This project will support the ALSDE by providing the state with guidance, resources, and research in building an effective system to support districts in improving EL instruction. This support will include collaborating with the state to develop (1) a progress monitoring tool for evaluating the implementation of the Alabama Framework for EL Success, (2) a communication plan for disseminating the framework, (3) criteria for defining high-quality instruction and assessment for English learners, and (4) tools for implementing high-quality instruction and assessment.

Key activities to build state capacity to support local education agencies (LEAs) in the use of data-informed evidence-based K-5 mathematics instruction include:

Collaborating with ALSDE, AMSTI, and AMSTI K-5 Regional Math Specialists to research, identify, and design a framework to guide data-driven instructional decision-making.

Co-developing and coordinating data-driven implementation plan to promote the use of evidence-based practices in early grades math instruction.

Region 7 Comprehensive Center (R7CC) supports the ARI to improve student reading proficiency, providing professional development in the Implementation Science of the Alabama Coaching Framework. Project support includes guidance and assistance in reviewing and analyzing current ARI practices and procedures, ensuring alignment to the current evidence base on Grades K–3 literacy development.

Mississippi Comprehensive Literacy is a capacity-building project to improve state, district, and school leadership and instructional supports that drive effective implementation as well as the sustainability of evidence-based literacy practices containing timely and equitable classroom intervention.

Region 7 Comprehensive Center (R7CC) will provide intensive technical assistance to the MDE’s Office of Teaching and Leading that builds capacity to implement their key initiative for ensuring all schools have effective teachers. Activities undertaken as part of the project include conducting an evidence-based assessment of capacity and readiness to strengthen the PGS implementation with a focus on professional growth.

The goal of this training and coaching project is to support grades 4-12 content area teachers, literacy coaches, and district and state education agency administrators in the installation and initial implementation of evidence-based literacy instruction strategies in three state-selected districts in Mississippi: Canton Public School District, Columbus Municipal School District, and Laurel Public School District. In addition, the Mississippi Department of Education has expressed an interest in scaling up the project statewide.

Research questions for the proposed TCTS

1. What is the effect of the PLC-EL on pre-kindergarten teacher knowledge in the areas of print knowledge, phonological awareness, oral language, and vocabulary?

2. What is the effect of the PLC-EL on pre-kindergarten teachers' print knowledge, phonological awareness, oral language, and vocabulary instructional practice?

3. What is the effect of the PLC-EL on student achievement at the end of pre-kindergarten in print knowledge, phonological awareness, oral language, and vocabulary?