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district leadership | organizational leadership & change management | school leadership | science of reading
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.
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district leadership | school leadership | science of reading | teachers
at the start of this year, several state leaders kicked off the year with strong commitments of money and resources to improve literacy in their schools through the immediate implementation of evidence-based reading instruction, often referred to as the “science of reading.” the governors of new york and maryland offered guidelines, not mandates, for school districts to focus on adopting reading instruction practices and materials that are evidence-based. in january, the maryland state board of education approved a resolution declaring that all public schools align with the science of reading by the 2024-2025 school year but delayed these plans due to extensive revisions finalizing its comprehensive science of reading policy on october 22, 2024. with this, maryland joins 39 other states and the district of columbia that have committed to aligning with the science of reading over the past ten years. these states’ goals are overarchingly the same, but their plans, timelines, and benchmarks differ. what do they need to consider and include to be successful in improving student reading outcomes?
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district leadership | school leadership | science of reading | teachers
anyone who follows education news and trends across the country will agree that there continues to be no bigger buzzword than “science of reading”. as we noted earlier in the year, over 35 states have committed formally to implementing the science of reading. let’s look in more detail at what this actually means and some of the systems that will help with successful implementation.
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