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Elementary instructional leaders review two years of ‘science of reading’ training and gains
Summary
Instructional leaders told the board two years of symposium training and in-school coaching produced measurable gains: kindergarten letter sounds rose from 33% to 79% and first-grade nonsense‑word accuracy rose from 78% to 88%; increased benchmarking and fluency practice were highlighted.
District instructional leaders summarized two years of sustained professional development on science-of-reading practices and how those practices have translated into classroom changes and improved benchmark performance. "The science of reading is not a curriculum per se," the presenter said, framing the work as research-based practices across six pillars; presenters reported kindergarten letter-sound scores rose from 33% to 79% and first-grade nonsense-word scores from 78% to 88%.
Staff described a mix of whole‑day and after‑school professional development, monthly BOCES symposium attendance for the instructional leaders, and new frequent benchmarking to monitor student growth. They said next steps include deeper implementation of a newly selected elementary reading series (magnetic literacy) and ongoing teacher coaching.
