Early Literacy Newsletter: Sept. 29, 2026

Sept. 29, 2026

Reading Improvement Plans, Part 1: From Screening to Support—Who Needs a Plan?

A Reading Improvement Plan begins with understanding a student’s reading needs. Kentucky’s literacy assessment process uses universal screening and diagnostic assessment to help teams identify students who may need additional support and determine their specific areas of need.

Universal screening helps identify students who may be at risk. There is not one universal benchmark that determines whether a student is “at risk.” Benchmark or cut scores are established through an evidence-based process unique to each assessment. Screening results help teams determine which students may need additional assessment, support or intervention.

Diagnostic assessment helps identify the student’s specific needs. When screening indicates a need for a closer look, diagnostic assessment helps identify specific reading deficits and guides the next steps for instruction and intervention. These results provide the foundation for developing a Reading Improvement Plan.

Explore Available Resources

The Literacy Assessment Flowchart provides a visual overview of Kentucky’s literacy assessment process, including how screening and diagnostic assessment inform instruction and intervention.

The Read to Succeed Implementation FAQ answers common questions about screening, benchmarks, diagnostic assessment and Reading Improvement Plans.

Coming next: What makes a Reading Improvement Plan meaningful? Part 2 will explore how teams can move from identifying a student’s needs to developing an intentional plan for improving student outcomes.

ICYMI: Explore Our Redesigned Kentucky Reading Academies Webpages

The redesigned Kentucky Reading Academies webpages provide information about professional learning opportunities and leadership support offered at no cost, including LETRS®, AIM Pathways courses, KY Learning Hub science of reading courses and KyELLN.

Educators and leaders can also find information about the intended audience for each opportunity and whether it meets the science of reading professional learning requirement established by House Bill 253 (2026).

Explore the Kentucky Reading Academies webpages to learn more. September 29, DEL Newsletter

Have questions? 

Join the Division of Early Literacy for Virtual Office Hours the 2nd Tuesday of each month!

9:30 to 11 a.m. ET.

• Oct. 13
• Nov. 10
• Dec. 8

Register to join LIVE and view past recordings of Voices from the Field on our Connect and Support page. 

ICYMI: AIM Pathways Registration Opens Sept. 29: Free Science of Reading Professional Learning for Kentucky Educators

The Kentucky Department of Education, in partnership with AIM Institute, is offering free, state-funded literacy professional learning for eligible Kentucky educators through the Kentucky Reading Academies.

Two KDE-approved learning pathways are available and satisfy the science of reading professional learning requirements of House Bill 253 (2026):

Pathways to Proficient Reading (PPR) – Approximately 55 hours

Designed for K-5 teachers and educators, this program deepens knowledge of reading development, assessment and evidence-based instruction to improve outcomes for all learners.

Pathways to Literacy Leadership (PLL) – Approximately 30 hours

Designed for school and district leaders, this program builds the literacy knowledge and leadership practices needed to support educators, strengthen instruction and guide implementation.

The fall 2026 cohort can be completed within one year and includes a combination of asynchronous coursework and virtual learning sessions. Additional cohorts will be offered in winter and summer 2027.

Multiple cohorts for each course are available. Registration for the first cohort opens Sept. 29. Registration deadlines vary depending on the cohort start date, with the earliest deadline at 5 p.m. ET Friday, Oct. 16.

Learn more and access registration on the AIM Pathways flyer.

Additional no-cost opportunities are also available, including Pathways to Proficient Reading: Secondary and Demystifying Dyslexia. While these courses provide valuable professional learning, they do not satisfy the HB 253 professional learning requirement.

Still Time to Share Your Input: Kentucky Teacher Workload Survey Remains Open

The Kentucky Department of Education (KDE) is conducting a statewide survey to better understand teacher workload and the conditions that shape teachers’ professional time.

The survey remains open through Oct. 31 and takes approximately 15-20 minutes to complete. Your responses will help KDE better understand teacher workload and working conditions and identify supports that may contribute to more sustainable teaching conditions.

Participation is voluntary, and responses will be reported in aggregate. Individual teachers will not be identified.

Complete the Kentucky Teacher Workload Survey.

Survey closes: 11:59 p.m. ET Oct. 31, 2026

CONTACT INFORMATION

For questions about Early Literacy, please email the Early Literacy Team.

Visit the tabs on the left-hand side of the Early Literacy Webpages to access the Science of Reading Professional Learning page, as well as educator and leader resources and information about early literacy screening assessments, structured literacy, and the Kentucky Reading Academies.

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