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Board briefed on Alabama Literacy Act implementation: assessments, dyslexia endorsement and summer reading guidance
Summary
Officials updated the board on Alabama Literacy Act implementation, reporting that a vendor assessment reviewed by a literacy subcommittee scored highest on the committee’s rubric and that the department will coordinate a standard‑setting approach before adopting a new precondition test for teacher certification.
Department staff and literacy‑task‑force members updated the board on implementation steps for the Alabama Literacy Act, focusing on formative and certification assessments, dyslexia supports and summer reading program guidance.
Staff said the Literacy Act requires a foundational reading assessment for elementary, early‑childhood and collaborative special‑education certification candidates. A department subcommittee evaluated two vendor assessments using a research‑based rubric and live sample items. The review scored the Evaluation Systems Group/Foundation of Reading (Pearson) assessment higher than the current ETS test used for teacher foundations. Because the Pearson assessment (a newer “1‑90” instrument) is under final operational rollout and standard setting in Massachusetts, the department described two options for Alabama: adopt Massachusetts’ standard or run a separate Alabama standard‑setting study with the vendor and state educators.
Staff proposed implementation conditions including a phased start tied to admission dates for educator‑preparation programs, with the department recommending an implementation date near the beginning of an academic cycle so candidates admitted after that date would use the new assessment. Staff emphasized the need to avoid changing requirements for candidates already enrolled in programs mid‑course.
The board was also briefed on actions related to the Literacy Act more broadly: the department has already approved a dyslexia‑therapist endorsement, added regional literacy specialists to support implementation, developed family resources and is working on rubrics for district plan reviews. On summer literacy efforts staff described templates for district reporting, suggested districts use their existing universal screeners for pre/post summer measures when possible, and said the department would provide technical assistance and monitoring for fully funded summer programs in the lowest‑performing schools.
Board members asked for documentation of the expert reviews and a plan for Alabama’s involvement in any standard setting; staff said those materials and next steps will be circulated.
