Millard Public Schools pilots targeted literacy program, reports early gains and plans to scale
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Summary
The district outlined a District Initiatives 2 targeted literacy model using SIPs intervention materials, LETRS professional learning and added staff; four pilot elementary schools are part of year‑two implementation, with early positive indicators but concerns about attendance and funding for scaling.
District leaders presented the Millard Public Schools Board with details of a targeted literacy initiative launched under the learning community’s District Initiatives 2 partnership. District staff introduced Nicole Jamieson as the targeted literacy development facilitator leading the pilot across four elementary schools (Bridal, Norris, Neihart and Rockwell).
Implementation and model: Joe Vonderhaar presented a year‑by‑year timeline and said year 1 focused on building foundations and hiring; year 2 is the first full launch. The model centers on structured small‑group instruction, revised master schedules to maximize adult‑student contact, and targeted materials. “We’ve been able to fill all these positions, and fill them with people who are really, really good and really, really passionate about the work,” Joe Vonderhaar said.
Instruction and training: The district is using SIPs intervention materials for phonological awareness and phonics and has invested in LETRS (Language Essentials for Teachers of Reading and Spelling) professional learning. Presenters said about 60% of eligible teachers in the pilot schools are participating in LETRS, which the district described as an intensive two‑year training pathway. Nicole Jamieson reported that students in the pilot receive about an average of 159 minutes of targeted small‑group instruction with an adult; she called that roughly a 60% increase in direct adult instruction compared with prior practice.
Paraprofessionals, coaching and fidelity: Paraprofessionals are trained to deliver scripted SIPs routines and receive coaching from targeted literacy leads. A district SIPs representative (Dr. Jen McMahon) has visited buildings for side‑by‑side coaching, and staff emphasized job‑embedded professional learning and ongoing fidelity checks.
Scaling and sustainability: Board members asked how the district will scale the model across 25 elementary schools. District leaders said expansion depends on funding from the learning community and internal capacity; their approach prioritizes placing literacy coaches for two‑year cycles in schools that show need based on longitudinal data. The district also described intended knowledge transfer by training building staff and embedding roles so practices can continue if external funding changes.
Limitations and next steps: Board members raised attendance and out‑of‑school supports as constraints on impact. Presenters described home visitors who work from birth, a summer SLAM program and family‑engagement work, but acknowledged that improving regular attendance is a cross‑system challenge. District leaders said years 3–5 in the grant are the main assessment years and committed to reporting growth metrics as the program matures.
The board offered praise and asked for continued data on outcomes and implementation costs; district staff said they will return with updates as year‑two assessment data are available.