Shelton teachers present district-crafted 'Word Work' guides as literacy scores climb

Superintendent Jesse told the Shelton School District Board of Education the district has prioritized literacy as its top strategic plan goal and that new, teacher-developed materials and coaching are driving measurable gains.

The presentation Wednesday focused on the district’s K–3 “word work” manuals and associated coaching. ‘‘We have been working on implementing a comprehensive approach to literacy instruction,’’ Superintendent Jesse said, noting the district set a goal that “excellence in word study instruction would lead to 80% or more of our students meeting benchmark in foundational skills.”

Why it matters: board members were shown districtwide assessment data and classroom examples designed to demonstrate that a systematic, common approach across elementary classrooms can reduce gaps in early reading. The presentation tied the literacy work to other district priorities — teacher effectiveness and safe, welcoming schools — and to a broader rise in student outcomes.

Presenters described the materials and classroom practice. Adrien Minery, who led parts of the rollout, said the district uses multiple referral paths and universal screening for some grades and that a multidisciplinary team reviews assessment data for placement and services. ‘‘We do attempt to use multiple objective criteria, the breadth of assessment data that we have, the referral information from families and from teachers,’’ Minery said.

Classroom teachers who helped author the guides and who are using them in their first and second years said the materials make planning and small-group differentiation easier. ‘‘Even as a first year teacher, I have seen amazing growth in my students and their word study skills,’’ said Ally Howe, a second-grade teacher at Bordeaux. Emily Burbells, a first-grade teacher, said the materials create ‘‘many opportunities for games, activities, and skill application’’ and that students ‘‘look forward to word work every day.’’ Imelda Usarraga, a third-grade dual-language teacher at Evergreen Elementary, said students are tracking their own progress and asking for more challenges.

The board saw examples of classroom activities, decodable texts, and school-level data snapshots. Presenters shared MAP (Measure of Academic Progress) charts showing year-over-year percentile growth in primary grades and pointed to district figures Superintendent Jesse highlighted earlier: the share of third graders meeting state standards in ELA rose from 20% to 43% over three years. District staff also said suspensions have dropped by about 70% during the same period.

Board members asked about flexibility and pacing. Minery said the district’s scope and sequence includes built-in ‘‘flex days’’ and that teachers retain discretion for pre-teaching and reteaching based on students’ needs. Several board members and parents in attendance praised the teacher authorship and said the materials made it easier for families to support students at home.

The presentation closed with an invitation for questions and an acknowledgment of the teachers, coaches, and central-office staff who developed the guides. Board members emphasized the work’s practical impact: consistent lessons combined with small-group instruction and coaching were cited repeatedly as the drivers of the reported progress.

Looking ahead, presenters said the district will continue coaching, collect additional outcome data, and refine the guides based on teacher feedback.