Early Literacy Newsletter: Oct. 6, 2026

Oct. 6, 2026

Last week’s newsletter kicked off a four part series dedicated to walking educators through the sections of the Kentucky Department of Education’s Reading Improvement Plan template. In the previous edition, we answered the question educators across the state diligently work to identify:  Who needs a reading improvement plan and when? Get caught up on “Reading Improvement Plans, Part 1: From Screening to Support – Who Needs a Plan?” and read Part 2 featured in this edition of the “Early Literacy Newsletter.”

Reading Improvement Plans, Part 2: From Need to Action – Building a Meaningful Plan

Identifying a student who needs additional reading support is the first step. The next step is developing a meaningful Reading Improvement Plan that clearly identifies the problem, establishes a goal and outlines an evidence-based intervention. Section 2 of the Reading Improvement Plan (RIP) template guides teams through this process. Access the template under the Reading Improvement Plan section of KDE’s Early Literacy Resources webpage.

Identify the Problem

Teams should use diagnostic data along with other relevant sources of data to determine the student’s specific area of need and identify a root cause. By using data from valid and reliable diagnostic tools, the team can identify strengths and challenges in early literacy skills. This information helps the team determine what the student needs to learn and what should be targeted through intervention.

Set a Meaningful Goal

Once the target area of concern has been identified, the team will need to set a clear goal with criteria and a timeline for success. Depending on the target area, the team will identify the goal or benchmark the student will be expected to meet to be considered proficient in reading.

The team may select a middle- or end-of-year benchmark for a general reading outcome or a specific skill based on data from the diagnostic assessment or the identified progress-monitoring tool. A meaningful goal gives the team a clear picture of what success will look like and when the team will know the student has reached the goal.

Redesigned Kentucky Reading Academies Webpages Make Professional Learning Offerings Easier to Navigate!

The redesigned Kentucky Reading Academies webpages provide information about professional learning opportunities and leadership support offered at no cost, including Language Essentials for Teachers of Reading and Spelling, AIM Pathways courses, Kentucky Learning Hub Science of Reading Courses and the Kentucky Early Literacy Leadership Network.

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.

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. 

Select an Evidence-Based Intervention

The intervention selected must be explicit, evidence-based and aligned to the student’s area of need. The intervention selected must be supported by evidence of positive and statistically significant effects on student outcomes. The KDE HB 253 (2026) State Approved Reading Intervention List webpage is available to support selection. The intervention should be aligned with the area or areas targeted for improvement.

The intervention plan will include the name and a brief description of the interventionist, the frequency and duration, and the intervention group size. These details provide clarity about the support the student will receive and allow the team to monitor whether the intervention is being implemented as intended.

Explore the Reading Improvement Plan Template and Video

Teams are encouraged to view the Reading Improvement Plan video in its entirety and engage with the accompanying “Video Participant Guide” to support their understanding of Section 2 and the process of moving from identifying a student’s needs to selecting an appropriate goal and intervention. Viewing the video as a team can provide a shared understanding of the expectations and support meaningful conversations about the student’s needs.

Coming next: How do teams know whether a Reading Improvement Plan is working? Part 3 will explore how teams can monitor student progress and determine whether the plan is supporting improved outcomes.

Registration Is Open for AIM Pathways Free Science of Reading Professional Learning

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 – 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 – 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 opened Sept. 29. Registration deadlines vary depending on the cohort start date with the earliest deadline being 5 p.m. ET on 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 House Bill 253 professional learning requirement.

Still Time to Respond: Kentucky Teacher Workload Survey Remains Open through Oct. 31

The Kentucky Department of Education 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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Access all previous Early Literacy Newsletters on the Early Literacy webpage.