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Elementary instructional leaders say reading strategies raised kindergarten letter‑sound scores from 33% to 79%
Summary
Teachers and instructional leaders described two years of science‑of‑reading work, increased benchmarking and teacher professional development; presenters reported K letter‑sound scores rose from 33% to 79% and said 100% of surveyed teachers added poetry and repeated reading techniques.
District elementary instructional leaders presented two years of professional development and classroom practice aligned to the science of reading. Mrs. LaRosa introduced the elementary instructional leaders and described their monthly BOCES symposium attendance; Tiffany Popp and Sarah O'Brien detailed teacher training, in‑class coaching and increased benchmarking that the team used to monitor progress.
Presenters shared outcome data: kindergarten letter‑sound proficiency rose from 33% in September to 79% in May, and in a teacher survey "100% of those surveyed introduced poetry and repeated reading into their daily curriculum," the presenter reported. Sarah O'Brien demonstrated daily fluency practices and introduced a second‑grade student, Sadie Long, who read a poem for the board. Instructional leaders said they will continue deeper work next year when the district adopts a new elementary reading series and provide additional targeted PD.
Board members asked about benchmarking practices and next steps; presenters said they will continue progress monitoring, host targeted professional development and monitor teacher implementation across grades K–5.
