District outlines K–12 literacy plan, launches Dominican Republic teacher immersion program

Lawrence Public Schools staff presented the district’s literacy efforts on March 12, describing an expanded K–12 focus, professional development tied to the science of reading, interim assessment results, and a teacher immersion program to study Dominican classrooms and community practices.

Curriculum and instruction staff said the District Literacy Leadership Team (DLLT) now oversees five subcommittees — professional learning, communications, adolescent literacy, parent engagement, and intervention — and is moving work that began in K–5 toward a coordinated K–12 plan. Staff reported nearly all classrooms have adopted high-quality instructional materials and described multi‑year professional learning (science-of-reading coursework and coaching) that began in early grades and is expanding to grades 6–9 in 2025.

Kara Metcalfe and Dr. Jen Perry summarized a Schusterman Foundation–funded visit from external reviewers (Achievement Network) that examined whether students experience coherent, equitable literacy learning across the district. The visit highlighted four priorities for district action: clarify a districtwide vision for excellent teaching and learning; strengthen teacher practice through learning tied directly to curriculum; elevate multilingual and culturally sustaining instructional practices; and align external partnerships to the district instructional vision.

Staff presented midyear assessment snapshots: DIBELS results showed gains since 2022 (districtwide 39% of students at or above benchmark at midyear, up from earlier years), with marked growth in kindergarten; NWEA MAP winter results showed year-to-year movement but more variable trends. Presenters cautioned this was midyear data and described plans to monitor cohort growth and intervention effectiveness.

Doctor Jackie Peña described a Dominican Republic immersion program for 11 selected district teachers and coaches. The program (pre-trip orientation, April 18–27 immersion during school break, and post-trip implementation) is built on three pillars — funds of knowledge, culturally responsive teaching, and faculty learning communities — and requires participants to mentor at least three colleagues on return to create a ripple effect. Teachers selected through a blind-review application process (written responses and video samples) will visit schools and communities in the Dominican Republic, meet families, observe instruction, and collect qualitative and quantitative evidence to inform classroom practice in Lawrence. Staff emphasized connections to DESE’s updated educator rubrics, which embed culturally responsive and sustaining practices.

Parent engagement work is intended to include resources on a shared parent Google Drive, literacy events at schools, and sessions at district parent-university events. Committee members asked about accountability and sustaining coaching when coaches or staff turnover occurs; staff said the DLLT and curriculum department will continue annual checks and collaborate with schools to maintain coaching and training.

Presenters said they will return with fuller evaluation data and next steps for expanding adolescent literacy work, strengthening cross-school sharing of practices, and implementing parent engagement strategies that reach multilingual families.