7/1/2024

Transforming Adolescent Literacy With the Science of Reading—A Testimonial From Michael Walling

Common Struggles Teaching Adolescents

Teachers working with adolescents often face significant challenges, including burnout and excessive workloads. The demands of managing diverse classrooms, adhering to strict curricular standards, and preparing students for standardized tests contribute to an already overwhelming workload. Many teachers devote countless hours beyond the school day to grading, lesson planning, and providing individualized student support, which can lead to a significant work-life imbalance.

Furthermore, teachers frequently encounter the emotional and behavioral challenges of adolescent students, which require them to be not only educators but also counselors and mentors. Teachers may feel ill-equipped to handle these multifaceted roles without adequate mental health support and professional development opportunities. The combination of these factors often results in high levels of stress and burnout, underscoring the urgent need for systemic support and resources to ensure teachers can thrive professionally and personally.

The critical need for meaningful professional development and mental health support cannot be overstated. Teachers are the backbone of our education system, yet they often struggle with insufficient resources and support, leading to high-stress levels and burnout.

Identifying Literacy Gaps

In one Michigan district, specific literacy gaps were identified, particularly among adolescent students. “The East China School District went through an extensive comprehensive needs assessment process, following a detailed dive into our districts’ data sets. What we found were gaps in our students’ ability to read, write, and speak in accordance with the Common Core State Standards,” said Michael Walling, an educator in Michigan. “Our students were falling behind in literacy skills, and many teachers felt ill-prepared to address these gaps effectively.” District leaders recognized a shift was necessary to bridge these gaps and support teachers and students in their literacy journey.

Teacher Preparedness Before Adopting the Science of Reading

Before adopting science of reading principles, teachers felt overwhelmed and underprepared to tackle the literacy challenges their students faced. They needed more cohesive and comprehensive literacy instruction methods, which hindered their ability to support their students effectively. Many educators relied on a patchwork of strategies and resources, often resulting in inconsistent and fragmented instruction. This lack of uniformity confused students and made it difficult for teachers to measure progress and identify specific areas where students needed more support.

Additionally, professional development opportunities were scarce and often needed to be aligned with the latest research-based practices. Teachers were left to navigate these challenges independently, creating isolation and frustration. The absence of a structured approach to literacy instruction meant that even the most dedicated teachers could not fully address the diverse literacy needs of their students. This situation underscored the urgent need for a systematic, evidence-based approach like the science of reading to bring coherence and effectiveness to literacy education.

Driving Change Through Collaboration

“Our teaching staff at the K–5 grade level were the ones driving this change through in-depth committee work, and so we knew that: a) we would be in good shape for seeing the change through and b) we needed to support them in any way that we could,” Walling said. “We were moving from a balanced literacy approach to something new for them. So, we needed our key stakeholders to help us craft a training plan and to guide the work of adopting a new curriculum that was in line with the science of reading.” The educators’ dedication and hard work laid the foundation for this transition.

Choosing the Science of Reading

The decision to adopt the science of reading as the foundational approach was driven by its comprehensiveness and cohesiveness. “Following this was an evaluation of how we were teaching ELA instruction in our classes, starting in K–5 grades and the result was we lacked a comprehensive approach both within a grade level and across the grade levels,” Walling said. “We turned to the science of reading to form our foundation for moving forward because of the comprehensiveness and the cohesiveness that it encompassed. We needed an evidence-based approach that could address the diverse literacy needs of our students. The science of reading provided a solid framework that was research-backed and practical for classroom implementation.”

Introducing Aspire

The district adopted Lexia Aspire® Professional Learning to support this transition. Aspire offered evidence-based knowledge and practical strategies for teachers to apply science of reading concepts effectively in their classrooms. This professional learning solution empowered teachers with the tools and confidence they needed to significantly impact student literacy outcomes.

Aspire is a comprehensive professional learning program that equips educators with the knowledge and skills to apply science-based strategies in diverse classroom settings. The program offers six key benefits: Choice and flexibility in course selection, personalized, continuous learning, practical application of research, evidence-based pedagogy, progress monitoring for school leaders, and alignment with accreditation standards. 

By integrating Aspire, the district ensured teachers received ongoing training and support, which is essential in transitioning to the science of reading approach. The program’s alignment with Common Core State Standards and the opportunity to earn graduate-level credits from ACE underscore the district's commitment to high-quality, impactful professional learning.

This initiative enhanced teachers' instructional methods and fostered a collaborative environment where educators could share insight and strategies, ultimately benefiting student literacy outcomes.

Key Benefits of Adopting the Science of Reading Through Aspire

Adopting the science of reading through Aspire has improved teacher satisfaction, confidence, and student literacy outcomes. Teachers feel more equipped to address their students' diverse literacy needs, and students are more engaged and confident in their reading abilities. Aspire's structured, evidence-based approach empowers teachers with the knowledge and strategies to implement effective literacy instruction, leading to more consistent and measurable progress across all student groups. Aspire’s flexible, self-paced learning modules allow teachers to tailor their professional development to individual needs and schedules, making the learning process more manageable and effective. 

This personalized approach enhances teachers' instructional skills and fosters a sense of ownership and agency in their professional growth. As a result, teachers are more motivated and better prepared to create a positive and impactful learning environment, which translates into higher student achievement and a stronger overall school community.

Ongoing Training and Curriculum Development

“Through this process of ongoing training and curriculum development, our teachers' confidence has increased, alongside their ability to successfully implement this ‘new’ way of teaching reading and writing,” Walling said. “Perhaps our teachers’ greatest frustration lies in the idea that it took us this long to make the transition.” The continuous professional development provided by Aspire was instrumental in helping teachers feel prepared and supported throughout the transition.

Transitioning From K–5 Grade Levels to Middle School

“Following our K–5 work in the K–5 grade levels, we moved into the 6–8 grade space because we didn’t want K–5 to operate in isolation and felt we needed serious alignment and mind shift work at the middle school level as well,” Walling said. Middle school teachers face unique challenges, including addressing the diverse literacy levels among students, managing increased behavioral issues, and preparing students for the rigors of high school. These educators must juggle the complexities of adolescent development with the need for rigorous academic instruction, often without the same foundational training in literacy that their elementary counterparts receive.

Adapting their teaching strategies to align with science of reading principles established in the earlier grades was crucial for creating a cohesive literacy framework. This approach ensured students received consistent and systematic instruction, building on the skills and knowledge acquired in the lower grades. By aligning their methods with the established, evidence-based principles, middle school teachers could better support students' continued literacy development, bridging gaps and reinforcing learning. This alignment facilitated a smoother transition for students. It provided teachers with a clear, research-based framework to guide their instruction, ultimately enhancing student outcomes and fostering a more unified educational experience.

“We are starting to see gains in our benchmark assessments that are given throughout the year, and our students are also making huge gains within our units of instruction. Perhaps the most satisfying are the stories from teachers about students’ love of reading increasing and the complexity of the texts they read going up, quicker than in the past.”

—Michael Walling

Positive Feedback from Teachers

Teachers provided positive feedback about the training and its impact on instruction and student outcomes. “We are starting to see gains in our benchmark assessments that are given throughout the year, and our students are also making huge gains within our units of instruction,” Walling said. “Perhaps the most satisfying are the stories from teachers about students’ love of reading increasing and the complexity of the texts they read going up, quicker than in the past.” Educators reported increased confidence in their teaching abilities and observed significant improvements in their students’ literacy skills and engagement.

Michael Walling’s Advice for Educators

• Involving Stakeholders: “My advice in this process is to invite stakeholders of all kinds into the conversation and look at your data with an open, growth-based mindset. If all members have a say in the process and you can paint a picture of the urgency of the situation, great change can happen and happen quickly,” Walling said.
• Maintaining a Growth-Based Mindset: Embrace the change positively, focusing on continuous improvement and learning.
• Driving Urgent Change: Recognize the urgency of addressing literacy gaps and act decisively to implement evidence-based strategies.

Actionable Tips

Professional development and mental health support are crucial if you’re considering a similar educational transition.

• Enroll in Professional Development Courses: Participate in courses and workshops about the science of reading and literacy instruction.
• Utilize Online Resources: Use digital platforms and webinars that offer flexible, self-paced learning options.
• Practice Self-Care: Incorporate self-care routines into your daily schedule to manage stress and prevent burnout. This could include exercise, meditation, or hobbies.
• Access Mental Health Resources: Utilize counseling services or employee assistance programs offered by your school or district.
• Set Boundaries: Establish clear boundaries between work and personal time to ensure a healthy work-life balance.

Seek opportunities for ongoing learning and ensure you have access to resources that support your well-being. Collaborative efforts and a strong support system can significantly improve your success in adopting new instructional approaches.

• Build a Support Network: Connect with colleagues to share ideas, strategies, and support. Form study groups or professional learning communities.
• Engage in Peer Observations: Observe peers who implement new instructional approaches effectively and learn from their practices.
• Participate in Team Planning: Collaborate with your grade-level team or department to plan and align instruction, ensuring consistency and support.

Advocacy is Key

Remember: You are the strongest advocate for professional learning opportunities that empower you and support your students' success.

• Communicate Needs to Administrators: Clearly articulate the need for ongoing professional development and mental health support to school leaders.
• Share Success Stories: Highlight the positive impact of professional learning on your teaching and student outcomes to garner support for continued investment in these initiatives.
• Engage in Policy Discussions: Participate in school- or district-level discussions to influence policies and practices that prioritize your development and well-being.

Investing in meaningful professional learning benefits you and profoundly impacts student achievement and engagement. Your voice can make a difference in shaping the future of education. Reach out to your school administrators and advocate for the professional development and mental health resources you and your students need to thrive. 

Michael Walling is the curriculum director and state & federal programs director for the East China School District. He is passionate about implementing research-based best practices in education for all students and focusing heavily on continuous improvement, both at the district level and the building level. As a former high school science teacher, expanding his responsibilities to all grades and all subject areas has presented a wonderful challenge he works to meet head on each day.