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District leaders outline early-literacy push, cite screening gaps and community partnerships
Summary
Superintendent and literacy staff presented the district's early‑literacy strategy, citing screening results showing many students below benchmarks and describing curriculum, professional development and community plans to improve outcomes.
Springfield Public Schools officials outlined their early‑literacy strategy to the School Committee on March 13, reporting that screening results show a substantial share of students below the benchmark and describing a program of curriculum selection, professional development and community partnerships to improve reading outcomes.
Director Laura Mends and Dr. Michelle Balch told the committee the district screens students three times a year with the M CLASS/DIBELS screener and uses additional diagnostics such as i‑Ready and preschool readiness tools. Staff said early screening shows many students starting the year in the "below" and "well below" ranges and that the district is prioritizing interventions aligned to the science of reading.
The district has adopted evidence‑rated curricular materials for early grades, invested in LETRS professional development for staff and launched the Online Language Literacy Academy to address multilingual learners. Officials described coaching for instructional leadership specialists, expanded pre‑K emphasis on oral language, partnerships with the city library and volunteer programs, and a pilot tutoring program supported by the Davis Foundation.
Committee members asked about data sharing with community partners, use of reading logs and whether screening tools identify dyslexia. School leaders said they are transitioning data‑warehouse systems and can create data‑sharing agreements while noting the district can use screening results plus additional evaluation to refer students for specialized assessment. Leaders said reading logs and family-facing programs would be encouraged and coordinated with partners to boost at‑home reading supports.
District staff said the work is multi‑year; the committee praised the emphasis on early literacy and asked staff to return with progress updates and implementation milestones.
