A “D” for their K–3 literacy scores on the state of Ohio report card was enough to convince district leaders at Niles City Schools something had to be done.
To address the issue directly, administrators elected to serve as one of eight early literacy pilot districts in the Ohio Department of Education’s State Systemic Improvement Plan, designed to strengthen evidence-based early literacy (pre-K–third grade) instruction for students.
Committed to systemic change while improving learning for every student, administrators recognized the key to raising literacy success was ensuring teachers had the knowledge and confidence to teach reading. The state’s literacy solution of choice was Lexia® LETRS® (Language Essentials for Teachers of Reading and Spelling).
At Niles City Schools, four administrators, 13 kindergarten teachers, 11 first grade teachers, 12 second grade teachers, 18 third grade teachers, and one speech pathologist received professional development and coaching in LETRS. For nine months, the training included more than 60 hours of face-to-face training, print, and online instruction, as well as classroom application projects.
Rather than telling the educators what to teach, LETRS training gave insight into learning what to teach.
The results were encouraging. Fifty-three percent of kindergarten students were reading at or above grade level at the start of the school year. That figure soared to 89% by the end of the school year. Only 38% of first grade students were reading at or above grade level to start. But by the end of the year, 59% were reading at or above grade level. For second grade students, 61% started the year reading at or above grade level. But by the end of the year, 73% were reading at or above grade level.
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