The Science of Reading is a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing.
Although the scientific evidence base for effective reading has existed for decades, the term “the science of reading” has gained traction in the last few years, potentially leading to misunderstandings. As a result, we believe that a common definition is useful. The infographic below offers an overview, or This Defining Guide provides a comprehensive definition.
Alaska DEED has a number of professional learning opportunities available for staff related to the Science of Reading. The Alaska Reading Newsletter is full of great information and resources to support staff in the implementation of the Alaska Reads Act and to assist in becoming a Reads Endorsed educator.
Watch your Teacher Post and Principal Post newsletters for training opportunities.
For all certified staff (principals and teachers) who have completed a DEED-approved AK Reads Act Science of Reading course: What next?!
DEED Teacher Certification has the Alaska Reads Act Educator Endorsement Form available now! Using this form, you may add an AK Reads Educator Endorsement (described on page 1 of the form) OR Become an Alaska Reads Act Reading Specialist/Reading Teacher (described on page 2 of the form). This form has been recently updated to reflect NO FEE. If you've paid a fee already, you should receive a reimbursement. Reach out to Alaska DEED Teacher Certification for details.
An Alaska Reads Act Educator Endorsement indicates you have completed specialized training or demonstrated that you have the knowledge base to plan and implement reading instruction in your classroom based on the Science of Reading (SoR). For this designation, you must successfully complete one of the following options found on page 1 of the Alaska Reads Act Educator Endorsement Form:
Option 1: Completion of a DEED-approved training program. This method requires the completion of a DEED-approved SoR training program. A list of approved courses are available here. Submit an official transcript or a copy of your certificate of completion as evidence you have satisfied this requirement.
Option 2: Passing score on an approved exam. This method requires passing scores on one of the approved SoR exams. A list of the approved exams are available here.
An Alaska Reads Act Reading Specialist/Reading Teacher designation on your teacher certification is for teacher-leaders who are involved in planning and implementation of Individual Reading Intervention Plan processes at your school. For this designation, you must:
Satisfy one of the requirements on page 1 of the form (approved course or exam); AND
Submit a reading instruction evaluation form signed by a district designee (page 3 of the form). Only teachers applying for Alaska Reads Act Reading Specialist/Reading Teacher designation need to complete and submit page 3 with data providing evidence of student performance.
In MSBSD, the District designee to sign off on your Alaska Reads Act Reading Specialist/Reading Teacher data reporting is your building principal or direct supervisor. Then, forward your form to HR@matsuk12.us for the Superintendent or Designee signature prior to submitting to AK DEED Teacher Certification for the endorsement.
The aimswebPlus and Shaywitz DyslexiaScreen are screeners to identify potential concerns and not intended to be diagnostic.
Staff will be provided with training and/or support in using each of these tools. For more information about training or support, contact your school's testing coordinator.
Click here for an overview of aimswebPlus and Shaywitz DyslexiaScreen!
A template for our District's IRIP (Individual Reading Improvement Plan) has been provided to principals. This plan will articulate how to address reading concerns for individual students.
Grade progression refers to whether or not a student progresses to the next grade, or if they are retained. The Alaska Reads Act specifically requires that school staff have conversations with parents when their child remains well below average on the aimswebPlus screener. These conversations should center around all the needs of the student, not just their current reading level.
To assist schools, please see the Grade Progression Flowchart, which is also included in the Alaska Reads Act Implementation Guide for Principals.
During the fall, winter, and spring, the Alaska Reads Act requires that children who score well below average on the screener (aimswebPlus) are also screened for dyslexia. Teachers use a tool called the Shaywitz Dyslexia Screener to determine if a student has risk factors for dyslexia.
It is not an additional test that is given to a student, rather, it is a research-proven questionnaire a teacher fills out based on several weeks of observation.
It does not diagnose dyslexia, but it does inform teachers, so they can adjust their instructional practice and communicate with parents about what to do at home.
If a child is in the well below average range, and the Shaywitz Dyslexia Screener indicates they have risk factors for dyslexia, it does not mean the child should automatically be evaluated for a learning disability.
Research shows that when students are identified early and receive structured, explicit, systematic instruction, they will learn to read.
The school district does not test for dyslexia, even when a student is referred for an evaluation through special education.
If you have questions regarding dyslexia, please contact your principal, or the school psychologist.
According to the Alaska Reads Act, schools must offer additional instruction outside the regular school day to students who score well below average (tier 3) on the aimswebPlus screener. Most schools have offered tutoring before or after school in the past. However, the new law requires that additional instruction is offered to all tier 3 students.
Principals determine what additional instruction is offered, how it is delivered, and who delivers it based on the needs of their families and the resources they have available. The district supports schools by offering additional days for staff who deliver the services, as well as help from some of the core specialists who are available.
The Alaska Reads Act requires an additional 20 hours of summer instruction for 3rd graders who are progressed to 4th grade but remain in Tier 3. The parents of these students have signed the state waiver allowing them to progress and agreeing to 20 additional hours of summer instruction.
MSBSD is proud to provide an annual summer STEAM academy managed by Chasitie Cork, Program Administrator for Federal Programs. 3rd graders who require the additional 20 hours will have priority for enrollment in this existing program. Information pertaining to summer school will go out to principals in March.
The new law requires that districts report the following at the end of each year:
The teacher of record for each student in KG - 3rd grade.
The type of early education program (before kindergarten) a student participated in.
The non-progression reason for students in KG-3rd grade who were retained.
The reason a student progressed (moved to the next grade) in KG - 3rd grade.
The method used to determine how a 3rd grade student demonstrated sufficient reading skills to move to grade 4.
Non-proficiency actions for students in grade 3 who did not demonstrate sufficient reading skills to move to grade 4.
Mid-year progression; students who were previously retained due to insufficient reading skills in the previous year, then progressed midway through the current year.
The Family Reading Support Guides linked below describe what students should know and be able to do at the end of each grade level. Check out your child's grade level for ideas about what they are learning and how you can reinforce that learning at home!
Also, you may direct families to the Families section of this webpage for answers to FAQs and what to expect as we implement Alaska Reads Act legislation.
