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APS literacy update: district mandates structured-literacy training and expands instructional materials
Summary
Interim director Janine Small briefed the board on an expanded literacy plan focused on the science of reading, adoption of HMH and Benchmark materials, training cohorts for dyslexia and Orton‑Gillingham approaches, and a requirement that pre-K through first‑grade teachers complete Orton‑Gillingham training beginning fall 2026–27.
Janine Small, interim director of the science of reading for Atlanta Public Schools, presented a district literacy update at the District 5 virtual community meeting and outlined new training and curriculum directions intended to strengthen early reading outcomes.
Small said the district’s literacy plan centers on ensuring “every child can read confidently and successfully,” with a renewed emphasis on explicit instruction in phonics, phonemic awareness, fluency, vocabulary and comprehension. She said APS has adopted high‑quality core materials (HMH and Benchmark) and has invested in literacy coaches and professional learning for teachers across grades.
The presentation described specific training pathways: specialized cohorts for dyslexia endorsements, reading cohorts and an Orton‑Gillingham cohort. Small told the meeting the district will require Orton‑Gillingham training for pre‑K through first‑grade teachers beginning in the fall of the 2026–27 school year; the district plans to phase training to additional grades after those initial cohorts are complete. Small also said the district uses Cox Campus and Georgia Learns modules for professional learning and offers both weekday and weekend sessions to expand access for teachers.
Small said the plan targets early literacy (birth to five and pre‑K through grade 3) while also strengthening adolescent literacy supports (grades 4–5 and beyond). She described the instructional-coach model (a coach in every building focused on structured literacy) and stated that the district intends mandatory use of high‑quality, science‑aligned instructional materials districtwide.
The board took questions after the presentation and invited the public to the upcoming District 5/6 joint meeting and APS Accelerate sessions to provide input on priorities. Small’s overview emphasized that the district is pursuing evidence‑based, structured literacy practices to reduce reading gaps.
