The LETRS course of study has provided administrators with a deeper understanding of the science of reading and structures for effective implementation by covering all layers of language organization (phonology, orthography, morphology, syntax, semantics) and their relevance for teaching reading, spelling, and oral language.

Early childhood educators need the same level of professional learning as K-3 educators to effectively teach the foundation of literacy. Studies show that pre-K and kindergarten prepare children to thrive in school and accelerate their learning. Even at this early stage of learning, independent experts agree that 'a well-implemented, evidence-based curriculum' and an emphasis on the quality and continuous training of early childhood educators leads to success in the classroom.Each participant should have the appropriate textbook available during the virtual session (LETRS for Early Childhood Educators). Handouts specific to each Unit will be emailed prior to the session.

The LETRS course of study has provided educators and administrators with a deeper understanding of the science of reading by covering all layers of language organization (phonology, orthography, morphology, syntax, semantics) and their relevance for teaching reading, spelling, and oral language.

This all-day in-person training is designed for new principals and new district leaders to provide an overview of the Alabama Literacy Act, including important aspects of leading literacy achievement in schools and districts. Principals/District Leaders in Year 1 or Year 2 of the role may attend. Please reach out to your ARI Literacy Leadership Specialist with any questions about specific times and locations. 

Powerful Paragraphs is a focused professional learning session grounded in research and practical application. Participants will explore what the research says about writing, why writing is essential to student learning across content areas, and when students should be explicitly taught and expected to use writing skills.

Tired of data meetings feeling like one more draining task in an already impossible day? This high-energy session reimagines data conversations by moving beyond the traditional 'scoreboard' mindset-where we rank winners and losers-and shifting toward a coaching-inspired approach that drives growth. Participants will explore why surface-level results fall short, uncover the deeper insights hidden beneath the data, and learn practical strategies for leading focused, engaging data meetings that spark clarity, ownership, and action.

Leadership labs are an opportunity to engage in school-embedded professional development as a team of principals. Leadership labs are structured around an observation of a principal leading the coaching effort, accompanied with a debrief to unpack implications and points of learning that relate to leading a successful coaching effort.

The Fluency Factor is a standards-aligned professional learning session designed specifically for 4th-8th grade educators who want to deepen their understanding of fluency within the framework of the Alabama Course of Study. This session reframes fluency as more than speed or oral reading performance, positioning it instead as a critical bridge to comprehension, written response, and academic discourse.

The Lexicon Lab is a standards-aligned professional learning experience designed for 4th-8th grade educators who want to strengthen vocabulary instruction as a determiner of comprehension success. Grounded in the Alabama Course of Study, this session explores how advanced word study serves as a powerful bridge between Tier 1 core instruction and Tier 3 intervention, particularly for struggling readers.

This session will help participants deepen their understanding of collaborative partnerships by exploring what makes an effective principal-LRS relationship. Attendees will develop clarity around the unique roles each partner plays within Student-Centered Coaching and how intentional collaboration can strengthen coaching practices.