Emerson Elementary teachers and administrators told the Lakewood Board of Education on Nov. 24 that a districtwide focus on the Science of Reading has produced measurable classroom changes, including daily intervention/enrichment time and curriculum adoptions intended to boost phonics, fluency and comprehension.

Denise Luddy, Emerson’s principal, said the school received state recognition as a reading champion and hosted a recent governor-led visit that showcased classroom routines. “We have 40 minutes a day of intervention and enrichment time,” Luddy said, adding that that block is reserved for targeted support or enrichment rather than new core instruction.

Teachers recounted how the district’s curriculum choices and data systems have shaped instruction. A tier 2 instructor said small groups of three to seven students now use assessment data to target specific skills, and a tier 3 teacher described focused phonics and phonemic-awareness work that helps students blend and decode words. “It’s so systematic and explicit,” said Cheryl Smolin of the kindergarten and fourth-grade groups. Kindergarten teacher Erica Intihar noted daily Heggerty routines and said the consistent practice led to visible gains during the governor’s visit: “They were smiling and rhyming and substituting letters and sounds.”

Fourth-grade teachers described a shift from “learning to read” to “reading to learn,” with activities such as word chains and orthographic-mapping exercises that build long-term word recognition. Staff also reported using data to form responsive groups and to integrate explicit writing instruction aligned with reading work.

The presentation included student and staff recognitions: Emerson honored Logan Kelly for improved attendance and named Greta Woodworth a 2025 Resilient Ranger. Luddy and board members emphasized relationships and a data-driven approach as the core supports behind the instructional changes.

The board did not take formal action on the presentation; members praised the staff and asked follow-up questions about classroom visits and outreach related to the governor’s program.

Next steps cited by staff include expanding writing instruction that complements reading gains and continuing district assessments to monitor progress.