Shifting Practice, Changing Outcomes: Lessons from a Year of Structured Literacy

This spring, I sat around a table with a group of teachers who piloted the CKLA reading program this year. These teachers didn’t just try something new, they transformed their approach to reading instruction. Many of them also completed the SUNY New Paltz Science of Reading micro-credential, and they spoke passionately about what they had learned and the impact it had.

They talked about moving away from small-group leveled instruction, something many were initially skeptical about, and embracing a structured literacy model. And the results speak for themselves. One teacher reflected, "I've never seen data this good." Others nodded, adding stories of students who once struggled now taking books home on their own, eager to keep reading

What Worked

1. CKLA Pilot Classrooms Showed Significant Gains

The data was clear: classrooms piloting CKLA outperformed non-pilot classrooms across all key measures. These classrooms saw not only increases in proficiency levels, but also greater engagement and confidence in students. Teachers weren’t just implementing a curriculum—they were teaching reading with a deep understanding of how kids learn to read.

2. Middle School WIN Groups Surpassed Expectations

Our middle school WIN (What I Need) groups were another bright spot. These targeted intervention groups, guided by iReady data and delivered consistently, helped many students not only meet but surpass their stretch growth goals. The design of these groups rooted in diagnostics, intentional planning, and targeted instruction proved powerful.

3. Better Identification Through Better Assessment

This year, we introduced additional diagnostic tools that allowed us to identify students struggling with foundational reading skills more accurately and earlier. It’s hard to intervene effectively if you don’t know what’s missing, and this shift was a game-changer.

What Needs Work

1. More than a Curriculum: Why Teacher Knowledge Matters Most

One of the most important takeaways from this year is the critical role of teacher knowledge—not just in how to teach a curriculum, but in understanding why each component matters. High-quality materials are essential, but it is the teacher who brings them to life.

Teachers are on the front lines. They are the first to notice when a student is struggling, and they make the key decisions about how to respond. To do this well, they need more than just curriculum and materials. They need a deep understanding of how reading develops, what to look for in student performance, and how to match instruction to specific needs.

When teachers understand the science behind the instruction, they are better equipped to adjust, intervene, and support every learner. That level of expertise is what transforms a good curriculum into great instruction. Next week, I’ll be exploring how this depth of teacher knowledge directly impacts student achievement.

2. Limited Reading Support in Grades 7 and up

While our elementary and early middle schools made big strides, we still have more work to do to support struggling readers at the higher levels. These students often go unidentified, or they’re placed in generic interventions that don’t address their real needs.

 Looking Ahead

Next year, we will expand our support for struggling students in two critical ways:

• Reading classes at both middle and high school levels will be built specifically for students with gaps in decoding, fluency, and comprehension.

• Teacher training will go deeper—not just on the curriculum they’ll use, but on the why behind the approach. Through the SUNY micro-credential and ongoing professional development, we’re building a common foundation of knowledge.

• We’re also setting up monthly PLCs to keep the momentum going. Teachers need each other. These check-ins will allow them to share what’s working, ask questions, and keep getting better together.

• And most exciting of all: CKLA will be fully implemented in grades K–5 across the district next year. The pilot results speak for themselves, and we’re ready to scale what’s working.

Final Thought:

What worked this year wasn’t just a curriculum or a strategy. It was a commitment to learning, to evidence, to doing what’s best for kids. And what didn’t work? That just shows us where to focus next.

This year reminded us that real change happens when curriculum and teacher knowledge come together. A high-quality program provides the structure—but it’s the teacher who breathes life into it. When educators understand the why behind what they’re doing, that’s when the transformation takes hold.

Thanks for reflecting with me.

See you next Sunday!

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