Foundational Literacy Coaching Grant
Literacy coaching plays a transformative role in improving early literacy outcomes by equipping educators with targeted instructional strategies, fostering reflective teaching practices, and promoting data-driven decision-making. Through ongoing, collaborative support, literacy coaches help build teacher capacity, enhance classroom instruction, and ultimately accelerate reading achievement for young learners.
The Foundational Literacy Coaching Grant funds literacy coaches for eligible LEAs across the state. LEAs will apply for funding to pay for a literacy coach that will be deployed within select schools in the district/charter to directly support evidence-based literacy instruction in grades pre-k to third. Coaches may not serve at more than one site.
This is a state reverting grant; therefore, all submissions for reimbursement must be completed by June. There is no option to draw down funds incurred after June 30, 2026, when submitting the completion report.
Repeated studies by Joyce and Showers have shown that when teachers participate in standard in-service models, they apply less than 20% of their learning back in their classrooms, as shared in the chart below (Showers, Joyce, & Bennett, 1987; Showers & Joyce, 1995). Given the diverse needs of students and the expectation that students learn an increasingly rigorous curriculum, most teachers need ongoing, side-by-side support as they attempt to incorporate effective instructional practices into their classroom routines. Therefore, the professional learning described in the Foundational Coaching Initiative is job-embedded professional development through one-on-one instructional and facilitative coaching support.
| Left blank intentionally | Awareness Level Plus Basic UNDERSTANDING | skill Attainment | Application/Problem Solving |
|---|---|---|---|
| Presentation of Theory | 85% | 15% | 5-10% |
| Modeling | 85% | 18% | 5-10% |
| Practice & Feedback | 85% | 80% | 10-15% |
| Coaching | 90% | 90% | 80-90% |
From: Student Achievement through Staff Development (Joyce & Showers, 1988)
The Foundational Literacy Coaching Initiative was established in 2021 as the P-3 Literacy Coaching Initiative to advance instruction in early literacy skills and promote student learning through targeted deployment of well-trained literacy coaches. This coaching model is designed to help close the achievement gap among key student subgroups in Arizona through ongoing, evidence-based training and support in effective literacy instruction within a coaching model. This targeted coaching supports the goal of 72% of third grades scoring proficient or highly proficient by 2030” as stated in the Arizona Literacy Plan 2030. Foundational literacy coaches support teachers in implementing evidence-based core reading curriculum, instruction, and assessment, professional development focused on the foundations of early literacy instruction, and the use of assessment data collection and analysis for driving instructional decisions and goal setting.
Schools eligible to participate in the Foundational Coaching Initiative are ascertained through a data collection process to identify schools with the highest need. Eligibility to apply for the grants is determined by a data set that includes, but is not limited to, the following elements:
- School and district/charter performance on the 3rd grade statewide English Language Arts exam
- School and district/charter performance on K-3 literacy benchmark data
- Percentage of students eligible for Free and Reduced Lunch
- Percentage of students from vulnerable populations
- Rural and tribal status
Eligibility is determined in February, and the grant opens on March 1. While an LEA must be eligible to apply for the grant, the grant is still competitive due to the limited funds available. All applications will be reviewed by a committee using a rubric. Current grantees in good standing receive priority; grantees are reviewed for continued eligibility on a three-year cycle based on meeting program eligibility and requirements.
Funding from the grant will be used to fund coach salaries and benefits. Additionally, funds may be used for travel based on grant requirements. All training for coaches and administrators will also be funded by the grant.
Literacy coaches support teachers in the effective implementation of the teaching-learning cycle. This cycle or framework demands teacher knowledge in four crucial areas: planning, assessing, evaluating, and teaching. By appropriately allocating their time, coaches will be able to effectively support each of these areas.
Approximate Average Monthly Percentage of Foundational Literacy Coaching
| Observing | 32% |
| Conferencing | 25% |
| Co-planning/Co-teaching/Modeling | 19% |
| Planning and Conducting Professional Development | 9% |
| Facilitating Grade Level/Reading Leadership Team Meetings | 9% |
| Coaching Academy & other scheduled professional learning | 3% |
| Administrative tasks such as documentation and filing related to coaching | 3% |
The site administrator is responsible for attending all training (in-person and virtual) hosted by ADE. They are also responsible for:
- understanding and promoting evidence-based literacy strategies and practices aligned with the science of reading and writing
- articulating the “why” of coaching and the roles and responsibilities of literacy coaches
- promoting and expecting staff participation in coaching cycles and professional learning opportunities, as well as implementation of effective practices in the classroom ,
- protecting the coach from responsibilities outside of the job description
Ongoing professional learning is critical for educators. With this training, educators can continue to refine skills and practices to provide richer experiences for students. The same is true for literacy coaches and administrators in the Foundational Literacy Coaching Initiative.
District and site leaders will participate in a full-day Leadership Academy designed to evaluate and align school and district systems to support evidence-based literacy practices and coaching support. This will be followed by regular virtual training sessions and LEA-specific site visits and virtual check-ins.
All foundational literacy coaches will be trained in both well-researched coaching practices and evidence-based literacy instruction. The opportunities offer extensive training for literacy coaches in the necessary strategies, techniques, and approaches for providing ongoing specific feedback and support to teachers on how to plan, deliver, and assess effective evidence-based reading instruction to increase student achievement. Administrators will participate in regular training on effective coaching and literacy systems.
In addition to the monthly training, all foundational literacy coaches will participate in other district/charter and state training and virtual or in-person meetings and/or site visits.
ADE will provide additional support through required regular site visits to the grantees, as well as regular office hours.
Please review the attached guidance document for more information about the role of the coach and administrator, coach qualifications and job description, and accountability requirements.
