Required Scope of Professional Learning Professional learning opportunities must: Be grounded in the Science of Reading and evidence-based reading instruction. Align to the Structured Literacy framework endorsed by the International Dyslexia Association. Qualifying Criteria The provider must demonstrate that the professional learning: Addresses all six core components of reading instruction: 1. How Children Learn to Read 2. Phonological and Phonemic Awareness 3. Phonics – Decoding and Encoding 4. Fluency 5. Vocabulary 6. Comprehension Includes interactive, in-person or synchronous components. Embeds checks for understanding and assessments. Provides practice opportunities and bridge-to-practice activities. Explains the importance of explicit, systematic, and sequential instruction. Addresses misconceptions about ineffective practices. Core Instructional Components Each of the six components must include instruction on associated indicators outlined in Form A – Professional Learning Rubric. These indicators define both theoretical foundations and practical classroom strategies, including adaptations for students with diverse needs. Providers must include: Explicit descriptions of cognitive and linguistic processes. Practical instructional considerations and application. Use of diagnostic and progress monitoring assessments. Adaptations for varied learner profiles. Opportunities for modeling, feedback, and assessment. Each component should be presented with clarity and accompanied by supporting evidence or citations where applicable. Delivery Expectations Professional learning must: Be delivered in a coherent, structured sequence that supports cumulative knowledge. Include both initial training and ongoing support (coaching, communities of practice, etc.). Be accessible in formats suitable for adult learners (in-person, synchronous virtual, or blended). Offer implementation support for district/building leaders to sustain practices. Documentation and Evaluation Respondents must: Use the Form A – Professional Learning Rubric to self-score their offering (max 42 points). Provide a rationale for any rubric criteria not met and indicate future plans to address them. Include independent efficacy studies, if available. Clearly indicate how the offering supports Nebraska’s MTSS (NeMTSS) framework and state-adopted ELA standards.
