Administration, Organization, and Communication emphasizes strong instructional leadership and maintaining a focus on high-quality instruction with resources allocated to support reading. Successfully implementing this element will promote better communication regarding reading programs and practices.

Reading Knowledge Base

Administrators and members of a school implementation team are knowledgeable of reading standards, priority reading skills and strategies, assessment measures and data-based decision-making practices, and instructional programs and materials.

Indicators of Success

  • School leadership (principals, vice principals) are familiar with the reading research base and 5 components of reading: Phonemic awareness, alphabetic principle, accuracy and fluency, vocabulary, and comprehension.

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Institute of Education Sciences (IES) - What Works Clearinghouse (WWC)

This practice guide provides four recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade.

National Center on Improving Literacy

This infographic and the accompanying content explain developing skills in two areas: accurate, fluent reading and comprehending the meaning of texts. Both areas combine to create the "Simple View of Reading."

Institute of Education Sciences, Regional Education Laboratory Southeast

This document provides a roadmap to guide leaders in the implementation of evidence-based literacy practices in classrooms and schools.

Meadows Center for Preventing Educational Risk

This presentation describes several effective instructional practices, including explicit, systematic instruction; multiple practice opportunities; and immediate feedback.

University of Oregon's Center on Teaching and Learning

This webpage gives an overview of the Five Big Ideas in Beginning Reading.

The Center for Development and Learning

This presentation provides information on engaging all students in the learning process through the use of verbal responses, written responses, and active responses.

Reading Systems Implementation

Administrators monitor implementation of all reading systems and provide guidance and coordination within and across systems.

Indicators of Success

  • A schoolwide vision and mission are in place that reflects the reading work you are trying to accomplish at your school.
  • A culture and expectations are in place that support your school’s reading mission and vision.
  • Multi-tiered system of supports (MTSS) is used as a framework in your school for supporting all students in achieving reading success.

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Institute of Education Sciences, Regional Education Laboratory Southeast

This document provides a roadmap to guide leaders in the implementation of evidence-based literacy practices in classrooms and schools.

National Center for Systemic Improvement

The Leading by Convening (LbC) framework can be used to engage stakeholders in improving results for infants, toddlers, children and youth with disabilities.

School Implementation Team

A school implementation team is created to work with the administrator to coordinate schoolwide reading implementation and Multi-Tiered Systems of Support.

Indicators of Success

  • An Implementation Team is in place to lead MTSS efforts at your school.
  • The Implementation Team includes representation from administration, general education, and special education.
  • A Data Team is in place that leads instructional decision making and intervention planning at your school.
  • Professional Learning Communities (PLCs) meet regularly to discuss instructional strategies and delivery.

Visit these Resources to Learn More

Institute of Education Sciences, Regional Education Laboratory Southeast

This document provides a roadmap to guide leaders in the implementation of evidence-based literacy practices in classrooms and schools.

Institute of Education Sciences, Regional Education Laboratory Southeast

This guide is designed to assist teachers and schools in applying evidence-based practice to teach the foundational skills of reading.

National Center for Systemic Improvement

The Leading by Convening (LbC) framework can be used to engage stakeholders in improving results for infants, toddlers, children and youth with disabilities.

Coherent Master Schedule

Administrators work with a school implementation team to create a coherent master plan for reading instruction which includes a minimum of 90 minutes of uninterrupted reading time as well as additional instructional time for interventions based on student needs.

Indicators of Success

  • A master schedule is in place that allows for 90+ minutes of uninterrupted reading instruction.
  • Core reading instruction is protected (i.e. students are not pulled out for other related/intervention services).

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Institute of Education Sciences, Regional Education Laboratory Southeast

This document provides a roadmap to guide leaders in the implementation of evidence-based literacy practices in classrooms and schools.

Reading Rockets

This webpage describes how to structure a 90-minute reading block.

High-Quality Staff and Resources

Administrators maintain high-quality hiring practices, organize resources and personnel to support high-quality reading instruction, and maximize and protect reading instruction time.

Indicators of Success

  • Leadership prioritizes the hiring of high-quality staff who are skilled reading instructors.
  • Your school’s strongest, most experienced, and well-qualified staff support the lowest performing students.
  • Staff have the necessary training and materials to fully implement all components of reading instruction with fidelity.

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Institute of Education Sciences, Regional Education Laboratory Southeast

This document provides a roadmap to guide leaders in the implementation of evidence-based literacy practices in classrooms and schools.

Leadership Presence

Administrators maintain a constant presence in all reading instruction settings.

Indicators of Success

  • Leadership maintains a constant presence in all reading instruction settings.
  • Leadership are involved in the collection and analysis of implementation data.
  • Reviewing student data, and implementation data, is a regular schoolwide activity for staff.
  • Implementation data is collected on the delivery of reading instruction in all instructional settings that are related to important student outcomes.

Visit these Resources to Learn More

Institute of Education Sciences, Regional Education Laboratory Southeast

This document provides a roadmap to guide leaders in the implementation of evidence-based literacy practices in classrooms and schools.

Meadows Center for Preventing Educational Risk

This presentation describes several effective instructional practices, including explicit, systematic instruction; multiple practice opportunities; and immediate feedback.

Institute of Education Sciences (IES) - What Works Clearinghouse (WWC)

This practice guide provides four recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade.

SEDL Archive

This article discusses how principals can better coordinate with teachers.

The Center for Development and Learning

This presentation provides information on engaging all students in the learning process through the use of verbal responses, written responses, and active responses.

University of Oregon's Center on Teaching and Learning

This webpage gives an overview of the Five Big Ideas in Beginning Reading.

Family Communication and Engagement

Administrators and families work together to support language and literacy development. Administrators collaborate with families to make decisions regarding literacy education.

Indicators of Success

  • Your school has a strategy specifically around family engagement.
  • Families receive regular communication and support around ways they can help their children develop and refine their literacy skills at home.

Visit these Resources to Learn More

Institute for Educational Leadership

Read this report to learn how to promote systemic engagement with families.

Search Institute

This guide provides a framework of developmental relationships and concrete actions that families can practice to support children in their development.

NCIL

This toolkit helps parents and families use everyday time together as an opportunity for learning and building reading skills.