you're not in one of the states above, you can look for similar funding sources available in your state. 

Partnering with Community-Based Organizations 

When direct summer school grants are limited, schools should partner with Community-Based Organizations (CBOs) nonprofits like Boys & Girls Clubs, YMCA, and United Way. Many federal and state funding opportunities exist for CBOs to partner with schools to deliver programming. Here are a couple examples:

• Michigan Out-of-School Time (OST) Grants: These competitive grants provide support for in-person before-school, after-school, before-and-after-school, and/or summer programming to children and youth in any of grades K-12.
• New York Learning and Enrichment After-School Program Supports (LEAPS): Competitive grant program for eligible CBOs to develop or continue high-quality summer and after-school programming for PreK-12 students.

Similar to the funding sources in the previous section, you can look for CBO partnership opportunities in your state. 

Funding Summer Learning: Leveraging Federal Funding Streams 

There are also federal funding streams schools and CBOs can utilize to support summer learning, even if they are not exclusively designated for summer programs: 

ESSA Title I, Part A

Schools identified as needing improvement can use Title I funds to implement summer intervention and remediation efforts for at-risk students.

ESSA Title IV, Part A

Student Support and Academic Enrichment (SSAE): Schools can use SSAE grants to provide summer enrichment programs in STEM, the arts, and literacy.

ESSA Title IV, Part B

21st Century Community Learning Centers (21st CCLC): Schools can partner with community organizations to secure 21st CCLC funding for summer school programs to provide mentoring, homework help, and hands-on learning experiences.

ESSA Title V, Part B

Rural Education Program: Rural districts can use this flexible funding source to expand summer learning programs, particularly for students with academic gaps.

Next Steps: Fund Your Summer Programs

Schools can sustain and expand summer learning programs that support student success by leveraging flexible federal funding, building partnerships with community organizations, and exploring alternative funding strategies. Here are some next steps:

• Identify which federal ESSA programs your school is eligible for.
• Research state-specific OST funding. Check out the After-School Alliance’s resources, including this state funding overview.
• Partner with community-based organizations to increase funding opportunities.
• Check out Edmentum’s Funding Toolkit to dive deeper into funding all of your programs.

With the right approach, schools can secure sustainable funding for summer programs, ensuring that students continue learning beyond the school year! 

In the webinar, Ace the Test: Developing a Test Prep Strategy with Study Island, we explore how educators can build test preparation into everyday instruction—without overwhelming students or losing valuable teaching time. This article builds on those insights, offering practical strategies to incorporate Study Island into your instruction so that test prep becomes a natural extension of learning. 

How to Build Test Prep into Instruction Using Study Island, Step by Step 

Step 1: Identify Priority Standards 

With limited time before the test, prioritize the skills that will have the greatest impact on student success. A good place to start is by analyzing state blueprints and released tests to identify which standards are assessed most prominently. In most states, there are key standards or skills that are covered more than others − focus your efforts on the standards that correspond to the most questions on the test. 

Step 2: Assess Student Readiness  

Once you’ve identified your priority standards, determine each student’s level of mastery of those standards. If your students have been using Study Island throughout the school year, its performance data and Blue-Ribbon progress provides the insights you need. If not, use data from a recent assessment to determine where students stand. If you don’t have recent data, utilize Study Island’s full-length Benchmarks built from your state assessment, or use Test Builder to build a custom assessment from standards-based items.  
 
Another valuable source of insight into your students’ strengths and weaknesses is their state assessment data from the previous school year. Look for patterns that demonstrate gaps in student learning, and be sure to review last year’s scores from your previous students. Those results can help you diagnose blind spots in your instruction or locate areas on the assessment that students tend to struggle with. 

Step 3: Integrate Daily Practice 

Now that you have a clear picture of your students’ academic readiness, integrate Study Island into your daily instruction in a way that fits naturally with your lesson plan. Study Island provides multiple opportunities to incorporate consistent, low-stakes practice throughout the day. 

Bell Ringers and Warm-Ups

Starting class with a short check-in helps gauge student understanding and address misconceptions before diving into instruction. Use Group Sessions in Checkpoint Mode to ask targeted, state-aligned questions that provide immediate feedback to both teacher and student.

Guided and Independent Practice

Practice Sessions allow students to work at their own pace, reinforcing skills through repeated exposure to test-aligned questions. Scaffolded feedback helps them engage in self-correction and skill reinforcement. Turn on Game Mode to keep engagement high while students work toward mastery.

• Writing Prompts and Constructed Response: Help students develop evidence-based responses with standards-aligned writing prompts that reinforce key literacy and analytical skills.
• Skill-Building Flashcards: Assign digital flashcards to support vocabulary retention and concept reinforcement, particularly in math and science. 

Formative Assessment and Check-Ins

Custom quizzes offer a structured way to gauge mastery of priority standards, while Group Sessions in Race Mode turn quick checks into interactive, competitive experiences that provide immediate insight into student understanding. Challenge Mode can be used for reviewing key skills, increasing engagement as students compete for the highest score while reinforcing essential concepts. 

Exit Tickets and Reflection

A short Group Session in Checkpoint Mode or a targeted question set at the end of class helps reinforce learning and assess retention. These quick checks allow teachers to evaluate mastery, clarify misunderstandings, and adjust lesson pacing for the next day.  

Step 4: Monitor Progress and Adjust Instruction 

Effective instruction is about continually assessing, responding, and refining based on student performance. Study Island provides real-time data that allows teachers to adjust instruction immediately and strategically to maximize student growth before state assessments.  

The Sensei dashboard gives a clear, visual snapshot of student progress, making it easy to track mastery, identify gaps, and assign targeted practice. If a trend shows class-wide difficulty with a standard, a Group Session or targeted practice set can reinforce the skill. For individual students needing support, assigning self-paced practice or a custom quiz in Test Builder ensures focused reinforcement. 

Monitoring progress isn’t about more testing—it’s about making instruction responsive. Students who have mastered key skills move on, and students needing more practice receive scaffolded support.  

Step 5: Reinforce Learning Through Strategic Checkpoints 

With real-time progress monitoring in place, the next step is to use strategic checkpoints to reinforce learning and make final adjustments before test day. Use Test Builder to create focused assessments aligned to priority standards. A well-placed quiz or check-in will help determine if students need final reinforcement or are ready to move forward. These should be intentional and embedded naturally into instruction − an exit ticket, a set of review questions, or a small-group reteach based on recent performance data.  
 
Now that you’re ready to build test prep into your day-to-day instruction, it’s time to get started. See how Study Island can revolutionize how you help your students prepare for tests today! 
 
For more tips on preparing for assessments, check out our article, The Complete Test Day Success Guide. 

1. A Proven-Effective Plan

Assembling the funding, resources, and logistics surrounding any summer program is not an easy feat. Do your hard work justice by implementing a proven program that is backed by third-party research (including efficacy that meets the requirements for your funding source) and robust stories of success to demonstrate impact.

2. Prioritization of Growth and Acceleration

2024 National Assessment of Educational Progress (NAEP) results show that overall student achievement remains below pre-pandemic levels in math and reading for 4th and 8th grade students in the United States. Make sure you find a partner that tailors instruction to each student’s individual level, incorporating research-based scaffolding while moving students forward efficiently so they’re increasingly prepared to access grade-level content.

3. Flexible, Continuous Instruction

The learning environment is not fixed—it shifts based on student needs. A flexible, continuous instruction model lets students focus on what they need, whether that’s targeted skill support or full-course credit recovery. While consistent learning time is essential for progress, programs should also allow students to revisit challenging concepts, move ahead when ready, and engage with materials in ways that promote true understanding rather than passive participation. 

4. Rigorous, Standards-Based Curriculum and Assessments

The goal of any online learning partner should be to present standards-rich instruction in a clear, concise, and accessible way for all students. Look for a partner that can provide tight alignments, so you know the time your students are spending is focused on what they need to know most.

5. Evidence-Based Pedagogy and Design

The best programs are grounded in sound research and assessment design. Does your partner prioritize these same ideals? Look for a curriculum that uses active learning to deepen engagement in material, minimizing passive reception of information.

6. Aligned Resources and Notes

Sometimes, online learning needs to extend beyond the computer screen. Look for a partner that includes things like study guides, guided notes, and printable activities to shake up the learning process and keep students on track in their studies.

7. Checks for Understanding

The feedback loop for educators often hinges on the ability to effectively utilize formative assessment. Does your partner provide ongoing built-in quizzes or other progress checks to show that students are making gains and that instruction is tightly aligned to student needs?

8. Deliberate Practice and Immediate Feedback

Intentional and aligned practice assessment is the bedrock of solidifying long-term learning. Can your partner offer intentional practice to support increasing levels of understanding and immediate coaching to improve student success?

9. Relevant, Real-World Examples

Learning that feels relatable and useful is at the heart of student motivation and engagement. When programs prioritize relevant, real-world examples, students can draw on background knowledge and make connections that help learning stick.

10. Real-Time Data

One of the key benefits of any good online learning program is the incredible time savings you get with greatly reduced grading and data readily at your fingertips. Ensure that you have a partner who provides the data you need immediately and in a manner you can use. Look for a mix of interactive, drillable data views and exportable, customizable reports. 

For additional resources on building a summer school program, visit Edmentum’s Summer Planning & Success Toolkit.

This article was originally published in 2024 and has been updated. 

This National Reading Month, we’ve connected with a number of educators and literacy experts to ask for their insights on schoolwide strategies, classroom instruction, and ideas to make reading fun. In this piece, we’re sharing a Q&A with Dr. Daris McInnis, Assistant Professor of Literacy at West Chester University of Pennsylvania. 

Daris was previously an instructor at the University of Pennsylvania’s Graduate School of Education (Penn GSE) and received his doctorate from Penn GSE’s Reading/Writing/Literacy program. He has also taught PreK and early elementary grades in Washington, D.C., was an Education Pioneer in New Orleans, La., and is a Pat Tillman Scholar who served five years as a commissioned officer on active duty in the United States Army. Additionally, Daris is a member of Reading Is Fundamental’s Middle School Literacy Advisory Board, through which he hosts webinars on out-of-school learning and post-pandemic family literacy efforts, contributes to resources including reading guides for families, and participates in other efforts focused on integrating family engagement into middle school education. 

We discussed student motivation and engagement, involving families in literacy, the foundational reading skills for middle school, and the importance of summer learning. Read the Q&A below:

What role do motivation and engagement play in literacy development? 

Daris McInnis: There are two key perspectives to consider here: that of the educator and that of the learner. An educator’s mindset and orientation significantly influences student engagement both inside and outside the classroom. When teachers bring enthusiasm to literacy instruction—both for the content itself and for actively engaging their students—it creates a dynamic and inspiring learning environment. 

From the learner’s perspective, students are more likely to engage when they see that their teacher is genuinely invested in the lesson. Research also emphasizes the importance of incorporating materials that reflect students’ interests and experiences, such as familiar book characters, representation of their language, or connections to their own communities. These elements help create a more meaningful and engaging learning experience.

How can family involvement support students’ motivation and engagement?

DM: It’s important to remember that learning happens everywhere, not just in the classroom. That’s why family involvement should begin with schools and learning communities recognizing the vital role that families and caretakers play in a child’s education. Authentic, purposeful involvement should be a collaborative effort. Educators and caretakers must view each other as essential partners in a child’s learning journey. 

Since learning is always happening, open communication between families and teachers about what students are learning and observing—both at home and in school—can be incredibly valuable. And meaningful family involvement, in whatever form it takes within a school setting, reassures families that we are genuinely invested in their children's education.

How else can schools involve families in helping students build reading skills?

DM: Schools should consider establishing regular check-in points throughout the academic year and making them a priority on the school calendar. These check-ins could include a “Meet Your Teacher” day before school starts—one of my favorite moments when I taught early grades was getting the opportunity to meet my kiddos and their families a week or so before school began. I remember one student I had in preschool was super shy about going to school. Her dad brought her in a week before class started, and we sat in the dramatic play (kitchen) area of the class and played. Her dad took pictures of us and showed them to her to remind her that school was going to be fun and engaging. I think this helped ease her feelings about starting a new school that wasn’t her daycare, with new teachers and students from the community.

Other valuable check-ins might involve home surveys, home visits, or interviews with families to understand what learning already takes place at home and how it can be integrated into the classroom. Asking questions like “What types of books does your child enjoy?” “How often do you read together?” and “What support do you need from us as a school?” can help build stronger connections between educators and families. Additionally, some schools might benefit from creating a learning contract or setting shared goals for family-school collaboration. Revisiting these goals mid-year and at the end of the year allows for reflection on progress, adjustments as needed, and goal setting for the next grade level. By engaging families in these ways, we gain valuable insights that can enhance student learning.

What foundational reading skills do kids need if they’re going to be successful students in middle school?

DM: Students need to be able to decode unfamiliar words, recognize sight words, and develop a strong vocabulary. Also, just as important, we must foster students’ critical reading and thinking skills, which are often grouped under comprehension. Students should be familiar with analyzing, interpreting, and evaluating texts, whether it’s a paragraph, a full book, or everyday sources like news media. Critical reading involves using critical thinking skills to question not just the text itself, but also our own understanding of it and the world around us. 

Encouraging this deeper engagement helps students become more thoughtful, reflective, and informed readers. They learn to engage with complex texts, which include new and complex ideas they encounter while learning in middle school. Reading a wide variety of books provides students with opportunities for critical engagement with texts across various languages and cultures, which is an important element of learning about themselves and others at this critical stage of their education.

What is the importance of summer learning?

DM: During the summer, many children go for extended periods without school-based learning, which can lead to a need for reinforcement of key concepts when they return. This is closely connected to family literacy and learning beyond the classroom. While summer literacy enrichment doesn’t have to mirror the school year, it’s important to keep children engaged in reading and learning in meaningful ways. This could include joining a book club, visiting the library to participate in summer programs or borrow books, or attending a summer camp that incorporates small literacy activities. However, it’s also important to recognize that access to these opportunities isn’t universal, and some families may face barriers to participation. Finding ways to support all children in maintaining school-based literacy engagement over the summer is necessary.

We thank Daris McInnis for sharing his insights. Are you an administrator or teacher interested in sharing your story or successful strategies for school leadership, literacy, math, career-connected learning, or other critical topics for today’s K-12 professionals? Send us your ideas at communications@edmentum.com

For National Reading Month this March, we connected with a number of educators and literacy experts to ask for their insights on schoolwide strategies, classroom instruction, and ideas to make reading fun. In this piece, we’re sharing a Q&A with Kip Plaisted, a public school teacher with 20+ years of experience. He currently serves as an English and Social Studies Content Leader at Stuart-Hobson Middle School, in the District of Columbia Public Schools (DCPS). Kip is also his school’s Debate Faculty Sponsor; in his three years as coach, three teams have participated in the National Championships and one earned a first place win.

Kip puts his passion for literacy education to further use as a member of Reading Is Fundamental’s Middle School Literacy Advisory Board. His recent initiatives have included collaboration on the design of professional development opportunities focused on effective literacy practices for middle school educators, evaluation and recommendation of literacy resources, and development of a rigorous and engaging middle school literacy curriculum aligned with DCPS standards. 

We discussed ways to support literacy development in the social studies subject area, the importance of higher-level thinking skills, and how school leadership can collaborate with teachers to form a strong literacy culture. Read the Q&A below:

How does it hold kids back in their other subjects, such as social studies, when they are behind in their reading skills?

Kip Plaisted: Reading is the foundation for learning across all subjects. When students struggle with reading, it creates a domino effect that impacts their performance in social studies, science, and beyond. Across any discipline, it is vital to teach students how to speak, write, and communicate within the content matter. 

In social studies, students encounter complex texts, primary sources, and historical documents. If they can't understand vocabulary and make inferences, they'll struggle to grasp key concepts, analyze events, and engage in critical thinking about historical and societal issues as historians. This can lead to lower grades, decreased motivation, and a sense of frustration.

Imagine a student trying to understand the American Revolution through primary source documents. If they struggle to decode the language or comprehend unfamiliar vocabulary like "tyranny" or "representation," they'll miss the core ideas driving the conflict. This impacts their ability to analyze the events, understand the perspectives of different historical figures, and draw meaningful conclusions.

Once kids reach the middle school level, what are some specific ways educators can ensure they not only continue to build their reading skills, but embrace the opportunity to be a reader?

KP: Middle school is a critical time for fostering a love of reading. Here are some strategies:

• Choice and Agency: Offer diverse texts that reflect students' interests and cultures. Allow choice in reading selections and independent reading time.
• Relevance and Connection: Connect reading to real-world issues, current events, and student passions. Show how reading applies to their lives.
• Community and Collaboration: Create book clubs, literature circles, and opportunities for peer-to-peer discussions about books.
• Modeling: Teachers should share their own reading experiences and enthusiasm for books with book talks and “think out louds.”
• Beyond the Classroom: Encourage reading outside of school through library visits, family reading time, and participation in reading challenges.

For example, a social studies teacher could incorporate historical fiction novels alongside non-fiction texts, allowing students to connect with the past on a personal level.

How can social studies teachers support literacy skills?

KP: Social studies offers a rich context for literacy development. Here's how:

• Diverse Texts: Use primary sources (letters, diaries, speeches), news articles, historical fiction, biographies, and multimedia resources.
• Explicit Instruction: Teach reading strategies like summarizing, annotating, and identifying main ideas and supporting details within social studies texts.
• Vocabulary Development: Focus on building social studies-specific vocabulary (e.g., democracy, republic, citizenship).
• Writing Across Disciplines: Integrate writing activities like essays, research papers, and debates that require students to analyze and synthesize information from social studies texts.
• Collaboration: Partner with English Language Arts teachers to align curriculum and reinforce literacy skills across both subjects.

Why do students need to develop their higher-level thinking skills? How does this help students apply literacy skills in different contexts, such as debate?

KP: Higher-level thinking skills, like analysis, evaluation, and synthesis, are essential for students to go beyond simply understanding information and move towards applying their knowledge in complex situations. In debate, for example, students must:

• Analyze arguments: Identify claims, evidence, and reasoning.
• Evaluate evidence: Determine the credibility and relevance of sources.
• Synthesize information: Connect ideas from multiple sources to form their arguments.
• Construct persuasive arguments: Develop logical reasoning and support their claims with evidence.
• Communicate effectively: Express their ideas clearly and persuasively.

These skills are not only crucial for debate, but for success in college, careers, and civic life.

How can teacher leaders and school administrators work together to build a strong culture around literacy?

KP: Building a strong literacy culture requires a collaborative effort:

• Shared Vision: Develop a shared vision for literacy that is communicated clearly to all stakeholders.
• Resources and Support: Provide teachers with access to high-quality literacy resources, professional development, and ongoing support.
• Time for Collaboration: Create dedicated time for teachers to collaborate on literacy instruction, share best practices, and analyze student data.
• Modeling and Leadership: School leaders should model their own commitment to literacy and actively participate in literacy initiatives.
• Family and Community Engagement: Involve families and the community in literacy events and initiatives.

We thank Kip Plaisted for sharing his insights. Are you an administrator or teacher interested in sharing your story or successful strategies for school leadership, literacy, math, career-connected learning, or other critical topics for today’s K-12 professionals? Send us your ideas at communications@edmentum.com

How important are principals to the outcomes of students as readers, writers, communicators, and thinkers? Educator Michelle Caracappa notes "the important role the principal plays in enacting and advancing instructional improvement," highlighting actions effective school leaders take that lead to positive outcomes. For example:

• Co-developing a shared vision of high-quality instruction
• Leveraging other leaders such as instructional coaches to support teachers in enhancing their performance in service of that vision

The Power of Principal Messaging

As a former principal, I found what Michelle shared to be on point. The following quote particularly resonated with me:

"Principals' messaging shapes teachers' perceptions of the reform to such an extent that these messages can impact whether and how teachers ultimately adopt, adapt, or reject district-level policies or approaches within the walls of their classrooms. When leaders leverage frames that resonate with teachers, teachers are more likely to respond by adopting the frame as their own and championing instructional change efforts."

For example, I co-led the implementation of a new literacy program in our elementary school. Messaging was crucial. The importance of commitment was communicated verbally, visually, and physically.

I used metaphors such as a school of fish to stress the need of all teachers, wherever they were in the implementation process, to keep swimming in the same direction while being responsive to individual students.

During the school year, I would come back to visuals like a school of fish in presentation materials during meetings and PD. It was an anchor and our reminder about our vision for curriculum coherence.

Leadership in Action

Communicating with clarity led to taking next actions toward the vision. For example, sitting in on professional development facilitated by others around the new curriculum sent a strong message to the faculty that this was a priority for me.

Additionally, I would make informal classroom visits to observe the implementation of the literacy program. I would interact with teachers like a coach, encouraging reflection and self-directedness as they worked with the new resource.

It wasn't any one of these things that influenced the implementation; it was everything, both my actions and my words, working with integrity toward a common vision.

Historical Context and Current Research

Historically, instructional leadership actions like these have not been the norm in schools. For instance, literacy education professor Tim Shanahan acknowledges his misstep in not including principals right away in previous literacy initiatives.

"A major error in my Chicago Reading Initiative experience was not pulling the principals in early enough or thoroughly enough. My attentions were laser focused on hiring coaches and readying them for their important role. I eventually turned my thoughts to the principals, not just to try to smooth the way for the coaches, but to try to help them to have a bigger and more positive impact on their school's reading achievement."

Current research shows that Shanahan’s instincts were correct. For instance, the authors of the 2021 Wallace Report, "How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research", were confident around the importance of professional development for school leaders,” write:

"[I]f a school district could invest in improving the performance of just one adult in a school building, investing in the principal is likely the most efficient way to affect student achievement." (p. 40)

One of the most interesting findings from the analysis to support the above statement: Replacing a below average principal with an above average principal equated on average to a gain of 2.7 months in student reading achievement (in a standard nine-month school year).

Why Principals Need Literacy Knowledge

The leadership competencies identified by the study do not explicitly call out literacy or any other discipline as essential knowledge for principals.

However, what I have learned as a site-based administrator at both the secondary and elementary level is, without a deep knowledge about literacy, my influence as a literacy leader is limited.

Essential Leadership Competencies and Literacy Knowledge

• Engaging in instructionally focused interactions with teachers: Lacking familiarity with the terminology within literacy instruction, my conversations with teachers about instruction in this area would have lacked depth and understanding.
• Facilitating collaboration and professional learning communities: How would I have known that collaboration is leading to better student outcomes, if I did not understand what types of outcomes to look for and prioritize within literacy?
• Managing personnel and resources strategically: Without a solid knowledge base in literacy, I would have lacked a critical lens for hiring the best teachers to support this work. Likewise, when teachers requested resources, how would I have evaluated them for impact without an understanding of evidence-based literacy practices?

Conclusion

I realize this might be a large ask for some principals, but it's not impossible. To achieve the vision of opportunity, achievement, and excellence for all students, I must believe that it is possible for leaders to deeply understand literacy.

References:

• https://michelecaracappa.substack.com/p/whats-the-principals-role-in-literacy
• https://www.shanahanonliteracy.com/blog/a-big-mistake-in-reading-improvement-initiatives-dont-make-this-one
• https://wallacefoundation.org/report/how-principals-affect-students-and-schools-systematic-synthesis-two-decades-research

About the author

Matt Renwick is a systems coach for CESA #3, an education service agency in Fennimore, Wisconsin. During his 20-year career in education, he has served as a principal in two Wisconsin elementary schools and as a middle grades vice principal, teacher and athletic coach.

Matt is the author of Digital Portfolios in the Classroom: Showcasing and Assessing Student Work (ASCD, 2017) and Leading Like a C.O.A.C.H.: Five Strategies for Supporting Teaching and Learning (Corwin, 2022). He writes frequently for MiddleWeb and on his Substack, Read by Example. 

Educator professional development is an essential foundation for students’ literacy success. Through research, we have a strong understanding of the instructional strategies that consistently help learners develop their reading skills. Effective PD, which is research-based, practical, and applicable to classroom instruction, is the mechanism for ensuring that all teachers have the skillset to implement those proven strategies. By providing educators with practical strategies and ongoing support, effective professional development empowers them to create literacy-rich environments where all students, no matter their background, can thrive.

Core Areas of Emphasis for Professional Development

To both build and sustain educator effectiveness, professional development opportunities should be ongoing and continuous. Opportunities for coaching and collaboration throughout the year help teachers refine their instructional practices and enhance student outcomes. When designing or selecting PD, schools should consider including the following:

• Emphasize the teaching of foundational literacy skills, such as phonemic awareness and phonics, found in the Science of Reading.
• Build capacity to foster language development through interactive read-alouds, targeted vocabulary instruction, and differentiation to meet the needs of learners at all skill levels, including multilingual learners.
• Help teachers learn both how to select relevant titles and encourage student choice in reading.
• Develop teachers’ ability to make real-world connections that support meaningful and authentic learning.
• Focus on integrating the joy of reading—which Reading Is Fundamental defines as “motivation, engagement, and frequency”—into instruction to build lifelong readers. This is an important element of creating engaging, motivating, and effective reading experiences for students.

Technology Can Expand Access to Quality Professional Development

As long as the materials are flexible and tailored to the unique needs of educators, interactive and engaging professional learning can take place in-person or virtually. In fact, technology is an important means of expanding access to, and participation in, high-quality professional learning opportunities. This applies to educators everywhere, and especially those in remote, rural, or underserved communities. 

Virtual Learning Options

There are a wide array of virtual learning opportunities, some of which may be delivered by your school, and others that educators can access through other providers. A well-rounded PD plan may include virtual workshops and webinars, on-demand and self-paced learning modules, and interactive coaching. 

Online Communities

Online environments such as Professional Learning Communities (PLCs) foster collaboration amongst educators by providing a safe and welcoming environment to share best practices, discuss ongoing challenges, and offer peer support, while also allowing for flexible participation across diverse schedules and locations. PLCs typically form organically, can be facilitated on social media or other platforms, and can connect educators from different schools who are interested in similar professional learning goals. They are a powerful supplement to in-school PD. 

RIF’s Literacy Network is another type of online community, designed to providing resources, tools, and information to educators, as well as volunteers and families. Family engagement is a critical factor in a child's educational achievement, and this resource is a way for schools to support family engagement and build skills together. Educators and families alike can access webinar archives, quick guides with practical strategies, and other valuable resources to support literacy development. 

Digital Resources

Digital resources, such as e-Books, online libraries and adaptive learning tools, enhance instruction with evidence-based strategies and ensure accessibility, even in more remote areas. Through the rapid growth of technology platforms, educators can gain flexible, high-quality support to improve literacy outcomes for all students.

Helping Teachers Overcome Implementation Challenges

As administrators are aware, there are challenges with taking even the best-planned PD from learning into action. Increasing teachers’ ability to embrace change and implement new instructional strategies into their trusted teaching practices begins with understanding and anticipating their challenges, and building the right supports into the professional learning plan. Teachers also benefit when PD accounts for their relative career stages and is designed to address their relevant needs accordingly. 

A lack of time within demanding daily schedules is one of the most common challenges teachers face. This often prevents educators from engaging with and trying new methods, or from refining existing practices. The lack of a structured coaching system or feedback loop can also contribute, as educators may lack the confidence to experiment with new approaches and/or feel unsupported in their development. A number of competing demands from administrators, ongoing pressures from families and policies, and personal life stresses are additional factors that can divert teachers’ attention and energy away from professional growth opportunities.

To counter these challenges, professional development programs should be designed to provide tailored coaching opportunities and feedback loops to the varying skill levels of educators. These strategies help them build confidence and focus on specific skills they are working to improve. Newer teachers may benefit from foundational instructional strategies, while more experienced educators can focus on innovation in instruction or opportunities to mentor and coach newer teachers. Additionally, offering a variety of learning formats, such as the ones mentioned earlier, ensures that professional development is accessible, flexible, and meets the learning preferences of all educators. By incorporating these strategies, professional development opportunities can effectively support educators at every stage of their careers, empowering them to successfully implement new instructional strategies and continue growing in their pedagogy.

Make Reading Instruction Evidence-Based, Collaborative, and Fun

An evidence-based approach to literacy instruction based on the Science of Reading, integrating phonics, vocabulary, fluency, comprehension, and writing, is important. Once teachers have participated in effective professional learning, they can continue to strengthen their practice and support student engagement by accessing fun resources. They can also partner with families to encourage reading growth at home. Literacy Central is a free resource that gives tips to implement interactive read-alouds, deliver explicit vocabulary instruction, and engage multilingual learners through language-rich instruction. 

Once educators’ skills are in place, student success will occur when reading is brought to life. Encouraging independent reading, incorporating high-interest texts, and connecting reading to real-world experiences are great ways to foster a love of reading and make sure all students are engaged in their learning so they can benefit from evidence-based instruction.  

About the author

Karly O’Brien is a certified reading specialist, former educator, and currently works at Reading Is Fundamental as the Senior Associate of Professional Development. In this role, Karly designs, facilitates, and leads professional learning experiences for the RIF community and programmatic stakeholders. During her undergraduate time, she engaged with educational research, specifically looking at the effectiveness of previously research-based practices within classroom contexts. The research is now published in the Journal of Teaching of Psychology. Karly holds a Bachelor of Science in Psychology from James Madison University and a Master of Arts in Curriculum and Instruction with a focus on literacy from The George Washington University.

Investing in the right test preparation can give your students an advantage on test day. With state and national assessment scores consistently an area of focus for district leaders, you’re no doubt driven to ensure students succeed on their exams and truly show what they know.  

Locating the right funding source for test prep programs can sometimes be confusing, however. There are not always dedicated state or federal funding streams designed for this use, but schools and districts can leverage broader funding categories related to intervention, proficiency support, and school improvement to finance these programs. 

Funding Test Prep: Intervention and Proficiency Dollars 

Many states mandate subject-specific interventions, such as math and reading support, for students struggling on state assessments. These interventions often include additional instructional time, summer or after-school learning, and high-impact tutoring—all of which can address test preparation. 

Here are some examples of state-related funding programs that, while not explicitly labeled as test prep funding, can be used to support related initiatives:

• Delaware – Opportunity Funding Program: Distributes weighted funding and classroom-based reading and mental health supports for low-income students and English learners.
• Louisiana – Accelerate High-Dosage Tutoring Program: Provides formula funding for K-5 students struggling in math and literacy.
• New York – Academic Intervention for Nonpublic Schools (AIS): Supports teachers and administrators in religious and independent schools serving students who score at levels one or two on state exams. Eligible expenses include textbooks, course materials, professional development, and curriculum software.
• Washington – Learning Assistance Program (LAP): A state-funded formula program that provides supplemental academic and nonacademic support for students below academic standards. 

What to do: Review funding allocations for targeted intervention programs in your state and consider integrating test prep into these initiatives.

Funding Test Prep: Accountability and School Improvement Grants 

Under the Every Student Succeeds Act (ESSA), schools are evaluated annually to identify those in greatest need of intervention based on their state's accountability plan. Schools identified for intervention must develop and implement improvement plans to enhance instruction, leadership, and student support systems. Those that fail to make adequate progress on these plans face the risk of increased state supervision, which can result in a state takeover, decreased autonomy, or students leaving the district. As a result, schools are strongly incentivized to perform well on their state's performance metrics to avoid such consequences.  

For those schools identified as needing improvement, states are required to provide supplemental funding via Title I School Improvement Grants. Additional eligibility requirements and distribution processes vary by state; qualifying schools will receive a notification from the state with application information.  

What to do: If your school is identified as needing improvement, conduct a needs assessment to determine if and how test prep can fit into your broader school improvement strategy.  

Funding Test Prep: Leveraging Federal Funding Streams  

Several federal funding streams can apply to test preparation initiatives. These include:

• ESSA Title I, Part A: Funds targeted interventions, credit recovery, and academic acceleration.
• ESSA Title II: Supports teacher and administrator training, including assessment implementation.
• ESSA Title III: Allows funding for English learners to receive tutoring and intensified instruction.
• ESSA Title IV, Part A: Supports personalized, technology-driven learning experiences.
• ESSA Title IV, Part B (21st Century Community Learning Centers): Funds academic enrichment and tutoring services.
• ESSA Title V, Part B (Rural Education Program): Allows for flexible use of funds across ESSA programs.
• IDEA (Individuals with Disabilities Education Act): Provides resources for individualized educational services, including academic support for students with disabilities.

What to do: Review Edmentum’s Federal Funding Crosswalk for help navigating allowable uses of these streams. 

4 Steps to Maximize Test Prep Funding Opportunities 

Schools looking to finance test preparation should take the following steps:

• Review state and federal formula funding streams: Take stock of broader academic support initiatives and dollars you may already be receiving that can incorporate test prep.
• Assess school improvement plans: Review current accountability and intervention plans to see how test prep can fit in.
• Apply for competitive grants: Seek state-level grant opportunities for tutoring and intervention programs.
• Collaborate with district leaders: Work with administrators to prioritize test prep funding in budget planning. 

By strategically leveraging available funding sources, schools can ensure students receive the necessary test preparation support while maintaining compliance with state and federal requirements. Schools should actively explore diverse funding opportunities and integrate test prep into broader intervention efforts to enhance student achievement. 

Take Action on Test Prep 

Check out Edmentum’s Funding Toolkit to find detailed resources that support your efforts to implement high-quality test prep and other programs. Once you’re ready to move forward, learn more about test readiness solutions that increase teacher impact and solidify students’ content knowledge and test-taking strategies. 

About the author

Hadley Blangy is Director of Policy and Advocacy for Edmentum. She leads strategic policy development and advocacy initiatives to shape national K-12 education policy. Her work focuses on career-connected learning, accountability, online and blended education, and optimizing funding frameworks. With experience from The College Board and the Council of Chief State School Officers, Hadley specializes in translating complex policy landscapes into actionable strategies. 

Many people find grammar tedious to both teach and learn. Many of us remember having to work our way through a thick grammar textbook and diagram sentence after sentence. As a student, it can seem pointless.  

But the truth is that grammar instruction helps all students, no matter what grade, become better readers. And, believe it or not, it can be fun!  

Why Explicit Grammar Instruction is Vital 

Scarborough’s Reading Rope, a foundational model that illustrates the interdependence of the word recognition and language comprehension that lead to skilled reading, has a strand called Language Structure. This strand includes syntax or grammar.  

Learning grammar helps students understand the framework writers use when constructing sentences and paragraphs. Once students learn skills within the framework, they begin to understand the usefulness of properly chosen language, aiding in their ability to understand what they read and convey meaning within their own writing. Explicit grammar instruction helps students develop the ability to recognize the relationship between ideas in sentences and paragraphs. This understanding is vital for reading comprehension.  

Making Grammar Instruction Meaningful and Fun 

Instead of doing grammar drills in isolation, incorporate grammar instruction into your existing reading and writing curriculum. Exemplars can be found in whatever text you are teaching. For example, if the text you’re reading in class uses commas in a series or adverbial phrases, point it out to students and explain why it works. Seeing the authentic use of meaningful grammar in mentor texts leads to a greater understanding of the effects of carefully chosen words. While this is an appropriate strategy for all grade levels, it is especially impactful for older students. 

To get students engaged in learning and practicing grammar, here are a few fun activity ideas: 

• How Many Did You Find? (grades K-12)—Put a sentence on the board that has errors. Have students determine the total number of errors and how to correct those errors. Then work as a group to correct the sentence. Increase student engagement by using a pop culture reference in the sentence. Older students can be given more complex sentences or a paragraph.
• Collective Noun Hunt (grades 2-6)—Have students find as many collective nouns as possible around the school campus. They must document what they find and share with the class. They could find a gaggle of geese on the playground or a choir of singers in the music room. This activity can be adapted for other parts of speech.
• Write Your Own Restaurant Menu (grades 3-6)—Have students create a restaurant menu and add adjectives. This allows students to practice choosing the most precise and effective adjectives for their writing. This activity would be especially fun as a group activity. 

Book Recommendations to Show Grammar in Action 

Additionally, if you’d like some fun reads to show grammar in action and serve as a teaching resource, here are a few of my favorites:

• Punctuation Takes a Vacation by Robin Pulver (recommended for grades K-2)—Mr. Wright’s class decides to give punctuation a vacation. Everyone is excited until nothing makes sense without punctuation. Will the punctuation marks come back from vacation? 
• Dearly, Nearly, Insincerely What is an Adverb? by Brian P. Clearly (recommended for grades 2-5)—This book uses quirky illustrations and sentences to explain what adverbs are. Students will learn the meaning of unfamiliar words that they can add to their writing. This book is just one in a series of books about various parts of speech. 
• Eats, Shoots & Leaves by Lynne Truss (recommended for grades 6-12)—This book is a collection of funny essays about the importance and correct usage of punctuation. It is sure to delight older students when learning about grammar.  

Grammar instruction is an important strand of Scarborough’s Reading Rope and it leads to skilled reading. What are ways that you can incorporate more grammar instruction into your curriculum and how can you make it engaging? 

Access more of Edmentum's top resources to help you support a strong, evidence-based foundation for literacy in our Science of Reading Toolkit. If you're looking for an evidence-based tool to help all your students build their literacy skills, learn how Exact Path is designed with the science of reading in mind. 

About the author

Elizabeth Tricquet has over two decades of experience in education. In her current role as Lead Learning Designer at Edmentum, Elizabeth is passionate about developing effective, high-quality resources for students and teachers.  

Elizabeth has worked at Edmentum since 2016 in a variety of positions including Content Designer, Assessment Specialist, and Learning Designer. She has worked on a variety of products including Exact Path, Study Island, and Benchmark Assessments.  

Prior to working at Edmentum, Elizabeth had nearly 10 years of experience in the classroom teaching grades 1, 3 and 4 with a focus on helping struggling readers and students with learning difficulties. While teaching, Elizabeth earned her National Board Certification for Early and Middle Grades Literacy. She then worked at the Florida Department of Education's Test Development Center as an ELA Content Specialist. During that time, Elizabeth worked on state-wide summative assessments.  

Successful influencers capture a niche and develop content that attracts, engages, and cultivates what communities of people believe in. Social media platforms like YouTube, Instagram, and TikTok provide spaces for people with a creative vision to share their messages, build communities of followers, and even monetize their efforts through partnering with brands that fit their niche.  

Educators may turn to the concept of social media influence when reflecting on how to promote and perpetuate the importance of reading among students and school community members. We live and work in a time where media engagement is high and messaging matters in all types of industry. Education is no different.  

Here is what we know:

• National research shows that the number of children and young adults who say they read for pleasure has dropped to an all-time low since the 1980s (PEW Research Center, 2021)
• Social media use is on the rise among teens and adults (Common Sense Media, 2021)  

Building higher levels of engagement in reading is priority work. Engagement has declined but the value and importance of reading has not. Knowing that the number of young people who read for pleasure is steadily declining, educators must find ways to use what kids do find interesting to bring reading back into their scope of interests, passions, or academic commitments.  

One way to promote the importance of reading is to brand reading through a social media campaign. Generating content about reading and making it social elevates its relevance to school community members using similar methodologies as social media influencers. A branded campaign encourages school community members to join in on sharing reading-inspired content and popularizes the commitment to developing the reading lives of students.

4 Steps for a Successful School or District Reading Campaign 

Below are steps to develop a reading campaign in your district, school, or class as part of the work to prioritize reading in and out of school. These steps also help schools build students’ reading identities and habits.  

 1. Develop a vision for the campaign

The purpose of “branding” reading is to build a positive reading culture to support students’ engagement in reading. A thriving reading culture can inspire students to strengthen their identity as a reader; someone who reads often and from a variety of sources. Culture work also invites adults in a school community to bring their passion and creativity to the vision. The message is quite simple: reading is important. 

A reading campaign can promote a community embrace of reading, reading books of choice, reading often, conversations about reading, and cultivating reading identity. Sharing the vision and defining the message helps school community members know what is valued and that becomes the heart of the culture work you’re about to do. A clear vision allows for people to rally around the message and be a part of actualizing the work. 

 2. Design an image to represent the reading brand

An image for your reading campaign will represent the vision and make your school community’s commitment to reading recognizable. The image may be shared on school social media accounts. It may also be posted on bulletin boards in classrooms, in the school hallways, and on the school or district website. What we make visible to school community members is representative of what is valued. 

There are many ways to create an image for your reading brand:

• Collaborate with the art department and ask art teachers to work with students to design your brand image  
• Host an open submission opportunity where students can submit drawings or digitally created images to be chosen as the face of the reading campaign  
• Partner with a graphic design artist who specializes in design  
• You may also use artificial intelligence logo generators to create a sketch of an image that matches the theme of your school community and reading brand 

 3. Launch the campaign

Introduce your reading campaign to school community members via all the methods of communication you have in place—email, websites, school and classroom management systems, parent portals—by sharing the image and the vision for the reading campaign. Invite school community members, or followers, to contribute to the campaign by posting reading-related content from classrooms and school events on media sites as well as on the walls within the school buildings. 

 4. Generate content and spread the word

Content is not contrived. As the reading culture develops within the school, there will be exciting, authentic culture events and reading-related material to share. Ideas for content include:

• Book recommendations and reviews from students
• Top reading lists created by classes and students
• Virtual read-alouds from authors, administrators, and teachers on platforms like YouTube or Zoom
• Pictures of students reading in classrooms, book displays, monthly book selections, and student work related to reading 

Sharing content increases visibility of reading-related events, norming reading as a priority within the school community. 

Considerations for technology platforms

Access to technology and social media sites vary in school districts. Social media sites also have age requirements, and many school districts have privacy plans in place. You may carry out a media campaign via public or private platforms. While public sites like Instagram are widely used, you may consider posting content on a password-protected platform that only staff and families in your school district have access to. The purpose of the campaign remains the same whether there is public or private access. Consider consulting with leadership in your technology department to ensure that you operate within the school district guidelines. Navigating potential challenges is part of the innovation process and is typical when starting something new.

Educators are inherently influencers for positive contributions to the wellbeing of students. Product influencers may promote the latest trends, but reading culture is a commitment, not a trend. Embracing what students and adults are captivated by and what they are active in outside of school may help to share the message of the importance of reading.

About the author

Lorraine M. Radice, Ph.D. is an Assistant Superintendent for Curriculum and Instruction in a public school district in New York. Prior to her current role, she was a preK-12 Director of Literacy. Lorraine also works as an Associate Assistant Professor at Hofstra University. Her experiences as an ELA and TESOL teacher, literacy specialist, curriculum writer, new teacher mentor program coordinator, administrator, and higher education professor inform her practices. Lorraine earned a Ph.D. in Literacy Studies, a M.S. Ed. in Literacy Studies (B-12), AdvCerts in Educational Leadership and TESOL (K-12), and a B.A. in Childhood Education and Psychology.  Lorraine is author of the Foreword INDIES Award-Winning book, Leading a Culture of Reading, and Revolving Literacy.

Amidst the pressures of testing season, nurturing a vibrant school culture becomes crucial to support students and staff alike. Here are ways to make sure your school’s culture shows through, even during the most stressful weeks of the school year.

Greet Students with Enthusiasm

Before every sporting event, someone announces the starting lineup with fanfare, pyrotechnics, and applause—all of which are designed to generate excitement and establish a temporary culture for the game. Many schools have adopted the same technique for the first day of school (minus the fireworks).

But in the life of a student who has trained for months, testing season is game time. 

A hearty greeting for every student before testing can fill them with belief. Enlist everyone you can, from parents to the mail person, to help you welcome your athletes to their arena.

Notes of Affirmation, Especially During Testing Season

The best teachers are masters at making every student feel valued every day, but that can be a challenge during the crazy scheduling of the testing season. 

However, it doesn’t take much time to read a Post-It note.

Before the test, have your teachers write every student a brief note of encouragement and then find a way for the students to receive them before testing begins. 

The content can range from the affirmative (“You’ve got this!”) to offering non-academic advice (“Remember to breathe”). Tailor each note to the individual student, acknowledging their unique strengths, efforts, and aspirations. Address them by name and highlight specific qualities or accomplishments that demonstrate their capabilities.

Remind them of their resilience, determination, and ability to overcome challenges. Every student will feel noticed.

If you still have time before testing begins, try this tip to build students' confidence and improve test-taking success: explain that test-taking is a skill that can be learned and share strategies for success. Strategies include developing their study schedule, breaking down complex problems into discrete tasks, and focusing on time management. 

Celebrate Achievements and Progress

Testing season is an important time to acknowledge and celebrate student progress and achievement, both in their academics and personal growth. Share ideas for organizing recognition ceremonies, awarding certificates of achievement, and publicly acknowledging student accomplishments to foster a sense of pride and motivation. Highlight specific examples of growth, effort, perseverance, or acts of kindness that demonstrate their dedication and commitment to their academic goals.

Promote Wellness and Self-Care

Encourage regular breaks, mindfulness exercises, and relaxation techniques can help alleviate test stress and prevent burnout. Educators should model healthy habits and emphasize the importance of maintaining a balanced lifestyle, including adequate sleep, nutrition, and physical activity. Providing opportunities for students to engage in activities that promote relaxation and emotional well-being, such as guided meditation, journaling, or yoga, can empower them to manage stress effectively and perform at their best.

Take Time for Something (Anything) Else

Students cannot escape during testing season. They spend class time in preparation. Parents ask about it instead of a greeting. Even the local news will run stories complete with stock footage of eager students bouncing into school (taken earlier in the year). By the end, they feel like robots.

Take time they would have used for last-minute cramming or running movies after testing season and guide the students in worthwhile activities that can help inside the testing room and out, such as relaxation techniques, stretching exercises, and visualization. You make better use of that time, and students have time to reconnect with their classmates and teachers.

By prioritizing a resilient school culture grounded in support, encouragement, and holistic well-being, educators can navigate testing season with positivity and empower students to perform their best while feeling valued and supported.

Find more resources on building a test-ready school community:

Our Test Prep Toolkit has a formative assessment workbook, helpful articles on supporting student needs, and success stories from schools who have achieved testing success. Visit the toolkit to access a variety of helpful resources. 

Members of the Edmentum team have recently joined education leaders and policymakers at a number of conferences focused on policy and advocacy, including ExcelinEd’s National Summit on Education, the Council of Chief State School Officers (CCSSO) Annual Policy Forum, and the Accelerate Edtech Impact Summit hosted by the Stanford Accelerator for Learning. These gatherings explored pressing challenges and opportunities in education, shared innovative policies, and facilitated collaboration to improve student outcomes nationwide. Below, we’ve summarized key themes and insights from across these events.

Reimagining Math Education

Math education was a key focus across events, and presenters emphasized its strong connection to literacy. Utah’s math framework was highlighted and has become a model for successful policies elsewhere.

• Introduced in 2022, the Utah Math Framework emphasizes high-quality instructional materials, assessment-informed instruction, and automatic enrollment in advanced math for proficient students—a policy also adopted by Texas and North Carolina.
• Results: In 2012, only 28% of students completed four years of high school math. By 2020, that number rose to 87%, reflecting the success of Utah’s targeted initiatives.

Additionally, CCSSO released its latest resource, A Nation of Problem-Solvers: How State Leaders Can Help Every Student Achieve in Math, offering research-backed strategies to improve math proficiency. Key state efforts included:

• North Dakota: Focused on innovative curriculum design to address student needs.
• Alabama: Partnered with communities to provide enhanced math enrichment opportunities.
• Maryland: Expanded professional learning opportunities for math educators, fostering deeper instructional expertise.

Growing and Retaining Educators

States highlighted "grow-your-own" programs and team-based teaching models to tackle teacher shortages and boost retention. These initiatives aim to cultivate local talent pipelines and create supportive teaching environments, ensuring long-term sustainability in education. Some include internship or apprenticeship opportunities for students, in which they can work as an aide or teaching assistant. 

If your district is looking to set up a similar program, Edmentum’s career learning library includes 40+ national career pathways, including one for future teachers.

AI in Education

Artificial intelligence emerged as a central theme. Discussions emphasized how states can leverage AI to support both students and teachers. Recommendations included:

• Providing flexible and adaptive guidance on AI use in schools.
• Exploring AI’s potential for personalized learning and administrative efficiency.

Restricting Cell Phone Use in Schools

To date, 19 states—Alabama, Alaska, Arkansas, California, Connecticut, Delaware, Florida, Idaho, Indiana, Kansas, Louisiana, Minnesota, Ohio, Oklahoma, Oregon, Pennsylvania, South Carolina, Virginia, and Washington—have implemented restrictions or bans on cell phone use in classrooms, or have recommended that local districts enact policies. At the conferences, promising results were shared from the initial seven states that implemented restrictions or bans: early data shows test score improvements of 40–70% proficiency in some cases and significant reductions in bullying. These findings underscore the importance of creating distraction-free learning environments.

Takeaways and Implications

These conferences underscored a pivotal moment in education: balancing immediate challenges like post-pandemic learning gaps with forward-looking innovations in teaching, technology, and policy. Based on the common themes heard at these gatherings, education leaders should look out for and prepare for any state-specific actions, including:

Math as a Priority

Improving math outcomes is seen as foundational to overall student success. Prepare for the possibility of major state-level math initiatives that may include changes in standards and curriculum requirements and state-required math screening and intervention, similar to reading and literacy efforts.

Exact Path’s diagnostic-driven personalized learning is designed to support your efforts. The diagnostic received high ratings as an academic screening tool by the National Center on Intensive Intervention (NCII). Additionally, ESSA Tier II evidence confirms that Exact Path’s personalized learning paths support significant learning gains for students in math, reading, and language arts. 

Changing Federal Funding and Accountability

With potential changes in federal oversight, states are poised to take the lead in driving impactful education reforms. Keep an eye on state accountability requirements and possible changes to federal funding.

To gain more insights on making the most of available funding, check out our recent webinar with updates and forecasts for federal funding in 2025. You’ll learn about emerging funding sources, common misconceptions about allowable uses, and best practices for braiding and blending funds.

Technology and Learning

From managing digital distractions to leveraging AI, technology’s role in education is both an opportunity and a challenge. Review your schools’ cell phone and technology policies to see how they align with other state legislation if your state chooses to implement similar policies. 

As 2025 unfolds, many of these policy discussions and initiatives will shape the future of education, ensuring all students are equipped to succeed in an ever-changing world. 

Stay tuned for further updates and say hello to Edmentum at the national and regional conferences we’re attending in the coming months. 

About the author

Hadley Blangy is Director of Policy and Advocacy for Edmentum. She leads strategic policy development and advocacy initiatives to shape national K-12 education policy. Her work focuses on career-connected learning, accountability, online and blended education, and optimizing funding frameworks. With experience from The College Board and the Council of Chief State School Officers, Hadley specializes in translating complex policy landscapes into actionable strategies. 

Funding State Initiatives 

1. Accelerated Instruction and Teacher Incentive Allotment Program (TIA) 

The Teacher Incentive Allotment (TIA) program has provided over $575 million in funding to 597 school districts since the 2019–20 school year. TIA funding celebrates top-performing educators with compensation and recognition through teacher designations. 

Not only does the TIA directly support and uplift Texas teachers, but schools can bypass state Accelerated Instruction supplemental instruction requirements when an identified student is assigned to a TIA-certified teacher in the following school year. This offers schools flexibility in programming and saves funding on contracting for supplemental instruction and materials. Applications for the current TIA application cycle are now open for districts to create or expand their system plans until April 15, 2025. 

Did you know? You can incorporate Edmentum's TIA-approved solutions, —Exact Path and Study Island— as 3rd party pre-tests and post-tests to create your Texas local designation system. Learn more here. 

2. College, Career, or Military Readiness Outcomes Bonus (CCMR OB) and Accountability 

Schools should pay special attention to their College, Career, or Military Readiness (CCMR) programming due to the recent changes in the related state accountability cut scores, which have been raised from 60 to 88 percent for schools to receive an “A” grade. Schools successfully providing CCMR programming can meet accountability requirements and gain valuable bonus funding through the CCMR Outcomes Bonus (CCMR OB).  

The CCMR OB is an annual funding initiative designed to reward districts for preparing students for life beyond high school. Bonuses are awarded for the performance of CCMR graduates exceeding a percentage threshold of three different student groups. Districts exceeding these thresholds receive annual funding to support and expand college- and career-readiness initiatives, in turn raising their accountability scores. 

Do you need help expanding your CCMR programming? Edmentum’s TEKS-aligned Courseware includes a wide range of core and career-focused courses, along with test-preparation resources for TSIA, SAT, ACT, and industry certifications. Learn more about how Edmentum can support your CCMR initiatives.

3. Innovation and Acceleration with Learning Acceleration Support Opportunities (LASO) Grants, Cycle 4

Texas is gearing up for the fourth round of its LASO (Learning Acceleration Support Opportunities) grant program, anticipated to launch in early 2025. Based on the structure of previous rounds, the following grant categories may be expected to include:

• Blended Learning: Support for integrating technology and traditional teaching methods
• Early College High School: Programs enabling students to earn college credits while completing high school
• School Action Fund: Assistance for school transformation and innovation initiatives
• Strong Foundations: Focus on foundational literacy and numeracy
• Technology Lending: Programs to expand student access to technology

Edmentum can support your upcoming LASO summer learning program this year with solutions for credit recovery, intervention and skill recovery, successful grade transitions, test readiness, and early literacy to help students catch up and get ahead. Learn more about our summer learning solutions.  

Looking Ahead: 2025 Legislative Session 

Texas’ biennial legislative session has begun, and a 140-day whirlwind is expected to bring about significant changes to education funding and policies, with an estimated $24 billion surplus in August. Keep an eye on the following hot topics that could affect future school funding.  

Vouchers 

Governor Abbott has long supported creating an education savings accounts (ESAs) program and may finally see them come to fruition this legislative session. The Texas Republican party has been split on this program in recent years, but the 2024 election has tentatively allowed for the support needed to pass it this session. Gov. Abbott’s current proposal sets aside $1 billion for the program. 

Increased School Funding

Additional school funding has been closely intertwined with the ESA debate. During the last legislative session in 2023, more than a $4 billion education spending boost was held, contingent upon the passage of an ESA program. With the expected passage of the program, schools may finally soon see the delayed increase. 

Senate Committee Recommendations:  Early Childhood, Testing, and Accountability

The Texas Senate Committee on Education released its interim report before the start of the legislative session with some recommendations including to: (a) expand the Early Education Allotment so that pre-K–4 students generate additional funding to provide school systems more resources for evidence-based acceleration strategies; (b) reinstate the release of annual A–F accountability ratings; and (c) continue the Texas Through-Year Assessment Pilot (TTAP). 

Edmentum can help you prepare for coming challenges and opportunities. 

The funding landscape is constantly changing, and districts need to stay ahead of new challenges and opportunities as they arise throughout the year. Edmentum’s flexible Texas-aligned solutions can support you. Check out our Funding Toolkit for insights and ideas on navigating the education funding landscape. 

Our dedicated Texas team is ready to help you build measurable learning gains with our TIA-approved solutions, expand your college- and career-readiness initiatives, equip your educators with the right tools and adapt to shifting accountability requirements. We’re excited to be your partners on this journey! If you have any questions or need assistance along the way, feel free to reach out—we're here to help!
 
See how Edmentum is helping districts like Navasota ISD provide individualized instruction for all students. 

For the past two decades or more, educators, parents, legislators, and the general public have indicated concerns about our nation’s literacy proficiency. Federal and state governments have made several attempts to enact legislation for the purpose of raising literacy rates, but legislation alone won’t lead to the anticipated positive impact on reading proficiency in our schools. Educators need to look at our instructional designs and paradigms for literacy instruction to attempt to increase students’ reading proficiency. 

The recent focus on literacy instruction based on the science of reading is expected to have a significant positive impact on students’ reading proficiency. School districts have begun emphasizing phonemic awareness and phonics, as well as decoding strategies, which are important aspects of research-based literacy instruction. With several other changes in instructional methods, such as more time and emphasis placed on vocabulary and comprehension, we should begin to see increases in reading proficiency levels.

The Current State of Reading Proficiency in the U.S. 

As stated above, there is reason to believe the emphasis on science of reading in literacy instruction will lead to increases in students’ proficiency levels. Even with that context, it’s important to review the current state of reading proficiency in the country so we are sure to maintain appropriate urgency in implementing and sustaining research-based curriculum and instruction. 

On the national level, a couple of the main assessments include the Programme for International Student Assessment (PISA) and National Assessment of Educational Progress (NAEP), also known as “the nation’s report card,” both of which have indicated declines in reading performance since 2018. Looking specifically at the 2023 NAEP scores provides some important detail, where we can see average reading scores declining for several different student groups, including male and female students, students eligible and not eligible for the National School Lunch Program (NSLP), and White and Black students in comparison to 2020.                                                       

In my home state of Iowa, in working with a number of school districts, I have seen similar trends. The 2024 ELA results from the Iowa State Assessment of School Progress (ISASP) show significant proficiency gaps between some student groups and their classmates, including students who were eligible for free or reduced-price lunch (15 to 16 percentage point difference), students with disabilities (40 to 50 percentage point difference) and English learners (41 to 59 percentage point difference). 

These statistics show that reading proficiency for all our students should be a priority, with subgroup proficiency being of even greater concern. 

Factors Impacting Student Reading Proficiency 

Several factors directly related to literacy instruction have contributed to the slow progress in improving students’ reading proficiency.  These include the following:

• Pendulum swings nationally – Since at least 1990, philosophies about formats for teaching literacy have changed every 10 years. Examples include Reading First, balanced literacy, guided reading, and the Daily 5 structure. This leaves teachers feeling uncertain about the most effective formats and strategies for teaching reading.
• Challenging school and classroom realities:
  • Teachers are expected to instruct students of a wide range of ability levels (from several years below grade level to several years above grade level).
  • Time for Tier 1 whole group instruction is limited and much of the academic block is used for small group instruction.
  • The amount of time allocated for small group instruction, or working independently or with peers, limits the amount of time for high-quality, grade level instruction led by a qualified teacher.
  • Using a small group format for all students’ reading instruction is not manageable based on time availability and teacher resources.
  • Teachers are tasked with designing individualized instruction for a significant number of students.

Additionally, school leaders and educators should pay close attention to the use of grouping and below-grade-level texts, along with the percentage of the literacy block that is spent on independent reading. An overreliance on any of these elements, without adequate foundational phonics and phonemic awareness instruction, can limit students’ progress.

To increase reading proficiency in our schools, we must implement comprehensive reading instruction that addresses all the components of the science of reading and allows all students to have access to quality, Tier 1 literacy instruction.

The Science of Reading: What it is and What it “Looks Like”

The Reading League (2022) describes the science of reading as “a vast, interdisciplinary body of scientifically based research about reading and issues related to reading and writing.” This research is based on thousands of studies conducted since the 1970s in multiple countries around the world.

• The science of reading research recognizes five main components of Core literacy instruction. Tier 1 instruction should address each of these components:
  • Phonemic awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension

• Universal instruction means that all students receive instruction within an evidence-based, core program, typically within the whole group setting. Edward S. Shapiro, developer of the Response-to-Intervention (RTI) Action Network's Tiered Instruction and Intervention models, wrote “If the Tier 1 core instructional program is implemented with high fidelity by well-trained teachers the expectation is that most students receiving this instruction will show proficiency in their assessment outcomes” (Shapiro, 2008).
• It is important to ensure that all students receive high-quality instruction in a whole group setting for 45–60 minutes of the literacy block. Struggling students should not be pulled out of the classroom for Title 1, Special Education, and interventions during whole group, Tier 1 instruction.

Literacy instructional format based on the science of reading research:

• Whole Group Instruction - 45-60 minutes for all students using grade-level text
  • Explicit instruction in Vocabulary, Phonics, and Language Arts
  • Comprehension Explicit Instruction/modeling and practice
  • Fluency Practice and Discussion of Grade-Level Text
  • Explicit Instruction in Writing
• Small Group Instruction – 30-45 minutes (for students in need of additional support)
  • Small group review, reteaching, extra guided practice in vocabulary, phonics, language art skills, and comprehension strategy (from large group)
  • Reading of instructional grade-level or related text, with support as needed
  • Reteaching, review, and guided practice in writing
  • Support and guidance for other reading assignments/tasks
• Independent/Partner Work – 30-45 minutes (for those not in small group)
  • Reading of assigned grade-level text (practicing fluency)
  • Phonics/vocabulary work
  • Comprehension tasks for application of strategies
  • Writing Tasks

** For independent work time to be the most effective and to enhance students’ learning of grade-level standards, assignments and activities should be selected that directly reinforce the skills and strategies taught in whole group.

Emphasis on Research-Based Materials and Instructional Strategies Provides Reasons for Confidence and Optimism

The statistics above demonstrate evidence of where we’ve been as an education system, and where we are currently, but that doesn’t mean they predict where we are going. While assessment results indicate the urgency of focusing on research-backed instructional approaches to reading, educators should be encouraged by the emphasis across states nationwide on research-based materials and instruction. Here are some of the compelling reasons to feel confident about the future:

• The whole group-small group-independent/partner work format can be readily implemented in most classrooms.
• When all students are not involved in small group reading instruction or interventions, this allows for more whole-group, teacher facilitated instruction, which makes instruction in all the components more “doable.”
• When students are included in quality, whole group instruction, there is more equity in regard to all students receiving instruction in grade level/core standards. 
• Multiple avenues for schools to receive support in implementing literacy instruction based on the science of reading are available (online workshops/courses, podcasts and blogs, professional development from in-house and outside experts).
• Choosing supplemental curriculum options designed with the science of reading will best support literacy learning during Independent/Partner Work.  

5 Keys to Follow in Your School or Classroom

Whether you are a school leader overseeing the practice of literacy instruction aligned with the science of reading, or a teacher working to level up instruction in your classroom, there are a handful of key elements worth remembering. Here is a quick list to keep in mind:

• Follow the whole group-small group-independent/partner work format. Whole group should be 45-60 minutes.
• Small group instruction should be provided for students who truly need it, and this instruction should support students in being successful on the Tier 1 learning targets/objectives.
• Independent/partner work should be directly related to whole group instruction and should allow students to practice applying what was taught in whole group.
• ALL students should be instructed using grade-level, common text. Students should have the texts in their hands.
• Literacy instruction needs to address all the components of the science of reading – phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing (avoid focusing on 1 or 2 components). 

Final Thoughts

Low levels of reading proficiency can have a dramatic effect on students throughout their school years and their future success in college and their careers. It is essential that we monitor students’ levels of reading proficiency and make changes in literacy instruction that will increase proficiency. Providing all students with quality Tier 1 instruction that addresses all of the components of the science of reading and utilizes grade-level texts can have a powerful impact on students becoming proficient and successful readers. 

References:

Iowa Department of Education. (2024). Iowa 2024 spring student assessment results. https://educate.iowa.gov/media/10420/download?inline

Kashima, Y., Schleich, B. & Spradlin, T. (2009). The Core Components of RTI: A Closer Look at Evidence-based Core Curriculum, Assessment and Progress Monitoring, and Data-based Decision Making. https://files.eric.ed.gov/fulltext/ED531828.pdf

Lewis, K., & Kuhfeld, M. (2024). Recovery still elusive: 2023-24 student achievement highlights persistent achievement gaps and a long road ahead. https://www.nwea.org/uploads/recovery-still-elusive-2023-24-student-achievement-highlights-persistent-achievement-gaps-and-a-long-road-ahead_NWEA_researchBrief.pdf

Literacy statistics 2024- 2025 (where we are now). National Literacy Institute. https://www.thenationalliteracyinstitute.com/post/literacy-statistics-2024-2025-where-we-are-now

NAEP long-term trend assessment results: Reading and Mathematics. The Nation’s Report Card. https://www.nationsreportcard.gov/highlights/ltt/2023/

The Reading League. https://www.thereadingleague.org

About the author

Norene A. Bunt, Ed.D is a former teacher, principal, curriculum coordinator, school improvement strategist, and superintendent. She is author of the book Solving the Literacy Puzzle: Practical Strategies for Integrating the Science of Reading Into Classroom Instruction.

Dr. Bunt is an expert on best practices in literacy instruction and integrating the science of reading effectively and efficiently to support high levels of learning for all students. Her expertise has been developed over more than 15 years of teaching experience and 17 years serving in leadership roles in schools with widely diverse populations of students, as well as through action research, classroom observations, and extensive reviews of current research. She has been awarded the Better Boardsmanship from School Administrators of Iowa and served on the School Administrators of Iowa’s new administrator forum and concept design teams. 


 

It may seem old-fashioned due to modern technology, but there is a certain excitement to receiving a letter in the mail. In addition to spreading joy, letter writing can be a valuable instructional tool. With Universal Letter Writing Week arriving in the second week of January, we are reflecting on the value of letter writing tasks and how to incorporate them into the classroom to support learning. 

Benefits of Writing Tasks 

One of the benefits of letter writing is the opportunity for handwriting practice, which is commonly deprioritized, especially after early elementary school. But all students, no matter their age, can benefit from tasks that require handwritten responses. Unlike typing, handwritten responses have been shown to engage the motor and visual parts of the brain that support learning. This synchronization of the motor and visual information aids memory formation, which is critical to learning. Some scientists believe that the more time-consuming act of physically writing words gives learners the time their brains need to process the information. This processing time leads to improved conceptual understanding and learning.  

Letter writing in general, whether by hand or using technology, helps students improve their communication skills, organize their thoughts, practice proper sentence structure and grammar, create focus on the purpose of the communication, and can support the development of empathy, gratitude, and self-advocacy.  

Adding Letter Writing to the Curriculum 

What are some creative ways to incorporate writing in the curriculum? One way is writing letters. Here are some ideas to do so: 

• The ending of one year and the beginning of another is a period that fosters reflection and gratitude. Read the book Dear Street by Lindsay Zier-Vogel to your class. The book is about Alice, who writes love letters to all the things in her neighborhood that people complain about—a tree dropping leaves on the ground or the construction on the street to fix potholes. These letters cause Alice’s neighbors to see what is magical about their neighborhood. After reading the book together, ask students to write a letter to something in their school or neighborhood that they are thankful for. Students can share their letters with each other.
• To boost comprehension, after reading a literary text, have students write a letter to a character in the text. Students can ask the character questions or reflect on the character’s experiences in the text. This activity requires students to think about characterization, plot, and point of view in a text—all of which are important reading comprehension skills.
• After a field trip, students can write a letter to the venue thanking them for the opportunity to visit and explaining what they enjoyed most about the experience.
• At the end of a grading period, students can write letters home reflecting on their learning. Students can detail what they are the proudest of, where they see opportunities for growth, and what they want to accomplish in the future. This activity encourages communication between the students and caregivers as it fosters student ownership in their learning. 

Letter writing is an engaging way to help boost student reading comprehension and to support reflection all of which improves students learning. 

About the author 

Elizabeth Tricquet has over two decades of experience in education. In her current role as Lead Learning Designer at Edmentum, Elizabeth is passionate about developing effective, high-quality resources for students and teachers.  

Elizabeth has worked at Edmentum since 2016 in a variety of positions including Content Designer, Assessment Specialist, and Learning Designer. She has worked on a variety of products including Exact Path, Study Island, and Benchmark Assessments.   

Prior to working at Edmentum, Elizabeth had nearly 10 years of experience in the classroom teaching grades 1, 3, and 4 with a focus on helping struggling readers and students with learning difficulties. While teaching, Elizabeth earned her National Board Certification for Early and Middle Grades Literacy. She then worked at the Florida Department of Education's Test Development Center as an ELA Content Specialist. During that time, Elizabeth worked on state-wide summative assessments.  

Across states, the foundational goal of this legislation is to ensure all students receive high-quality, research-based reading instruction. The resulting requirements present many school and district leaders with the challenges of understanding the legislation, reviewing their current programs, and ensuring the implementation of programs that comply with their state’s policies.    

Which states have science of reading legislation? 

As of the end of 2024, 40 states plus the District of Columbia have passed laws or implemented policies related to evidence-based reading instruction. Is yours on the list? 

Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, D.C., Florida, Georgia, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maryland, Michigan, Minnesota, Mississippi, Missouri, Nebraska, Nevada, New Jersey, New Mexico, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, Tennessee, Texas, Utah, Vermont, Virginia, West Virginia, Wisconsin. 

Why the Science of Reading Matters 

As a growing number of states take steps to improve reading instruction, it’s valuable to review the evidence from decades of research on the science of reading (SoR), which studies how we learn to read, as well as the instructional practices that best facilitate that process. The evidence indicates that successfully incorporating evidenced-based SoR practices/instruction results in the following: 

1. Better Support for Struggling Readers: Targeted interventions help address the needs of students who struggle with reading, including multilingual learners, providing them with the necessary support to succeed.
2. Benefits of Consistency in Instruction: Standardizing reading instruction ensures that all students receive high-quality, evidence-based education with approved curricula.
3. Improved Reading Outcomes: SoR-based instruction can significantly improve reading proficiency, particularly for early readers.  

Understanding the Legislation  

Several key points recur in legislation focused on the science of reading across various states, such as:

• Systematic, Research-Backed Instruction - This type of instruction means retiring some common teaching methods and replacing them with strategies that have been proven effective by research. In particular, there is an emphasis on explicit, systematic phonics instruction to help students decode words effectively and efficiently, along with a move away from “three cueing” (teaching that students can rely on multiple sources of information, or cues, to figure out words), for example.
• Teacher Training and Professional Development - Many states are emphasizing the need to train teachers in research-backed reading instruction. In these cases, legislation requires teacher-preparation programs to include SoR principles and ongoing professional development for all educators.
• Curriculum Alignment - States are mandating schools to adopt reading curricula that align with the SoR, setting up teachers to practice research-backed teaching methods. This includes strategies for teaching the five pillars of reading: phonological awareness, phonics, fluency, vocabulary, and reading comprehension.
• Interventions and Support - Legislation often includes provisions for early identification and intervention for struggling readers, including those with dyslexia.
• Assessment and Accountability - Legislation calls for the implementation of assessments to monitor student progress and ensure accountability in reading instruction. This includes screeners for early identification of students who need additional support, as well as progress-monitoring programs.   

Evaluating Current Programs 

In the states affected by new legislation, school and district leaders must evaluate their current program to identify areas of weakness or areas where additional resources are needed. 

What’s the best way to support educators?  

One of the best ways to support educators is through professional development paired with a product that is built on the science of reading, increasing educator knowledge and reducing the lift relating to targeted curriculum needs. 

The good news is that Exact Path is here to help! Professional development provided by Edmentum’s Professional Services on the science of reading, paired with Exact Path, can quickly upskill educators and give them tools that increase confidence. And most importantly, students will show increased reading proficiency. 

Designed to meet the needs of today’s classrooms, Exact Path provides educators with a proven solution built using research-based best practices firmly rooted in the science of reading.  

Here are some ways that Exact Path’s comprehensive solution for assessment, instruction, and intervention can impact educator and learner success.  

Assessment 

Exact Path provides three types of assessments that support educators in adhering to the science of reading:  

• Diagnostic - This assessment places students at their “just right” place on the Exact Path learning path. In ELA, this means they get the instruction needed to progress in all five pillars of reading. Precise placement on the learning path supports a student’s structured skill acquisition through a digital product.
• Universal Screener - This assessment supports teachers by identifying specific student needs related to foundational reading learning challenges. This information empowers teachers to create a plan of action for individual students, small groups, and whole-class instruction.  
• Progress Monitoring - This assessment supports teachers by tracking student progress and by providing data for intervention conversations. It also allows a teacher to adapt to instruction based on the needs of students. 

Instruction 

Reading instruction in Exact Path is firmly rooted in SoR best practices, and it reflects all five pillars of reading:

• Phonological Awareness - The ability to hear, identify, manipulate, and substitute phonemes—the smallest units of sound that can differentiate meaning—in spoken words
• Phonics - The ability to understand the predictable relationship between phonemes (sounds) and graphemes (letters) in order to associate written letters with the sounds of spoken language
• Fluency - The ability to read text accurately, quickly, and expressively, either to oneself or aloud
• Vocabulary - The growing, stored compilation of words that students understand and use in their conversation (oral vocabulary) and recognize in print (reading vocabulary)
• Comprehension - The ability to understand, remember, and make meaning of what has been read 

Students receive research-backed instruction while working on their learning paths, for the recommended 40 minutes a week per subject area. Also, teachers have access to lesson ideas that support student learning and provide resources to modify the lesson to meet the needs of all students, including multilingual learners and advanced learners. Teachers can also assign lessons and practice sessions that support classroom instruction. 

Intervention 

Exact Path enables targeted intervention:

1. It alerts teachers when a student is struggling with a skill. When teachers log on to the landing page, it provides student-performance data, including information on students who are struggling.
2. It adapts the learning path as students get assigned to prerequisite skills, or building blocks. For example, when a student struggles with decoding multisyllabic words, Exact Path adapts to provide instruction and practice with decoding single-syllable words before moving the student back to decoding multisyllabic words. This remediation “fills the gaps” in learning to ensure student success.  

This remediation strategy ensures that students are receiving the instruction they need to make progress toward learning goals.  

Address State Requirements and Your Goals 

As educators work to meet literacy mandates, Edmentum stands ready as a trusted partner offering research-based instructional resources rooted in the science of reading and targeted professional development that adapt to changes in legislation. Our comprehensive approach—covering assessment, instruction, and intervention—empowers educators with tools and insights to deliver high-quality literacy instruction. 

Start with our Early Literacy Needs Analysis to evaluate your current literacy program(s) and identify any gaps in existing resources. It can also help you understand your capacities and constraints so you know where to invest in building a successful program. You can also explore the Science of Reading Toolkit, which is filled with our top tools to help you support a strong, evidence-based foundation for literacy aligned with the science of reading for all learners. 

Learn more about how Exact Path’s diagnostic-driven learning paths and powerful teaching tools aligned to the science of reading can support state literacy requirements. Browse our growing evidence base and list of state approvals. 

1. Comprehensive Literacy State Development (CLSD) Grant 

The $194 million CLSD grant, awarded in September 2024, marks the second round of this federal competitive funding opportunity focused on improving literacy outcomes for children from birth through grade 12. While the funds have been distributed to 22 states and Washington, D.C., timelines for local education agency (LEA) applications are being rolled out gradually. 

• What’s Available: At least 95% of state funds must be subgranted to LEAs, prioritizing low-income and high-need students.
• Who’s Leading the Way: Kentucky is currently the only state to have opened its Request for Applications (RFA). The FY25 Kentucky Comprehensive Literacy (KyCL) Grant accepts applications through December 18, 2024. Other states are expected to release application details by winter or early spring. 

Learn more in this article: Comprehensive Literacy State Development (CLSD) Grant: Insights Into the 2024-25 Application Cycle  

2. Colorado’s High-Impact Tutoring Program for 2025-26 

Colorado is set to open applications for its High-Impact Tutoring Program in January 2025. This initiative aims to support K-12 students, with a preference for grades K-8, in areas such as math, reading, supporting English Language Learners (ELLs), and closing the achievement gap for underserved populations. Program Details: 

• Budget up to $2,200 per student served per full school year.
• Program runs from August 2025 to June 2026. 

To meet proposal requirements, districts and schools interested in providing targeted, data-driven tutoring services should review last year's application information before beginning to plan their proposals. 

3. Texas LASO Grant Round 4 

Texas is gearing up for the fourth round of its LASO (Learning Acceleration Supports Opportunities) grant, which is anticipated to open in early 2025. Based on rounds 1 and 2 of the LASO grant, we can expect the following grants to be available, as seen in each prior round: Blended Learning, Early College High School, School Action Fund, Strong Foundations, and Technology Lending. Potential Additions for Round 4 include:

• Pathways in Technology: Supporting tech-focused learning pathways.
• Math Supplemental Curriculum Licenses: Expanding access to high-quality math curriculum.
• ADSY (Additional Days School Year) Summer Learning Accelerator: Boosting summer learning opportunities.

Districts in Texas should review previous LASO grant guidelines to align proposals with state priorities and prepare for anticipated opportunities in 2025. 

4. Kentucky’s Numeracy Counts Legislation (H.B. 162) 

The Numeracy Counts legislation passed in 2024 sets an ambitious vision for mathematics proficiency in Kentucky. The program vision is to ensure all students achieve math proficiency by adopting high-quality, evidence-based instructional resources aligned to state math standards. Here's what’s pending: 

• The Kentucky Department of Education (KDE) plans to establish grants for local school districts emphasizing grades 4-8. Funding will support the implementation of approved resources and professional learning.
• KDE aims to award grants by September 1, 2025, pending final funding approvals. 

Districts should follow KDE updates closely and explore high-quality math instructional resources to align with potential grant requirements. 

Next Steps 

2025 promises many opportunities for schools to access funding that supports literacy development, tutoring, and innovative learning strategies. By staying informed and proactive, districts can position themselves to secure funds and make a meaningful impact on student outcomes. Preparing for these grants requires foresight, collaboration, and a focus on evidence-based practices. Many states provide open office hours, webinars, and other resources to support applicants. Here are some steps to get started:

• Monitor State Announcements: Stay connected with your state’s education department for RFAs and application timelines updates.
• Identify Needs: Conduct a needs assessment to determine how these grants align with your district’s goals.
• Gather Stakeholders: Engage teachers, administrators, and community partners in brainstorming innovative program ideas.
• Start Drafting: Begin drafting proposals that align with state priorities, focusing on measurable outcomes and scalability. 

The FY2024 grant cycle prioritizes evidence-based practices designed to provide explicit intervention and support in reading and writing for children from birth through grade 12. States awarded funds are required to subgrant at least 95% of the funds through a competitive process. Priority must be given to LEAs serving low-income and high-need students in diverse geographic areas.  

The CLSD grant represents a significant investment in literacy development, focusing on equity and evidence-based practices. Whether you're a state leader or an LEA, this grant offers a transformative opportunity to enhance literacy outcomes and support the next generation of learners. Here's an overview of the latest updates and opportunities in the CLSD grant’s FY2024 application cycle. 

Who Will Benefit? 

The funding structure ensures comprehensive support across all grade levels: 

• 15% of funds: Reserved for birth-to-kindergarten entry programs, focusing on early childhood educators and professional development.
• 85% of funds split evenly between:
  • Grades K-5: Supporting professional development and explicit intervention for students whose literacy skills are below grade level.
  • Grades 6-12: Targeting similar literacy improvements through intensive and supplemental interventions. 

The following states and territories received awards: Alaska, California, Colorado, District of Columbia, Hawai’i, Iowa, Kentucky, Louisiana, Massachusetts, Maryland, Missouri, Montana, North Dakota, Nebraska, New Jersey, New Mexico, Ohio, Oklahoma, Oregon, Rhode Island, South Dakota, Tennessee, and Virginia. 

What Will Be Funded? 

While states will customize their grant requirements to align with local needs, the federal guidelines provide clear direction: 

• Birth-to-Kindergarten Subgrants: Emphasis on high-quality professional development for early childhood educators.
• K-12 Subgrants: Focused on professional development and structured interventions in reading and writing to support struggling learners. 

State Highlights: Early Application Information 

Kentucky is the first state to open an RFA for its FY25 Kentucky Comprehensive Literacy (KyCL) Grant, with applications due December 18, 2024. 

• Focus: Tier 1 instruction with optional Tier 2 and Tier 3 activities.
• Funding: 40 districts will receive between $1,065,000 and $1,560,000 over five years, based on district size.
• Eligibility: Funds may be used for high-quality instructional resources (HQIRs) to implement structured literacy interventions.
• Tier 1 HQIRs must be rated green on EdReports.
• For Tier 3, resources listed on the Academic Intervention Tools Chart with strong effectiveness ratings are recommended. 

 Other emerging details on state applications: 

• California has announced that its application process will not open until July 2025 and will only be open to county offices of education (COEs).
• Louisiana announced it will award funding to schools and systems through a competitive grant process beginning this school year. The first round of funding will be for the 2025-2026 school year. School and system leaders can stay up-to-date on opportunities to apply for competitive funding through the LDOE Weekly Newsletter.  
• Ohio has announced that its K-12 application will open in early 2025. The subgrant application processes will take place separately later in 2025. 

Opportunities and Challenges for States 

States with prior CLSD experience, such as Kentucky and California, may be better positioned to roll out programs effectively and provide clear district guidance. New awardees can look to these experienced states for best practices in program implementation and resource alignment. 

As winter approaches and states release their grant applications, districts should start preparing now. Review the application abstracts and your state’s literacy plan and goals. Identifying literacy support gaps and aligning instructional resource needs to state literacy goals will be critical to securing funding.

Additional Resources and Support 

Edmentum is dedicated to equipping educators with proven, research-based tools and services that deliver measurable growth and help close literacy gaps. Edmentum programs align seamlessly with CLSD grant priorities, providing targeted interventions and progress monitoring to help students achieve their fullest potential Learn more about how Edmentum can support your literacy initiatives. 

To further support your literacy goals, explore our free Science of Reading Toolkit—a comprehensive resource to help you implement evidence-based practices that align with state literacy priorities and improve outcomes for every learner. 

Additional benefits of reading aloud to children include modeling fluent reading, fostering emotional growth, strengthening vocabulary, and improving listening comprehension skills. Reading aloud to children is essential to teachers and speech and language therapists because  it has been shown to improve phonological awareness. Phonological awareness is the ability to hear, identify, manipulate, and substitute phonemes—the smallest units of sound that can differentiate meaning—in spoken words, which provides the foundation for learning how to read and serves as a good indicator of future reading ability.

Here are a few of our favorite books for kindergarteners and first graders (and beyond) for helping you and your young learners experience the benefits of reading aloud while practicing phonological awareness skills. The books are organized in a progression from basic to most complex phonological awareness skills.

Sheep in a Jeep by Nancy E. Shaw (ages 4-7)

Five sheep take a ride in their red Jeep. What follows is a wild tale that describes their misadventure.

Sheep in a Jeep is full of rhyming words. Rhyming is a great way to get children repeating sounds and patterns, establishing a foundation for crucial literacy development. Difficulty with rhyming can also be an early indicator of reading challenges like dyslexia.  

As this book is read aloud, children can identify words they hear that rhyme and even begin to predict words that might come next, making it an interactive experience.

Clara Caterpillar by Pamela Duncan Edwards (ages 3-6)

Clara Caterpillar emerges from her egg, finds some new friends, and begins her adventure through the life cycle from egg to caterpillar to pupa to butterfly.

Clara Caterpillar is full of alliteration. Alliteration is when words have the same sound at the beginning. Think tongue twisters like, “Sally sells seashells by the seashore,” where the /s/ sound is repeated at the beginning of each word. As the book is read aloud, children can find the alliteration pattern (the /c/ sound) and the words that fit the pattern. Alliteration, or hearing the initial sound of words, is an important building block in learning to read.

The Word Collector by Peter H. Reynolds (ages 3-5)

Jerome collects words—all kinds of words. He collects short words, two-syllable words, and multisyllabic words. Jerome learns that words are powerful and even better when shared with others.

The Word Collector is perfect to support learning about syllables. Syllables are word parts that have one vowel sound. While reading the book aloud, children can practice determining how many syllables are in the words Jerome collects. Children can clap or tap their finger on their palm as they say the word to determine how many syllables a word has. Parents and teachers can help children connect each clap/tap with a vowel sound. The division of words into syllables helps students with fluency by making it easier to decode words, which is also important for spelling and a key skill for beginning readers.

Don’t Be Silly, Mrs. Millie! by Judy Cox (ages 4-6)

Mrs. Millie says some silly things to her class. She tells her students to sit on the “bug” instead of the “rug.” She instructs them to put on their “goats” instead of their “coats.”

Don’t Be Silly, Mrs. Millie! is a perfect way to practice phoneme manipulation. Phonemes are the smallest unit of sound that carries meaning. The word “pat” includes the phonemes /p/, short /a/, and /t/. Phonological awareness includes changing, or manipulating, phonemes within a word (adding, deleting, or substitution). While reading, children can identify how the words changed by phonemic manipulation. For example, Mrs. Millie changed the /r/ phoneme in “rug” to /b/ to make the word “bug.” A child’s ability to hear and manipulate phonemes in words is a vital step toward being ready to learn to read.

Reading aloud is a powerful way to build foundational reading skills in young children. The books in this article not only entertain but also create valuable opportunities to strengthen phonological awareness, an essential component of learning to read. Phonological awareness—the ability to recognize and work with sounds in spoken language—plays a key role in setting up children for reading success.

Exact Path can help support these early literacy skills in a structured, research-based way in your classroom. Exact Path provides phonological awareness activities that adapt to all students’ needs, reinforcing what they’re learning in class and making sure that they build skills sequentially. Gain insights on the progress of all children, helping them focus on skills that will have the most impact. By aligning with the science of reading, Exact Path complements classroom read-alouds and keeps reading development on track, supporting both state expectations and each child’s journey toward becoming a confident reader. Learn more about Exact Path’s evidence-based approach to reading instruction.

Check out our free Science of Reading Toolkit, which is full of valuable articles and resources to help you support a strong, evidence-based foundation for literacy aligned with the science of reading. 

The UAE School Inspection Framework is designed to ensure that schools meet the United Arab Emirates’ rigorous education standards and promote continuous school improvement. With schools serving a diverse student body, including a high proportion of multilingual learners (MLLs), it’s crucial to adopt assessments that not only track academic performance but also recognize the progress that students are making in acquiring English-language skills.

The benchmarking framework for UAE schools highlights key areas, such as aligning assessments with the national standards, using data-driven insights to guide instruction, and ensuring that MLLs are supported through tailored interventions. The following section lists the essential components of the UAE benchmarking framework and shows how it supports effective school evaluation and improvement:

Key Areas of Focus in the UAE School Inspection Framework

1. Alignment with UAE School Inspection Standards: Schools must ensure that internationally recognized assessments like NWEA MAP Growth, ACER, and CAT4 assessments are aligned with the UAE's inspection criteria, focusing on both student progress and attainment.
2. Inclusion of Diverse Learners: MLLs are a significant part of the student population in the UAE. It’s vital that schools track their language-acquisition progress and academic achievements concurrently.
3. Use of Data to Inform Instruction: Teachers and school leaders need to translate benchmarking data into actionable insights that drive curriculum decisions, instruction, and interventions.
4. Professional Development for Staff: Schools should provide ongoing training for teachers to interpret data effectively, especially when implementing targeted interventions for diverse learners.
5. Reporting to Stakeholders: Sharing data-driven insights with parents, school leaders, and regulatory authorities ensures transparency and continuous improvement aligned with inspection standards.

Using Exact Path to Support UAE Benchmarking Practices

Exact Path plays a critical role in supporting schools to meet the UAE School Inspection Framework’s requirements. Through its adaptive, data-driven features, Exact Path allows for:

• Personalized Learning: Exact Path creates individualized learning pathways for students based on NWEA MAP Growth and other assessments.
• Continuous Progress Tracking: Exact Path’s real-time insights allow educators to track both academic progress and language acquisition for MLLs.
• Targeted Interventions: Teachers can quickly identify gaps in learning and apply targeted interventions, particularly for MLLs who may require additional language support.

UAE School Inspection Framework (SIF) Checklist for Benchmarking

How Exact Path Supports UAE Benchmarking Practices:

• Personalized Learning Pathways: Exact Path enables individualized learning pathways that support students' unique academic needs, ensuring alignment with progress benchmarks and helping MLLs close achievement gaps.
• Real-Time Data Insights: The platform provides continuous progress tracking, which assists teachers in making data-informed decisions and meeting UAE School Inspection Framework standards.
• Targeted Interventions: By using the data from NWEA MAP Growth assessments and Exact Path, educators can deliver targeted interventions, especially for MLLs, helping them progress in both language and academic content.

To continue reading:

• Benchmarking Frameworks for International Schools in the UAE and KSA: A Strategic Approach to Effective Benchmarking: Benchmarking is key to raising education quality in UAE and KSA. This article explores digital tools like Edmentum’s Exact Path for personalized learning and closing achievement gaps.

About the Author

Chassie Selouane, the vice chairperson of the board of governors of Copperstone Education, is an Indigenous American educational disruptor from North Carolina. She has been an educator for 23 years throughout the U.S. and the MENA region. Chassie is the founder/CEO of Appalachian American Academy Morocco, a virtual American curriculum school in Morocco, and principal at MLS Riyadh. She is the chairperson of the steering committee of the GCC ASCD Connected Community and the chairperson of the steering committee of the Education Experts conference series. She is also an advisory council member of AIELOC and a mentor for GLEAC.

Benchmarking initiatives are critical in education, particularly in international private schools that offer an American or British curriculum. Crucial for the improvement in the quality of education, a quality benchmark can guide schools to focus on the best practices and ultimately lead them to guarantee a better quality of teaching and learning. Several assessment frameworks exist for national and international curricula, which can be used to offer valuable benchmarking opportunities. Benchmarking at private international schools can offer a powerful tool to improve learning outcomes and the quality of education.

Benchmarking can motivate schools for improvement projects, including better governance, teaching and learning, research, administration, and decision-making, therefore leading to success in achieving intended goals and objectives. Effective benchmarking empowers educational institutions to evaluate their administrative services. Depending on the outcome, they can identify areas for further development and thus improve their service offerings by exceeding the expectations of students in international schools. Collaboration, as one of the elements of benchmarking, involves schools working effectively and efficiently together. However, collaboration may have several concepts, including elements of accountability, competitive objectives, shared resources and information, vision, and collegial support to promote team and teacher development, which would be most relevant to describing collaboration in the context of benchmarking. The market of international schools is entering a period of unprecedented globalization in education, and new global assessments are likely to be influential in terms of the nature of educational provision. If individual schools are to maintain high-quality educational provision and student achievement, especially in institutions within an international setting, international and national benchmarking will provide potential tools seeking possible solutions.

In today’s educational landscape, especially within the rapidly developing MENA region, benchmarking plays a pivotal role in ensuring that schools align with global standards and cater to their unique student populations. This series of articles will introduce two specific benchmarking frameworks that have been tailored for international schools in the United Arab Emirates (UAE) and the Kingdom Saudi Arabia (KSA). These frameworks were designed by Dr. Chassie Selouane and are in line with the UAE School Inspection Framework and Saudi Arabia’s Vision 2030 education goals, with an emphasis on leveraging digital tools like Edmentum Exact Path to enhance educational outcomes.

The Role of Digital Tools in Enhancing Educational Outcomes

The attention to digital tools in the learning process is growing fast in view of their effects on educational outputs in various settings. The use of digital tools in education is omnipresent. They are widely integrated into educations processes to accompany and support effective and appropriate assessment procedures that contribute to diagnosing learning outcomes of individuals. The affordances of digital tools have been discussed across vivid regular debates, which include but are not limited to the consequences of integrating them in educational settings. This starts from promoting learner-centered environments that provide experiences tailored to suit the needs and interests of individual students—promoting student engagement, enthusiasm, and motivation by enhancing the learning activities and promoting students' active participation—to improve and make learning and teaching resources and tools engaging, appealing, portable, applicable, traceable, and easily accessible.

Consequently, integrating such digital resources in educational settings has a considerable impact on improving the effectiveness of available mechanisms of assessment and evaluation, including improving the efficiency, construct validity, and reliability of tests and instruments of assessment, aligning well with learning objectives and providing meaningful feedback to students about their performance. The integration and leverage of digital resources in educational systems and processes are often based on successful implementation strategies that require crosscutting collaboration from all stakeholders, including content developers, ministry experts, teachers, students, and informatics specialists, in order to develop and use the tools. All educational institutions need to consider adopting policies, capacity building, and training programs for educational content developers, as well as buying and generating electronic equipment and software in order to shift from face-to-face to digital exams.

However, it is important to note that this digital shift in assessments is a global tendency; therefore, societies and countries need policies and resources to invest in overcoming the challenge of promoting active engagement with open and flexible online items, ensuring equitable access for all students regardless of their level of poverty and avoiding technical problems such as loss of connectivity, data privacy, and device access. Certainly, the shift to digital exams requires enormous investment in infrastructure. Children are among the most important human resources employed in the digital transformation process, and their education is directly linked to their future careers that will require a package of 4Cs: creativity, critical thinking, collaboration, and competencies in the digital realm. However, not all countries and societies are capable of delivering these competencies equally, as digital access and digital literacy can be challenging in many cases, and digital tools are part and parcel of the learning processes in many educational curricula. Digital learning apps have been picked up as a focal point of several governmental initiatives as part of national investments in infrastructure.

Case Study: Exact Path

Exact Path is one of the digital platforms developed and offered by Edmentum. It is designed to help students advance and close gaps in learning in grades four to eight by predicting outcomes for teachers and delivering individualized learning paths based on assessments. Exact Path can be used as a tool for identification and support of multilingual learners (MLLs) in terms of the academic language of the students. The Exact Path adaptive assessments are designed to quantify a student's growth in the knowledge and skills underpinning mathematics, reading, and language arts. As students advance through the assessment, results are used to develop personalized learning paths that are based on individual student performance data. Learners have taken millions of assessments, and on average, students improve one grade level of performance in targeted areas in at least six weeks. Additionally, students who answer English-language items are typically able to advance one proficiency level on standardized tests for MLL development in one school year. Through the administration of individualized learning paths, the precise summative assessments become formative as the site progresses.

In addition to academic gearing and potential progress, an emphasis is placed on student work with the platform as potentially experiential for educators and MLLs. Four primary outcomes are hypothesized for students using Exact Path, three of which are for academic achievement: to increase educational attainment in mathematics, close gaps in learning, and increase progress within a specific year. The fourth outcome is of an affective nature, looking at student "experience" with the platform rather than the learning content per se, to impact motivation and well-being in language learning. Exact Path intentionally aligns with research on personalized learning and language-learning motivation. A balancing act is required to promote learning outcomes for students, while content and item writing must be geared, yet still present language development in challenging and motivating ways. In terms of its prototype, qualitative feedback shows that the platform is motivational, a good indicator of a more positive impact on student engagement.

To continue reading:

• Benchmarking Framework for International Schools in the UAE: Using the UAE School Inspection Framework: Discover how the UAE School Inspection Framework elevates international school standards through aligned assessments, MLL support, and personalized tools like Exact Path.

About the Author

Chassie Selouane, the vice chairperson of the board of governors of Copperstone Education, is an Indigenous American educational disruptor from North Carolina. She has been an educator for 23 years throughout the U.S. and the MENA region. Chassie is the founder/CEO of Appalachian American Academy Morocco, a virtual American curriculum school in Morocco, and principal at MLS Riyadh. She is the chairperson of the steering committee of the GCC ASCD Connected Community and the chairperson of the steering committee of the Education Experts conference series. She is also an advisory council member of AIELOC and a mentor for GLEAC.