Stronger States, Stronger Outcomes

One Island with One Vision: Building a Unified Early Literacy System Across Puerto Rico
Consistent early literacy instruction depends on clear expectations, aligned supports, and a shared vision across the early grades. Puerto Rico will share how the Department of Education and Islands Comprehensive Center are strengthening literacy instruction from prekindergarten through grade 1 by building coherence across systems. The work includes codifying grade-level expectations, defining essential practices and outcomes, and developing a shared toolkit with observation indicators and coaching supports. Implemented through a phased clarify-design-pilot process, the approach uses existing SEA leaders, principals, and literacy facilitators to support continuous improvement rather than create parallel structures. Participants will learn how Puerto Rico is aligning policy, professional learning, and instructional practice to build a more consistent and sustainable early literacy system. 

Building School and Teacher Capacity for Play-Based Learning in Oklahoma
Play-based learning is most effective when school leaders and educators understand both its value and how to put it into practice. Oklahoma will share how the Department of Education and REL Southwest co-developed the Leading Early Childhood and Achievement Development initiative to strengthen research-based early learning practices in prekindergarten and kindergarten classrooms. Now in its third cohort, the initiative has trained 69 teachers and 15 school leaders across six districts and has expanded supports through demonstration videos and learning modules for teacher aides. Participants will learn how Oklahoma designed, tested, and sustained a professional learning model that builds educator knowledge, supports high-quality interactions, reduces implementation barriers, and uses federal resources to strengthen evidence-based early childhood instruction.

Co-Creating Multigrade Thematic Units for Rural Atoll Schools
Multigrade instruction requires materials and professional learning designed for the realities of rural and remote classrooms. The Republic of the Marshall Islands Public School System will share how it is using federal technical assistance to build local curriculum-development capacity for rural atoll schools. Through a series of collaborative “write shops,” curriculum staff, bilingual educators, and Comprehensive Center Region 12 partners are co-creating pilot thematic units rooted in Marshallese language, knowledge, values, and practices. The process also uses a training-of-trainers model to strengthen local expertise and support future unit development. Participants will learn how co-creation, place-based design, and targeted technical assistance can help small and geographically dispersed systems develop practical, scalable supports for multigrade teaching. 

Scaling Evidence-Based Adolescent Literacy in Ohio and Virginia
Extending literacy improvement into the secondary grades requires coherent policies, strong implementation supports, and sustained investment in educator capacity. Ohio and Virginia will share complementary statewide approaches to strengthening evidence-based literacy instruction for adolescent learners. Ohio will highlight the ReadOhio initiative, including regional literacy specialists, cross-agency partnerships, and professional networks that help translate research into practice. Virginia will describe its policy framework for literacy instruction, screening, intervention, and educator preparation, including its language and literacy screening system for grades 4–8. Participants will learn practical strategies for aligning policy, funding, data, partnerships, and professional learning to build scalable systems that address the complex literacy needs of students in grades 4–12. 

Building Leadership Capacity for Adolescent Literacy in Georgia
Strong adolescent literacy systems depend on leaders who understand the conditions needed for effective instruction. Georgia will share how the Department of Education is developing an Adolescent Literacy Playbook for school and system leaders in grades 4 and above. Created through collaboration between the Offices of Teaching and Learning and Whole Child Supports, with assistance from the Southeast Region 5 Comprehensive Center, the playbook will provide guidance, tools, and a foundation for future professional learning. The development process is also strengthening cross-office collaboration, shared language around literacy and MTSS, and the state’s understanding of evidence-based practice. Participants will learn how Georgia is using a practical leadership resource to expand SEA capacity and support LEAs and schools. 

Supporting LEAs in Evidence-Based Instruction - Poster Session

• Implementing Evidence-Based State Policies for English Learners - California

• Circles of Reflection: Resources to Advance Education of Native Students - NCC

• State Actions Advancing Secondary Literacy - NCC

• High-Impact Instructional Practices Toolkit - NCC

• Scaling Evidence-Based Math Instruction with REL Professional Learning Toolkits