Celebrations & Bright Spots
Amanda Grimes, 3rd-grade teacher at River Ridge Elementary in Kenton County, shares how the knowledge she gained by participating in the Kentucky Reading Academies LETRS Professional Learning impacted her experience when Kenton County adopted and implemented a new high-quality instructional resource (HQIR) for reading and writing.
 “My knowledge from LETRS greatly impacted my experience implementing our district’s HQIR, Core Knowledge Language Arts (CKLA). I was able to use my learning from LETRS and apply it directly to my instruction through CKLA lessons. The overall structure of the CKLA program is aligned around the science of reading; from its tiered vocabulary instruction to the query-based instruction during read-alouds and many other concepts that I was familiar with because they were taught in LETRS.”
Not only was Amanda’s instruction impacted by the implementation of CKLA, but her students’ classroom experiences were, as well.
“The units in CKLA were very engaging for my students, and they were always looking for more information about the topic they were learning; whether it be finding books outside of the classroom or in our school library. Students were able to make connections to their prior knowledge and apply what they had learned in the units to new learning across content areas.”
For more information on HQIRs and implementation guidance, please visit the high-quality instructional resources page on kystandards.org.
Wondering How the Read to Succeed Act & a Multi-Tiered System of Supports (MTSS) Align?
Take a look at these two resources: Implementing Kentucky’s Read to Succeed Act within an MTSS Framework guidance document helps educators understand how the key components of the Read to Succeed Act align with Kentucky’s Multi-Tiered System of Supports.
The Early Literacy Assessment within Kentucky's Multi-Tiered System of Supports (KyMTSS) document provides information around how universal screening and diagnostic assessment fit within a multi-tiered system of supports.
ICYMI: Integrating HQIRs and Deeper Learning to Strengthen Tier 1 Instruction
To build an understanding of the interaction between deeper learning and a local curriculum through the lens of learning science to help promote access to vibrant learning experiences for all students, the Kentucky Department of Education (KDE) Office of Teaching and Learning is developing a series of modules that support the first big idea of United We Learn’s vision for the future of public education in Kentucky, “creating a more vibrant experience for every student.” This series is designed to answer questions like, “How do educators provide vibrant student learning experiences?” and “What is needed to establish a system that equitably supports these types of learning opportunities within Tier 1 instruction?” The first resource in the series introduces educators to Integrating HQIRs and Deeper Learning to Strengthen Tier 1 Instruction. The resources within the series aim to:
- Examine deeper learning and the role of a local curriculum anchored in high-quality instructional resources (HQIRs) in enabling deeper learning experiences in Tier 1 instruction;
- Explore how understanding of education research and learning science can inform effective integration of deeper learning and HQIR within a local curriculum; and
- Provide modules to support curriculum integration according to learning science.
The modules to follow will be released for each of four stages–Priming for Learning, Surface Learning, Deep Learning and Transfer Learning–to support district curriculum teams in applying educational research and learning science in order to strengthen their local curriculum for Tier I instruction. Each module will build understanding of learning science principles for its phase, establishing connections to deeper learning and then providing indicators for analyzing the local curriculum and making smart adjustments.
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