Alabama

State Information

The purpose of this document is to capture state-by-state information of policy and guidelines related to the science of reading / evidence-based reading instruction to be presented on The Reading League Compass, a website of reliable and reputable guidance and resources for targeted stakeholder groups.

Updated 2025

Local control?

Yes

Has your state passed legislation and/or non-legislated rule changes related to the Science of Reading?

Yes

The Alabama Literacy Act

Does your state have an approved curriculum list?

Our Alabama Literacy Task Force, a group of individuals with Science of Reading knowledge, work to review intervention, core, and assessments. Their most recent review of approved programs is listed in the memo below. Legislative session widened the assessment list to include assessments previously approved.

Core Knowledge Language Arts (CKLA), Amplify

  • CKLA is a comprehensive language arts curriculum program for students in preschool through grade 6.
  • While teaching skills in reading, writing, listening, and speaking, Core Knowledge Language Arts (CKLA) also builds students’ knowledge and vocabulary in literature, history, geography, and science. The curriculum covers concepts specified in the Core Knowledge Sequence.

Open Court, McGraw Hill

  • Grounded in decades of literacy research and a proven history of efficacy in the classroom, SRA Open Court Reading has been building strong readers, writers, and thinkers for more than 60 years.
  • Underpinned by findings from learning theory and cognitive science—also known as the Science of Reading—and proven to achieve reading gains in a diverse range of readers from beginning to fluent, Open Court Reading is research-validated as well as research-based. A carefully crafted instructional plan and a purposeful progression of skills empower teachers and help make research actionable. By recognizing foundational skills as critical building blocks, Open Court Reading prepares students for a lifetime of literacy and learning.

List of approved curricula for K-3   

Was evidence-aligned reading instruction a consideration for the curriculum review?

Yes

Alabama used The Reading League’s Curriculum Evaluation Tool, the original version of the Updated Curriculum Evaluation Guidelines

Please describe any other instructional-materials work related to the science of reading with links, where applicable

Core Reading Programs 

  • Amplify’s CKLA 
  • McGraw Hill’s Open Court 

Intervention Programs 

  • Brainspring’s Phonics First 
  • Neuhaus’s Basic Language Skills 
  • Project Read 
  • Shelton’s Take Flight 
  • School Specialty’s Spire 

Assessment Programs 

  • Pearson’s Aimsweb 
  • Amplify’s mCLASS 
  • Curriculum Associates iReady* 
  • Renaissance’s STAR Early Literacy and STAR Reading* 
  • NWEA’s Map* 
  • IStations ISIP* 

*Former assessment programs which are allowed an extension due to changes in the ALA 2023. 

Intervention Programs

  • Brainspring’s Phonics First
  • Neuhaus’s Basic Language Skills
  • Project Read
  • Shelton’s Take Flight
  • School Specialty’s Spire

Assessment Programs

  • Pearson’s Aimsweb
  • Amplify’s mCLASS
  • Curriculum Associates iReady*
  • Renaissance’s STAR Early Literacy and STAR Reading*
  • NWEA’s Map*
  • IStations ISIP*

*Former assessment programs which are allowed an extension due to changes in the ALA 2023.

Does your state mandate or provide guidance on early screening?

Yes

Please describe any other assessment work related to the science of reading with links, where applicable

Any K-3 student showing a consistent deficiency in reading will have a Student Reading Improvement Plan (SRIP) created at the local level which maps out how these deficiencies will be addressed by the school with research-based materials and instructional practices until the reading deficiency no longer exists.

The Alabama Comprehensive Assessment Program (ACAP) Summative is a standards-based criterion-referenced assessment designed to provide parents with information regarding students’ progress toward mastery of the 2021 Alabama English Language Arts Course of Study standards. The ACAP Summative English Language Arts Assessment consist of questions designed to best measure the Alabama Course of Study reading, writing, and language standards. The Board approved assessment is the reading portion of the 3rd Grade Alabama Comprehensive Assessment Program (ACAP) English Language Arts Assessment. The ACAP summative is a required test for all third-grade students and the first path to promotion. Students not demonstrating sufficient reading skills may be retained at the end of third grade, if unable to show proficiency by one of the other methods: Other promotion paths include the supplemental assessment, a test-based portfolio, or a good-cause exemption.

Does your state have policy or guidance related to MTSS that incorporates information on the science of reading and/or evidence-based literacy practices?

The Alabama Literacy Act encompasses this. 

We have provided guidance and are continuing our work with our MTSS team and a new computerized system for synchronizing all this information. 

https://www.alabamaachieves.org/wp-content/uploads/2023/01/StateSuperIn_Memos_2023110_FY23-2018-Alabama-Literacy-Act-High-Quality-Instructional-Materials_V1.0.pdf 

As far as Alabama is concerned, the following is our MTSS Guidance Document: https://alspdg.org/wp-content/uploads/2024/05/AL-MTSS-Guidance_Master-FINAL-1-1.pdf 

PAGE 24 OF THE ALABAMA ADMINISTRATIVE CODE REFERENCES OUR MTSS PROCESS 

Alabama State Department of Education. (2018). Alabama Administrative Code: Public School Governance, Chapter 290-3-1-.02 (c) 4 (19). https://www.alabamaachieves.org/wp-content/uploads/2021/09/Administrative-Code-Public-School-Governance-290-3-1.pdf 

The literacy act has areas that naturally fit in the MTSS process and state guidance has been to do so (shown in original information) 

Does your state have policy or guidance related to instruction and/or professional development

YES

Embedded in the Alabama Literacy Act 

Instruction should be: scientifically based reading instruction, multisensory language instruction, including oral language development, phonological awareness, phonics instruction that includes decoding and encoding, fluency, writing, vocabulary, and comprehension, and the Alabama course of study, English Language Arts. 

Explicit and systematic instruction with more detailed explanations, more extensive opportunities for guided practice, and more opportunities for error correction and feedback. 

Differentiated reading instruction and intensive intervention based on student need, including students exhibiting the characteristics of dyslexia 

Professional Development 

1) Language Essentials for Teachers of Reading and Spelling (LETRS)- Lexia’s Language Essentials for Teachers of Reading and Spelling (LETRS), which provides professional learning courses and supports to educators per the Alabama Literacy Act. These courses afford us the opportunity to provide consistent professional learning by national experts on the science of reading. 

Alabama provides a local reading specialist to every school with a kindergarten, first grade, second grade, and/or third grade student including charter and virtual schools. Our legislature is investing over $60M to fund these individuals and that will increase to $65M this upcoming school year due to an increased allocation of $85,000 per school to fund these individuals. 

Additionally, two regional specialists are provided to each K-3 school. One supports the local reading specialist and one supports the administrators for the school and district. 

Link to Information Concerning Professional Development: 

Does your state have state-developed guidance documents or training courses related to the science of reading?

YES

 

  • Coaching Community—The Alabama Reading Initiative (ARI) engages all local reading specialists in professional learning through Coaching Communities. These sessions are a full day of training for school-based coaches (Local Reading Specialists) four times a year. Sessions are hosted in school buildings and enable us to build small communities of practice in a lab setting to “see the work” of coaching in real time. The labs involve the full implementation of all components of coaching cycles. 

 

  • Strong Leader, Strong Reader—Leadership Labs are full day, authentic professional learning experiences designed for Alabama K-3 principals. Every Alabama principal should attend and engage in two face-to-face lab experiences and two virtual sessions. 
  • District Leadership Labs – The Alabama Reading Initiative (ARI) is committed to supporting district leaders in implementing the Alabama Literacy Act (ALA). The District Leadership Lab provides support for central office staff by engaging leaders in: 
  • professional learning opportunities through authentic learning experiences. 
  • collaborative conversations with other local district leaders. 
  • networking opportunities to discuss ALA implementation successes. 

Neuhaus Basic Language Skills (BLS) and Advanced Basic Language Skills (ABLS) Course 

  • Neuhaus Basic Language Skills (BLS) and related courses are part of a pathway accredited by the International Multisensory Structured Language Education Council (IMSLEC) and recognized by the International Dyslexia Association (IDA). The courses are anchored in the Science of Reading and address how to: plan, deliver, and measure instruction in phonological awareness, decoding, fluency, oral language, comprehension, and composition for students with dyslexia and related difficulties through coursework and intensive, supervised practicums. The course also introduces participants to concepts related to the identification of a student with specific language disabilities, including dyslexia.

Shelton Academic Reading Approach (SARA) 

  • The Shelton Academic Reading Approach (SARA) utilizing the Take Flight curriculum, a Multisensory Structured Language Education (MSLE), accredited by the International Dyslexia Association (IDA) and the International Multisensory Structured Language Education Council (IMSLEC). SARA-trained educators focus on students with specific language disabilities, such as dyslexia and other language difficulties. Our focus with Cohort 11 will be working toward all districts having the opportunity to have at least one highly skilled MSLE teacher with the Certified Academic Language Therapist (CALT) endorsement to serve students. 
  • Language Essentials for Teachers of Reading and Spelling (LETRS)- Lexia’s Language Essentials for Teachers of Reading and Spelling (LETRS), which provides professional learning courses and supports to educators per the Alabama Literacy Act. These courses afford us the opportunity to provide consistent professional learning by national experts on the science of reading. 

Please describe any grant work that names the science of reading and/or evidence-aligned instruction including links, where applicable

1) Any educator earning the endorsement of the Academic Language Therapy Association  (ALTA) as a Certified Academic language Therapist (CALT) receives a $5,000 annual income stipend as long as the Educational Trust Fund budget has this line item approved each Legislative Session.

2) Educators scoring mastery status in the LETRS 3E course or LETRS EC course can request that it be added to the Alabama State Department of Education’s Educator Certification portal.  Mastery status for LETRS 3E is defined as scoring 80% or above on the volume 1 and volume 2 post-assessment. Mastery status of LETRS EC is defined as scoring 80% or above on the course post-assessment. To request LETRS mastery be added to the ALSDE Specialized Training section of the TCERT platform, each educator must complete this link.  Qualifying educators, once verified, are submitted to ALSDE’s Educators Certification section semi-annually for posting. 

No grants that we are receiving; we have provided grants to districts:

Memos to include once uploaded to the ARI Website:  

Has your state reviewed standards for alignment to the science of reading?

YES

The development of the K-3 standards was guided by the science of reading, which is the body of research that has emerged from multiple disciplines (including cognitive psychology, neuroscience, and linguistics) to discover how the brain learns to read and write and why some students experience difficulty doing so. The Simple View of Reading (Gough and Tunmer) and the Simple View of Writing (Berninger et al.), Scarborough’s Reading Rope, and Ehri’s Phases of Word Reading Development are only a few examples of the models that guided the development of the Grades K-3 standards. All standards align with and fully support all requirements of the Alabama Literacy Act and are written in a way that will help classroom teachers, special education teachers, and EL teachers identify students’ lowest level deficit skill(s) and differentiate instruction to meet students’ individual needs. 

Higher Education and K-12 Prohibition of 3-Cueing, as well as updated standards for Higher Education in elementary, early childhood, and special education: 

Reading specialists from across the state of Alabama worked in collaboration with Marzano Resources to develop proficiency scales to ensure that mastery is clearly defined and attainable for the most critical standards for each grade level. 

Please describe any other standards work related to the science of reading with links, where applicable

Reading specialists from across the state of Alabama worked in collaboration with Marzano Resources to develop proficiency scales to ensure that mastery is clearly defined and attainable for the most critical standards for each grade level.

Does your state have guidance or resources for families related to the science of reading?

Yes 

Family and Community Newsletter – The purpose of the Family Newsletter is to offer Alabama families easy accessibility to a variety of resources to support their children’s literacy journeys at home. Each newsletter includes pertinent information, tips, and fun activities to support learning beyond the classrooms.

Family Modules

Module 1: Pack a Sack

This Pack a Sack Module focuses on parental engagement and how it plays a major role in a child’s overall success. Families are provided with an overview of foundational reading skills (phonological awareness, phonics, oral language, fluency, vocabulary, comprehension, and writing) and resources needed to help their children at home.

Module 2: Phonological Awareness

The Phonological Awareness Module helps families understand the meaning of phonological awareness, which is key to jumpstarting the journey to their children becoming proficient readers. It provides engaging, hands-on strategies for strengthening their children’s phonological processors at home.

Module 3: Phonics

The Phonics Module helps families understand the importance of their children developing a connection between letter sounds and print, which is phonics. Families will walk away with a wealth of knowledge and engaging activities to support the strengthening of their children’s phonics skills at home.

My Child Can QR Codes

The purpose of this resource is to help families understand the critical reading knowledge and skills expected to be mastered by the end of Kindergarten, Grade 1, Grade 2, and Grade 3 by all Alabama students.

The purpose of the Family Newsletter is to offer Alabama families easy accessibility to a variety of resources to support their children’s literacy journeys at home. Each newsletter includes pertinent information, tips, and fun activities to support learning beyond the classrooms.

ARI Parent Resources

2023 Literacy Act FAQs for Families Flier FINAL.pdf

Alabama Literacy Act FAQ in Other Languages

Do you have policy or guidance regarding how to leverage evidence-based practices to support secondary students?

YES

The Alabama Administrative Code (states, “The Problem-Solving Team (PST) will analyze screening and progress-, monitoring data to assist teachers in planning and implementing appropriate instruction and evidence-based interventions for ALL students with academic and/or behavioral difficulties, including those students who exhibit the characteristics of dyslexia. The PST is required to review data-based documentation regarding students’ progress… advise teachers on specific interventions matched to students’ needs. 

The Dyslexia Resource Guide created by the Alabama Dyslexia Advisory Council and endorsed by the Alabama Reading Initiative (ARI) gives guidance for all students K-12, although ARI is restricted in its work to grades K-3. This guidance includes utilizing a Multi-Tiered System of Support (MTSS) to ensure that students’ challenges are recognized and addressed.  This occurs through dyslexia-specific interventions which by definition are evidence-based materials and practices. 

The Dyslexia Resource Guide created by the Alabama Dyslexia Advisory Council and endorsed by the Alabama Reading Initiative (ARI) gives guidance for all students K-12, although ARI is restricted in its work to grades K-3. This guidance includes utilizing a Multi-Tiered System of Support (MTSS) to ensure that students’ challenges and are recognized and addressed.  This occurs through dyslexia-specific interventions which by definition are evidence-based materials and practices.

Does your state have state-developed guidance documents or training courses related to the science of reading and Multilingual learners?

While there are not specific training courses related to EL and SoR, the Alabama Literacy Act address ALL learners including all special populations such as English Language Learners.  Within the LETRS training there are entire sections devoted to topics that are often the greatest needs of EL students such as: vocabulary, oral language, syntax, and listening comprehension. Many of our EL educators are actively enrolled in LETRS training. We also have EL teachers who are trained and being trained in dyslexia specific intervention programs (such as Take Flight and Neuhaus Basic and Advanced Language Skills and find it beneficial to teach these curriculums to their EL students.

Does your state have licensure or program approval criteria to ensure Educator Preparation Programs are aligned to the science of reading?

Licensure

The Alabama Literacy Act states, “As a requirement of initial licensure, beginning with the 2020-2021 school year, candidates for initial elementary certification shall receive a passing score, as determined by the State Board of Education, which shall base its determination on the national score average during the preceding academic year, on a foundational reading assessment for entry level teachers of reading.”

Preservice teachers are required to pass the Foundations of Reading 890 in order to become certified in Alabama. The assessment contains one hundred multiple-choice items from the areas of foundations of reading development, development of reading comprehension, and reading assessment and instruction. Additionally, it consists of two written-response items from the areas of foundational reading skills and reading comprehension.

Program Approval

The Alabama Literacy Act  states, “Beginning with the 2020-2021 academic year, public teacher preparation programs leading to the attainment of an initial elementary teaching certification shall require no less than nine credit hours of reading or literacy coursework, or both, based on the science of learning to read, including multisensory strategies in foundations reading skills.” Compliance monitoring for teacher preparation programs has occurred in multiple phases, each involving a more detailed review of the required nine hours of literacy coursework and related field experiences.

Phase 1. The initial phase of compliance monitoring included review of syllabi from the required nine hours of literacy instruction. The syllabi were reviewed by staff from the Alabama Reading Initiative (ARI) using a rubric designed by the ARI staff. Feedback was provided regarding specific additional conceptual reading models that should be included as a part of coursework. Eleven of 25 institutions were identified as meeting both Alabama Literacy Act credit hours and content requirements. A letter was sent to each Dean of Education to provide a status report for her/his institution. At this point, all existing institutions met the hourly requirement.

Phase 2. In the second phase of compliance monitoring, revised syllabi for the courses identified as part of the nine hours of literacy instruction were resubmitted with updates and changes. Many of Alabama’s IHEs found the first round of feedback so helpful that they voluntarily provided additional syllabi for review and feedback.

Phase 3. In January 2021. The Barksdale Reading Institute’s (Jackson, MS) services were contracted to conduct a more thorough analysis of the quality of reading preparation provided by Alabama’s 25 educator preparation institutions and to deliver research-based training for all higher education faculty who teach required reading courses to prospective Early Childhood Education, Elementary Education and Collaborative Special Education (kindergarten through sixth grade) teachers. All syllabi and course schedules were reviewed. All identified textbooks were reviewed. The final analysis report was presented to universities and state staff in Spring of 2022. Kelly Butler from the Barksdale Reading Institute presented to the State Board of Education on two occasions and debriefed selected legislators.

Phase 4. In the fall of 2024, the Alabama Reading Initiative conducted an RFP for an evaluation of the Alabama Literacy Act which included a review of the Educational Preparatory Programs.   In Summer 2025, the Alabama Reading Initiative, in partnership with the Public Affairs Research Council of Alabama, began the initial phases of a second external review of literacy coursework. The review will investigate how teacher preparation has changed since the implementation of the Literacy Act through an investigation of course syllabi and other resources, assignments that require candidates to plan lessons, teach lessons, and use formative assessments for instructional decision-making, and how programs ensure opportunities to apply their learning throughout field experiences. The review is expected to conclude in 2026.

How is Alabama Supporting EPP?

  •   Professional learning for faculty
    • LETRS training is offered to all EPP faculty who support K-3 literacy
    • LETRS facilitator training to qualifying faculty
    • Dyslexia Awareness Train the Trainer sessions Multisensory training is offered by the Regional Inservice Centers and/or ARI Regional Literacy Specialists
    • Site visits to Science of Reading Spotlight Schools to observe best practices related to the science of reading
    • EPP Connect professional learning opportunities on a variety of science of reading topics, often facilitated by national experts
    • Presentation about the Alabama Literacy Act to the Alabama Association of Colleges for Teacher Education facilitated by the ARI Coordinator
    • Summer book study led by ARI Regional Literacy Specialist
    • Fall EPP Collaborative Kickoff that provides faculty, deans, field experience coordinators, and certification officers to participate in professional learning and join in collaborative conversations with other EPP and ARI Specialists
    • EPP Research to Practice labs facilitated by ARI Specialists and hosted by EPP faculty who will demonstrate an observable instructional practice for colleagues and offer an opportunity to debrief and plan next steps.
    • Individual coaching with an ARI specialist
  • Professional learning for preservice teachers
    • Dyslexia Awareness professional learning facilitated by the Regional Inservice Centers and/or ARI Regional Literacy Specialists.
    • Overview of the Alabama Literacy Act and the Science of Reading facilitated by ARI Regional Literacy Leadership Specialists through the Regional Inservice Centers.
    • Access to Local Reading Specialists in each K-3 building during field experiences and internships
  • Resources
    • Monthly literacy leaders’ newsletter and quarterly family newsletters to deans and literacy faculty
    • ARI Google Site and EPP Sway resource
    • Access to two ARI specialists/coaches charged with supporting EPP
      • Campus visits with literacy faculty and leadership
      • Support with program redesign
      • Coaching
      • Collaborative resource development
      • Establishing contact with potential partner schools
    • State funding (when available) to support implementation of the science of reading with preservice teachers and/or K-3 students

Celebrations

Alabama is celebrating the following outcomes as a result of the work being done in higher education:

  •   State and National data reflect positive outcomes for K-4 students as a result of multilayered literacy reform, which includes reform within EPP.
  •   A survey of principal perceptions by PARCA showed that many Alabama principals reported that K-3 certified beginning teachers were skilled in a number of areas, including transferring science of reading knowledge to practice, using data to inform instructional decisions, and impacting student learning.
  •   Continuous improvement is being observed among Alabama EPP in the area of literacy, based on feedback from course reviews.
  •   A Dyslexia therapist certification endorsement approved for those programs offering dyslexia therapy programs.
  •  In Fall of 2024, Alabama EPPs implemented literacy standards, created by a taskforce of EPP faculty, that are aligned to the International Dyslexia Association’s Knowledge and Practice Standards. The standards are required for the following initial licensure: Early Childhood, Elementary Education, and Collaborative Education K-6 programs.
  • One University hosts a Science of Reading Symposium each Winter to share allow EPP faculty to share innovative practices in preparing teacher candidates to implement the science of reading and to facilitate thoughtful discourse related to science-based literacy instruction.
  • EPP Research to Practice Labs are scheduled to begin in November 2025. These labs will offer job embedded professional learning with a team of literacy professors. The labs will be structured around an observation of a professor or instructor modeling strategies accompanied by a debrief to unpack implications and points of learning that are related to impacting the learning of preservice teachers. A prebrief also provides time for the professor to set the focus and share tools and strategies that are being used at the institution. The goal is to host six labs per year.
  •   The Alabama State Department of Education was selected to be a part of the 2nd Cohort of the Path Forward, a cohort model to support states in their efforts to transform teacher preparation and teacher licensure programs to include the science of reading. Through virtual convenings and targeted coaching support, state teams establish an understanding of their current state context and work towards the development of a comprehensive action plan to embed the science of reading in teacher preparation. A National Advisory Group, a cadre of experts in reading, policy, and teacher preparation, serve as partners in the work by presenting to teams at convenings, providing resources, and offering feedback on state action plans. The Hunt Institute staff and coaches provide monthly coaching to support the teams in processing the information from the virtual convenings and engaging in state action planning.
  • A Higher Education Task Force was formed to address five goals provided to them from the Path Forward group.
    •   In the fall of 2024 and 2025, The Alabama State Department of Education offered program grants for up to support IHEs in areas that they had identified as needs. Most of these grant applications were awarded. The awarded amounts varied, based on the requests, but some ranged as high as $20,000.

    The Alabama Reading Initiative has a committee that works in subcommittees with IHE to revise and better align EPPs more closely with AL standards and the science of reading principles and practices.

Please describe and link to any other work you would like to share that relates to the Science of Reading.

The Alabama Reading Initiative: Beyond Grade 3 

The Alabama Reading Initiative (ARI) Beyond Grade 3 is funded through the state’s supplemental budget and is designed to extend literacy attainment, achievement, and acceleration for students beyond third grade. This work focuses on strengthening and expanding structures that support data-informed decision-making and drive improved student proficiency outcomes.

Grounded in the Alabama Multi-Tiered System of Support (MTSS) framework, this part of the initiative ensures that tiered instruction is differentiated to meet the needs of every learner across the state. Beyond Grade 3 directly supports the Alabama Literacy Act and our shared responsibility to assist students who enter fourth grade with consistent reading deficiencies.

Student Reading Improvement Plans (SRIPs) will continue for fourth- and fifth-grade students until universal screening data confirms that a deficiency no longer exists, as outlined in the Alabama Literacy Act. To strengthen these supports, funding is allocated to all LEAs for universal screening assessments in grades 4 and 5. In addition, select LEAs receive targeted funding for intervention programming, before- and after-school tutoring, and summer reading camps. 

The overarching goal of ARI Beyond Grade 3 is to ensure that no child is left behind in literacy development. A key investment in this initiative is high-quality professional learning for educators who support students beyond grade three.

Through Regional Inservice Center offerings and sessions scheduled with the ARI Education Specialist supporting this work, educators engage in training aligned with the Science of Reading and the 2021 Alabama English Language Arts Course of Study. 

Using a peer coaching model, teachers receive ongoing support in implementing evidence-based strategies, reflecting on practice, and refining instruction. This cohort of teachers serves as implementation scientists, modeling effective practices and strengthening skills in data analysis and application across all content areas. Cohort 1 has already launched, and opportunities to join Cohort 2 will be announced soon.

ARI–Beyond Grade 3 professional learning is organized around four evidence-based focus areas: 

  • Actionable Assessments: Turning data into steps that improve learning outcomes across all tiers of instruction. 
  • Fluency: Understanding fluency as the bridge to comprehension in reading, speaking, and writing. 
  • Advanced Word Study: Deepening understanding of advanced word study, vocabulary, morphology, and academic language. 
  • Strengthening the Strand: Building language comprehension in all content areas through evidence-based instructional practices.

These modules are delivered through peer coaching cohorts and expanded statewide professional learning opportunities beginning in fall 2025 (October/November). The ARI Beyond Grade 3 Specialist is dedicated to supporting teachers through job-embedded coaching and collaboration, ensuring the sustained implementation of these practices across classrooms.

Do you have a “contact us” website that we can share publicly on TRL Compass?

Interactive State Map

Use the interactive state map to find descriptions of state-level policy adoption, guidance, and practices related to the science of reading. State policy may include legislation incorporating training or practices related to the science of reading or state education agency guidance regarding policy, professional development, curricula, instruction, or assessment.

Filter by specific topic area(s) to find state-specific work: 

The Reading League expresses gratitude to our collaborators and associates within the state education agencies for sharing their state-specific data. This data will undergo semi-annual updates, contingent upon the availability and resources of the respective state agencies. For any inquiries, clarifications, or updates, please reach out to compass@thereadingleague.org.

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