Bringing the Science of Reading to East Meadow Union Free School District

How Research-Based Professional Learning Reimagined Literacy Instruction

With 7,743 K–12 students across nine schools, including 30% economically disadvantaged students and 5% English Language Learners, educators at East Meadow Union Free School District in New York needed a solution grounded in the science of reading to replace ineffective instructional practices.

Facing widening literacy gaps, district leaders turned to Lexia® LETRS® (Language Essentials for Teachers of Reading and Spelling) Professional Learning to improve reading proficiency for all students. 

Under the leadership of Frank Lukasik, director of Literacy and Funded Programs, officials prioritized equipping teachers with the knowledge and tools to effectively teach reading. LETRS training has been instrumental in deepening teachers’ understanding of literacy instruction, empowering them to connect assessments with meaningful classroom strategies. Teachers now feel more confident using data to inform instruction and meet grade-level goals, fostering richer conversations about student progress.

Transitioning from outdated benchmark systems to LETRS assessments allowed educators to identify specific student needs and develop targeted interventions. This shift has not only improved instructional practices but also expanded equitable learning opportunities, ensuring all students have the support they need to become proficient readers and, ultimately, literate adults.

By embracing LETRS, educators at East Meadow Union Free School District are demonstrating how research-based professional learning can drive lasting change and accelerate literacy growth for every student.