Superintendent Reading Initiative Newsletter: Books and Benchmarks

Reading is the foundational skill on which every other academic outcome depends. When reading proficiency is lagging in a district, the superintendent owes the community a clear explanation of the problem, the plan, and what families can do to help. The science of reading has produced strong evidence on what works; communicating that evidence to families is part of the work.

Lead with the Current Data

Do not start with the initiative. Start with where students are. "As of our fall assessments, 58% of our third graders are reading at or above grade level. That number has declined from 64% three years ago. By the time students are reading proficiently in third grade, it is much harder to catch up. We cannot afford to wait." Honest, specific data establishes the stakes before you introduce the response.

Explain What Is Changing in Reading Instruction

Be specific about what will look different. "We are moving to a structured literacy curriculum that is grounded in the science of reading. Students will receive systematic, explicit phonics instruction starting in kindergarten. Teachers will use decodable texts, meaning books where most words can be sounded out using what students have already learned. Sight words will still be taught, but not as the primary reading strategy." Parents who understand what will be different can support the transition at home and ask informed questions.

Name the Curriculum

If you are adopting a specific curriculum, name it. "We are implementing CKLA (Core Knowledge Language Arts) in kindergarten through second grade and Amplify ELA in grades 3 through 6. Both curricula have the highest ratings from EdReports for alignment to state standards and the science of reading." Naming the curriculum gives families something to research and shows the decision was evidence-based.

Describe Teacher Training

"Every K-3 teacher participated in 40 hours of structured literacy training before the school year began. Literacy coaches are supporting implementation in every classroom weekly. We have contracted with a literacy consultant to work with teachers through the first two years of the transition." Training specifics make the initiative credible. A curriculum without training often does not work; showing you know this builds confidence.

Address the Families of Struggling Readers Directly

"If your child is struggling with reading, please reach out to their teacher now, not at the end of the year. Early intervention makes a significant difference. Students who are below grade level in reading will be identified through our universal screening and connected with additional support. You do not have to wait for a teacher to call you."

Give Families Specific Home Support Strategies

"Read aloud with your child for 20 minutes per day, even after they can read independently. Read aloud models fluency and expands vocabulary. If your child is in the structured literacy program, ask their teacher for the decodable books and phonics patterns they are currently working on. Practice those sounds for 5 to 10 minutes per day. Progress will be visible within weeks."

Commit to Sharing Spring Results

"We will share third-grade reading assessment results in our spring newsletter, with data by school. We will compare this year's results to last year's and to our pre-initiative baseline. If the approach is working, we will say so. If adjustments are needed, we will make them. We will not hide the data." A specific commitment to sharing outcomes converts the initiative announcement into a two-part communication, with Daystage making it easy to reach every family inbox with the spring follow-up.