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Mona Elementary credits data-driven curriculum, coaching and family engagement for literacy gains
Summary
Mona Elementary leaders described schoolwide changes—teacher certification in the science of reading, instructional coaches, individualized student profiles, family events and AIM time—that yielded double-digit K–3 literacy gains and a 20% increase in 3rd-grade reading on grade level last year.
Mona Elementary principal Brandy Webster and classroom teachers presented a school-level case study of sustained improvement in early literacy. Webster said the school moved from stagnant results to meaningful gains by aligning curricula with the science of reading, certifying teachers in evidence-based approaches and creating a shared, schoolwide focus: “70% is not good enough for us. We want 100% of our kids. 100%.”
Teachers described concrete operational changes: daily 30–45 minute AIM blocks for targeted instruction, instructional assistants trained to support the science-of-reading methods, weekly progress monitoring and student profile sheets that let teams act quickly when a child stalls. One teacher credited the cultural shift and incentives—goal cards and pin trading—for building student ownership. The panel emphasized that turnaround required resources, coaching and strong principal leadership to coordinate bus drivers, custodians, paraprofessionals and families as part of a collective effort.
