AIM Academy: The Importance of Early Literacy Data
Regular blog posts from the Association of LD Schools (ALDS) highlight the work, educational insights, and evidence-based practices of our nearly 100 members — schools that are committed to educating and empowering students with LDs, like dyslexia. Periodically, we’ll also share information from adjacent organizations in the LD field as well as updates and reflections of our own.
Our goal: To illuminate the exceptional work of ALDS schools, and their impact on students and families.
A note on semantics: “LD” is sometimes defined as learning difference, sometimes learning disability. No matter the word choice, the ALDS community is united in supporting students and schools in meaningful, transformative ways.
This month, we share a post from AIM Academy — an ALDS founding school — which hosted its 14th Annual Research to Practice Symposium in early March. AIM recently announced that they’re launching an exciting effort to create a State of Early Literacy Report. By collecting de-identified K-1 early literacy screening data from schools across the country, they are helping to establish a clearer picture of what instructional approaches are working and where more support and teacher training are needed.
The need for effective, evidence-based, durable reading interventions is real among many districts nationwide. And ALDS schools, like AIM, are poised to share best practices to help advance awareness, understanding, and literacy outcomes.
We encourage schools to submit their screening data to AIM, and we look forward to learning the results!
When it comes to data, AIM is not the only ALDS school taking an interest. The Carroll School, among others, leverages the learning data of its students so educators can sharpen their understanding of students’ profiles and tailor interventions accordingly.
These are just two examples of how ALDS schools are leading the conversation around language-based learning differences — and changing lives in the process.