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Woodland Elementary named a 2024 Science of Reading Spotlight School, board reads state resolution
Summary
At its Sept. 11 meeting the Randolph County Board of Education read a State Board of Education resolution commending Woodland Elementary as a 2024 Science of Reading Spotlight School for K–3 reading gains and participation in science-of-reading training.
The Randolph County Board of Education read a resolution from the Alabama State Board of Education at its Sept. 11 meeting commending Woodland Elementary School as one of 16 statewide recipients of the 2024 Science of Reading Spotlight designation.
The resolution, read by the superintendent during the meeting, cites the Alabama Reading Initiative and the Alabama Literacy Act as the frameworks used to identify schools that have demonstrated growth in K–3 proficiency and a commitment to instructional coaching and teacher training. The resolution notes that spotlight schools showed proficiency and sufficiency growth exceeding the state average and participated in training such as Language Essentials for Teachers of Reading and Spelling (LETRS).
"Very proud of Dr. McCauley and the work that her team put in for the reading at that school," the superintendent said after reading the resolution, commending Woodland Elementary and its staff for the achievement.
The resolution further states that spotlight schools are expected to share their practices with similar schools and districts. The state board, governor and state superintendent signed the resolution, according to the reading presented to the local board. The transcript records that the district regarded the designation as a point of pride for Woodland Elementary and its students.
The reading did not include a separate local-board vote to adopt or endorse the state resolution; the transcript shows the board received the reading and acknowledged the commendation.
The designation is tied in the resolution to the Alabama Reading Initiative and to components outlined in the Alabama Literacy Act, including school leadership participation in science-of-reading professional development and sustained classroom-level practices to prevent and address reading difficulties for K–3 learners.
