NEW RESOURCE: House Bill 253 (2026) Science of Reading Professional Learning Frequently Asked Questions (FAQ)
The KDE has developed a Frequently Asked Questions guidance document for House Bill (HB) 253 (2026) and the Science of Reading (SoR) professional learning requirements. By June 30, 2029, the law requires all K-5 educators must complete KDE-approved SoR professional learning and follow established expectations for literacy instruction that reflect the extensive body of research on how students learn to read.
Visit the Science of Reading Professional Learning page to learn about the goal of the bill, review the list of expanded access to high-quality professional learning and access the FAQ.
ICYMI: New: Redesigned HQIR Page on KyStandards.org
In response to feedback from the field, the Kentucky Department of Education (KDE) has redesigned the HQIR page on kystandards.org. The new homepage provides foundational information around the “what” and “why” of HQIR with links to access all HQIR-related resources and to request implementation support from the Office of Teaching and Learning.
The new HQIR Resources Page provides quick access to key resources divided by core aspects of the work:
- HQIR Adoption Resources
- HQIR implementation Resources
- Curriculum-Based Professional Learning Resources
- HQIR Implementation Monitoring Resources
Visit the redesigned pages to find out more about supporting HQIR adoption and implementation in your district and/or school.
ICYMI: Tools for Supporting New School Year Planning
As schools prepare for the 2026-2027 school year, the Kentucky Department of Education (KDE) reminds educators of two resources available for informing and improving systems to support all students.
- The Literacy Assessment Flowchart is available as a quick reference for planning assessment practices that support informed instructional decisions. The flowchart outlines the who, what, when and why of early literacy assessments, helping educators understand the sequence of universal screening and diagnostic assessment within a comprehensive literacy system. It also includes embedded links to related KDE resources for additional guidance and support. The Literacy Assessment Flowchart can serve as a valuable tool as schools plan to identify student needs early and provide timely, targeted instruction and intervention.
Access the Literacy Assessment Flowchart.
- The KyMTSS Intervention Inventory is available as a tool to provide a systematic way of compiling, analyzing and planning for all interventions of an effective Multi-Tiered System of Supports (MTSS). This inventory includes customizable Excel templates and guiding questions beyond reading. Mathematics and social-behavioral domains are also included. The inventory serves as a planning resource to help MTSS teams make strategic decisions to maximize learning for all students. Reading Improvement Teams may use this tool when they are developing a student’s Reading Improvement Plan.
Utilize the KyMTSS Intervention Inventory to:
- Identify intervention for Tiers 1, 2 and 3;
- Determine if interventions are evidence-based, aligned with student needs and implemented with fidelity;
- Guide professional learning and resource allocation; and
- Inform data-based conversations during intervention planning meetings.
Access the KyMTSS Intervention Inventory on the Resources for Collaborative Problem Solving Teams page.
Input Wanted for New Webinar Series!
The Kentucky Reading Research Center is launching a new webinar series featuring members of the center’s National Advisory Board and expert researchers. Planned topics include adolescent literacy and critical reading, supporting students with dyslexia, phonological awareness, and literacy instruction for multilingual learners.
The Research Center is seeking input to help plan sessions that meet educators’ needs. Educators may take a brief survey—less than 60 seconds—to identify topics of interest and preferred dates and times.
CONTACT INFORMATION
For questions about Early Literacy, please email the Early Literacy Team.
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