RI's Implementation Report:
6 out of 18
Rhode Island's Implementation Report
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Supports For Teachers & Policy
Science of Reading (SOR) Training
Literacy/Reading Coaches
Educator Preparation Program (EPP) Alignment
Educator Preparation Program (EPP) Assessment
Funding for Literacy Efforts
Assessment & Parent Notification
Universal Reading Screener
Screener for Characteristics of Dyslexia
Parental Notification
Instruction & Intervention
District Adoption of High-Quality Instructional Materials
Eliminating Three-Cueing Instructional Materials
Individual Reading Plans
Regularly Monitor Student Progress
Evidence-Based Interventions
Summer Reading Camps
Parent Read-At-Home Plan
Retention & Intervention
Initial Determinant Retention at 3rd Grade Based on State Assessment
Multiple Options for Promotion
Good Cause Exemptions for Some Students
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Alabama
Example of Best practice
Notably, 757 out of 762 schools in the Cotton State have agreed to hire local reading specialists (building literacy coaches) and are awarded $85,000 to support such efforts. The literacy specialists provide support relating to literacy instruction, including focusing on providing training to new teachers and/or K–3 teachers who have the most “at-risk” or “struggling” students. Regional Literacy Specialists are assigned to districts to support local reading specialists. These specialists are designated for each
elementary school with any combination of a kindergarten, first grade, second grade, or third grade including virtual and charter schools.
Full implementation means...
Literacy coaches are trained in the science of reading and are assigned to each elementary school to provide job-embedded professional development and coaching to K–3 teachers.
Kentucky
Example of Best practice
Kentucky directs funding specifically to support state and/or local implementation of early literacy fundamental principles such as reading diagnostic and intervention and
LETRS training. The Bluegrass State also provides sustainable funding through the Read to Succeed Fund for professional learning academies, instructional materials, assessment, and the literacy coaching program.
Full implementation means...
Adequate funding is dedicated to support the sustainability of the implementation of each of the fundamental principles of the early literacy policy.
Arizona
Example of Best practice
Through a request for information process, the Arizona Department of Education created an approved list of tools that met the legislative requirements for literacy and dyslexia screening. Schools may choose one of the approved tools for screening all K–3 students three times per year (fall, winter and spring). Each school shall use the diagnostic information to plan evidence-based, appropriate and effective instruction and intervention for all students.
Full implementation means...
A state-approved universal reading screener is administered to K–3 students three times per year to identify students at risk for reading failure.
New Hampshire
Example of Best practice
New Hampshire requires schools to utilize an evidence-based screener to screen all students, upon entry to school and no later than 60 days beyond that, in grades K–3 for dyslexia and related disorders. Additional screening during the current school year and then two times per year through 3rd grade for students who show characteristics of dyslexia is also required.
Full implementation means...
A state-approved screener for characteristics of dyslexia assesses the following skills as developmentally appropriate: phonological and phonemic awareness, sound-symbol recognition, alphabet knowledge, decoding, rapid naming, encoding, and oral reading fluency. The screener is, at minimum, administered to all students at the end of Kindergarten and the beginning of first and second grade.
Nebraska
Example of Best practice
In 2018, the Cornhusker State adopted the Nebraska Reading Improvement Act, which requires that parents or guardians of a student identified with a reading difficulty are notified, in writing or electronic form, of this identification within 15 days. Students who have been identified receive an individualized reading plan that includes evidence-based interventions and supports that will accelerate literacy development. The plan also includes benchmarks for growth, regular progress reports on the student and ideas for home support.
Full implementation means...
The state requires parental notification of students identified with reading difficulties within 30 days of each administration of the state-approved universal reading screener and/or dyslexia screener.
Louisiana
Example of Best practice
In 2022, Louisiana enacted HB 865, eliminating the use of textbooks or instructional materials that employ the three-cueing systems model of teaching reading based on meaning, structure and syntax, and visual, which is also known as “MSV,” are used in reading instruction.
Full implementation means...
The state has adopted a policy to eliminate the use of all instructional materials that include the three-cueing systems model for teaching word reading with a clear timeline for the elimination of the use of these materials.
Michigan
Example of Best practice
Michigan’s Read by Grade Three law requires an Individual Reading Intervention Plan (IRIP) for all K–3 students who are behind in reading, prepared within 30 days after the identification of the reading deficiency. The IRIP is created in partnership with the student’s teacher, school principal, parent or legal guardian and other pertinent school personnel and describes the reading intervention services and supports that the student will receive to remedy the reading deficiency. Teachers may use the MiRead Tool, an online dashboard, to collect data and create and track IRIP information.
Full implementation means...
The state requires schools to develop and implement an individual reading plan for students who are identified as having a reading deficiency within 30 days of receiving screening results. There is an established process for monitoring the implementation of those plans and a timeline for notifying parents of the development of the plan.
Alaska
Example of Best practice
The Alaska Reads Act, adopted in 2022, requires that students who are identified as having deficits in reading or scoring in the lowest level on the universal screener receive interventions grounded in the science of reading. The Last Frontier State has a vetted and approved list of intervention programs from which districts may choose. Each school district must offer intensive reading intervention services to students in grades K-3 who are identified as having reading deficits. Interventions may be provided during or after school. Progress is monitored through the MTSS process and shared with parents at least 10 times per year.
Full implementation means...
The state requires school districts to target students’ needs by adopting interventions grounded in the science of reading from a vetted and approved list. Interventions are provided before, during, or after school.
Alabama
Example of Best practice
The Yellowhammer State passed the Alabama Literacy Act in 2019 which established summer reading camps and the Alabama Summer Achievement Program (ASAP). All districts must offer summer reading camps, and staff must be trained in scientifically based reading instruction and intervention. Instruction must include at least 60 hours of direct, explicit and systematic reading intervention. ASAP is offered in the lowest five percent of elementary schools. Alabama is particularly noteworthy for their reporting requirements for summer camp.
Full implementation means...
The state requires districts to offer summer reading camps to rising first – fourth grade students at risk of reading failure to remediate learning loss and/or build reading skills. Staff are required to be trained in the science of reading.
Florida
Example of Best practice
In Florida, no student may be assigned to a grade level based solely on age or other factors that constitute social promotion. If a student scores in the lowest performance level on the state assessment, the parent or guardian will be notified by the school that their child will not be promoted to grade 4 until they achieve the required reading level. Only a good cause exemption shall promote a student to grade 4. Retention is not a simple repeat of the third grade. Students receive intensive supports like 90 minutes of core reading instruction from a teacher trained in the science of reading, intensive interventions, progress monitoring and small group instruction.
Full implementation means...
The state requires that a student who is unable to demonstrate sufficient reading skills on the state test-based options provided – and does not meet a good cause exemption – be retained.
South Carolina
Example of Best practice
South Carolina offers at least three pathways for promotion to 4th grade, including demonstrating reading proficiency on the state 3rd grade summative reading assessment, successful completion of summer reading camp, demonstrating 3rd grade reading proficiency on a state board approved alternative assessment and demonstrating mastery of the state standards in reading through a reading portfolio. The Palmetto State requires a review of a student's reading portfolio and summer reading camp post-assessment results to determine eligibility for promotion to 4th grade. The final decision for promotion is determined by the district superintendent, with recommendations from the principal.
Full implementation means...
The state offers at least three pathways to promotion to fourth grade including achieving a predetermined level on the state reading assessment, passing an alternative assessment or retest, or successfully demonstrating sufficient 3rd grade reading skills through a portfolio of student work.
Mississippi
Example of Best practice
For Mississippi students who do not pass the assessment at or above the level for promotion, the school district can promote a student for meeting one of the following Good Cause Exemptions:
- Limited English Proficient student who has less than two (2) years of instruction in an English Language Learner program
- Student with a disability whose Individualized Education Program (IEP) indicates that participation in the statewide accountability assessment program is not appropriate, as authorized under state law
- Student with a disability who participate in the state annual accountability assessment and who has an IEP or Section 504 Plan that reflects that the individual student has received intensive remediation in reading for two (2) years but still demonstrates a deficiency or was previously retained in Kindergarten, 1st, 2nd, or 3rd grade
- Student who demonstrates an acceptable level of reading proficiency on an alternative standardized assessment approved by the State Board of Education
- Student who received intensive intervention in reading for two (2) or more years but still demonstrates a deficiency in reading and who was previously retained in Kindergarten, first, second or third grade for a total of two (2) years and has not met exceptional education criteria
Full implementation means...
The state allows specific good cause exemptions for promotion to fourth grade that recognize the special needs of some students with disabilities, English language learners, and students who were previously retained. Intensive interventions are required to continue in fourth grade for students promoted for good cause.
How can your state progress?
Rhode Island would benefit from adopting a comprehensive early literacy policy that includes guidance on early literacy universal screening, progress monitoring, dyslexia screening, and interventions for struggling readers. Last updated: January 2026
In Your Neighborhood
See how the Early Literacy Fundamental Principles impact educators and students in other states.
A comprehensive state early literacy policy can ensure all students enter 4th grade with the foundational reading skills they need to learn, graduate and succeed.
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