establishing the district infrastructure to successfully adopt science of reading practices

change is a constant in public education. these changes range from shifts in student demographics, and associated learning needs, shifts in curriculum standards (think common core), to broader shifts in public policy. consider how lyndon b. johnson’s war on poverty influenced how schools planned for meeting students’ nutritional needs, or the federal idea act, which required public school systems to provide free and equitable education. typically, the core rationale offered for such policy changes is to improve student outcomes (college and career readiness, achievement, attendance) and/or ensure our public education systems are preparing the next generation’s workforce.

regardless of the type of change or the rationale for the change, one of the constants in school systems is that they struggle to achieve meaningful and lasting change. 

science of reading is sweeping the nation

one of the most recent examples of a shift in education is the adoption of science of reading practices. over the last two years, 40 states and the district of columbia adopted some kind of guidance or legislation requiring school districts to use science of reading methodology described above.  to effectively create lasting change with the implementation of science of reading, requires our education system to adapt to new change management approaches.

i was trained in the science of reading at teachers college, columbia university, and i am a major proponent of this method of teaching. i often refer educators to barbara walker’s diagnostic teaching of reading because i believe every classroom teacher and instructional leader should think of themselves as a diagnostician when it comes to differentiating instruction. my experiences with these types of initiatives as a classroom teacher, leader, and now external consultant, leave me somewhat skeptical that this current push toward the science of reading will result in lasting change for students. i fear that it will further lose the trust of teachers and communities, and much to my dismay, a loss of trust in science of reading methodology. we can avoid this outcome. 

what is the science of reading?

the science of reading is a body of research that includes insights from the disciplines of developmental psychology, educational psychology, cognitive science, and cognitive neuroscience. this research identifies the methods that best help children learn how to read, from the beginning steps in spoken language to being able to successfully decode unfamiliar words. when people hear “science of reading”, a common misconception is that it simply means we need to go back to teaching reading through phonics. while phonics is a component, there are more elements involved that together play a major role in the approach.

to be a successful reader, a student needs these “big six of literacy”: 

• oral language: includes speaking and listening, providing the foundation for written language
• phonological awareness: an awareness of speech sounds, whereas phonemic awareness is the ability to identify and manipulate sounds
• phonics: an instructional method that involves systematically matching sounds with the letters that represent the sounds
• vocabulary: a student’s internal dictionary; it is comprised of words and their meanings
• fluency: the ability to read connected text with accuracy, expression, and at an appropriate rate
• comprehension: the complex process and ultimate goal of reading that involves constructing meaning from and interpreting texts

the winds of change

to be clear, change is hard in any organization, particularly in a complex organization such as a school system. it can be done — i have seen school district leaders successfully enact change with the right infrastructure in place. effective and lasting change in school systems requires an infrastructure that includes vision with heart, networking, community agency and voice, time for changing hearts and minds, a willingness to be uncomfortable with data, and a comprehensive plan. when these components are considered, school systems can transform and we can achieve the outcomes we seek. 

change architecture

so, what is currently happening in our systems? school systems have the core ingredients and infrastructure for effective change management. however, systems need to be reviewed and refreshed to keep up with the complex and sometimes overwhelming demands for quick results. our district and school leaders are comfortable with tight timelines and embrace high expectations, but our communities and policymakers often establish unreasonable timelines to reach high expectations.  

agency and voice

educators and administrators often have long-standing practices and beliefs about teaching reading. shifting to a new methodology requires not only changing instructional practices but also altering deeply ingrained beliefs. resistance to proposed shifts can stem from a fear of the unknown, a reluctance to abandon familiar methods or skepticism about a new approach’s efficacy. to achieve a successful transition to science of reading instructional practices, we need to dedicate time and resources to build a comprehensive understanding of science of reading, acknowledging that many educators were trained in the workshop model and may be hesitant to shift away from it.

we will be successful if this process is collaborative – with professional development sessions designed to encourage dialogue and reflection together with building knowledge. allowing staff the time to be vulnerable and express their fears and skepticism allows for needed authentic engagement, and research shows leads to greater ownership of new practices.  

professional development that changes hearts and minds

effective implementation of the science of reading requires comprehensive professional development. this professional development should clearly teach the principles of phonemic awareness, phonics, fluency, vocabulary, and comprehension. unfortunately, many districts lack the resources to provide this level of training but there are often untapped resources within the district from educators who have been trained in the method and can build capacity across the district. without adequate professional development, teachers may feel unprepared and overwhelmed, leading to inconsistent or ineffective implementation. 

creating a comprehensive plan 

a comprehensive plan for the implementation of the science of reading should include sustained professional development, a budget for new classroom materials, and short, mid, and long-term goals. a successful implementation requires new materials and resources, such as decodable texts, assessment tools, and intervention programs. many school districts, particularly those in underfunded areas, struggle to allocate the necessary funds for these resources. this financial strain can hinder the adoption of new reading programs and materials, making it difficult for teachers to fully implement the science of reading.

i recommend the following framework for a science of reading rollout: 

being uncomfortable with the data

using data to differentiate instruction is critical to effectively implementing science of reading practices. it is crucial that the district’s comprehensive plan requires the use of data for formative and summative decision-making. teachers must be trained to collect, interpret, and make in-the-moment instructional decisions to support student learning. without this training, data can easily be misinterpreted, leading to decisions that do not benefit student learning. for example, a district might use assessment data to group students by ability but fail to provide differentiated instruction based on individual needs. 

what do i mean by being uncomfortable with the data? i mean that we need to be willing to face the hard truths we see in the data. if the trend line shows that we are not adequately serving our students with learning disabilities, we cannot shy away from asking ourselves- is it our instructional practice? is it our curriculum resources? is it teacher knowledge and pedagogical understanding? as educators, we tend to work with our hearts (as we should), we act based on what we believe is in the best interest of our students so sometimes the data we examine challenges those beliefs which results in discomfort. leaders in school buildings and systems must create a work culture and environment that creates space for that discomfort.  

conclusion

i believe school and k-12 district leaders have a wonderful opportunity ahead to improve our student’s literacy by implementing research-based science of reading principles. if we prioritize planning and providing high-quality professional development, we will lay the groundwork for empowering our teachers to be the diagnosticians we need to successfully implement multi-tiered systems of support in the way they are supposed to be adopted in schools. we can use the shift towards science of reading to transition our system and ensure we build school systems that are set up to support teaching and enable every student to reach their potential. to be successful, we must acknowledge our historical track record of driving change and the barriers we repeatedly encounter—resistance to change, lack of resources, and the need for long-term planning.

therefore, i challenge educators, policymakers, and school leaders to invest in the infrastructure of change to ensure the science of reading does not become just another well-meaning reform that fizzles out. as a former classroom teacher who has worked with incredibly committed and talented school and district leaders throughout my career, i believe we can get it right—if we commit to the work of truly supporting our educators and creating the systems of change that will lead to lasting success for our students. 

p.s. -  implementing science of reading in your district? join me and a panel of k-12 leaders for a dynamic discussion, "designing systems of change: implementing science of reading" on december 5th at 11 am pt/ 2 pm et.