Practical PR: Literacy Curriculum Implementation, Equipping Leaders, Engaging Students & Managing Change
By Katharine Hughes
Many of us remember the first book we were able to read on our own, or stories that have stuck with us into adulthood. Your parents may have saved an early piece of your writing as a treasured reminder of the first time you were able to express yourself through the written word. Perhaps you recall a teacher reading aloud, bringing stories to vivid life (for me, it was hearing James and the Giant Peach, The Secret Garden and Charlotte’s Web in second grade).
There is no question that developing strong literacy skills is vital to long-term success and impacts all areas of study. Notwithstanding, best practices in literacy instruction are a hot-button issue nationwide. According to extensive data from neuroscientists, instruction rooted in phonics most effectively teaches essential literacy skills, rather than memorization-based methods that have been perpetuated since the 1950s.
In January 2024, the Illinois State Board of Education adopted the Illinois Comprehensive Literacy Plan. Simultaneous to the development of the state plan, Winnetka Public Schools (Winnetka SD 36) was in the midst of a Literacy Curriculum Review to align with both state standards and the latest scientific research. The district’s administration and school board knew that collaboration with the educators would be vital to selecting a new curriculum. A Literacy Pilot was approved, and 69 teachers volunteered to try out the materials in their classrooms.
The pilot began in September 2023 and continued throughout the school year before materials were selected and approved by the school board in April 2024. Implementation began in September 2024.
District leaders and educators share insight gleaned from this multi-year process.
Why was the pilot approach used to guide decision-making?
Emily Rose, School Board Member: “When the need was identified for a full literacy curricular review within our K-8 district, our Superintendent came to the board with a process for piloting, evaluation, and implementation. Taking into account our unique history of more than 100 years of
The Winnetka Public Schools has a 100+ year legacy of excellence in Progressive Education.
Progressive Education, the board aligned itself to a process that prioritized expertise from our educators, current best practices in the Science of Reading, and a desire to understand the real-world impact in the classroom with the students.”
Kelly Tess, Ed.D., Superintendent: “Due to their passion for providing exceptional learning experiences for students, we were confident teachers would advocate for the choices that would best meet student needs.”
Becky Mathison, Ed.D., Assistant Superintendent of Innovation, Teaching & Learning: “Throughout the course of the pilot, I visited all 69 classrooms piloting the literacy materials. Teachers are the end-users of the curriculum and students are the direct beneficiaries, so it was essential that both were involved in the selection process.”
Sara Tropp, Second Grade Teacher at Hubbard Woods School: “Each teacher piloted one program with our own classes for an entire unit. We were able to immerse ourselves in everything the materials had to offer with a critical lens when determining if they ultimately were a match for our district. We could compare and contrast these programs in real-time. My district also honored teacher voices above all else. The decision was in our hands, which carried a sense of ownership among the teachers.”
How were students involved and how are they engaging with the new curriculum?
Mathison: “Students were formally surveyed at the conclusion of the pilot and shared candid thoughts that educators incorporated into their recommendations to the administration and board including:
“You could choose what you wanted to learn, like I did tornadoes and my friend did blizzards. I personally love this unit and the joy that came with it.”
“I liked making the book and adding all the parts together.”
“IT WAS SO MUCH FUN!!”
Tropp: “My second graders love both of our new literacy programs. I’m seeing my students write with more confidence than I ever have in years past. They are choosing to work on their reading and writing during recess. I’ve never had that before. Our foundational skills program is sequential and responsive, and children are showing growth.”
What types of professional learning and collaborative opportunities were available to teachers prior to implementing the new curriculum?
Mathison: “District administration was aligned with the school board on providing intensive professional learning for all educators involved in literacy instruction, including both general and special education teachers. Teachers received a total of 6-18 hours in professional learning prior to implementation, and training is ongoing. Thanks to the generosity of the Winnetka Public Schools Foundation, the district received funding for pilot materials and professional learning. In addition, we are fortunate to have a team of literacy coaches who have been instrumental in helping teachers adopt new instructional practices and resources. They work closely with the publisher coaches and implementation specialists to guide their own learning.”
Tropp: “The professional development around these programs has been top-notch.”
Michelle Cooney, Principal of The Skokie School: “Teachers have collaborated within and across teams to learn from student work. Our shared learning as educators supports high levels of engagement and learning for our students!”
How did you educate parents on the reasons behind the curriculum changes and equip them to support their children?
Mathison: “In addition to using standard communication tools such as newsletters, our website, the Winnetka Voices podcast, social media, and school board updates, district leadership has conducted several literacy-related sessions via its parent education program (Winnetka Parents Institute). Teachers, literacy coaches, and principals have been key to helping parents understand the curriculum as well as how to best support their child(ren) at home.”
What challenges have emerged in the first year of implementation, and how have those been addressed?
Sarah Hanley, First Grade Teacher at Greeley School: “During this first year of implementation, leaning on teammates in my school and across the district has been super helpful. It’s important to have time to talk about the challenges, celebrate the successes, and look at plans in a more nuanced way to better meet the needs of our kids. We knew that year one of implementation would be rocky — and in many ways, it is! But this new curriculum is helping us to stretch our teaching muscles in new ways to benefit our kids, which is why we’re here in the first place.”
Andrew Fenton, Ed.D., Principal at Carleton Washburne School: “Before implementing, we worked with staff to identify needs and create a timeline that worked best for them to receive professional learning support. Throughout this year, staff have had a chance to collaborate and reflect on the new curriculum during their weekly meetings. This allowed us to problem-solve issues in real time, and to make changes based upon feedback for upcoming units.”
Tropp: “It is a very large undertaking to learn and implement a new literacy curriculum, and as we said from the beginning of this process, no program is perfect. We need to allow ourselves the grace to make mistakes, collaborate with teammates who are grappling with these challenges, and open our doors to feedback. As we enter the second half of our first year, teachers are becoming more confident and comfortable with the routines and procedures. We are all looking forward to year two, when we can really dig in and feel confident.”
Mathison: “Staff continue to partake in opportunities to provide input and raise questions in order to receive needed support. For instance, the literacy coaches and building administrators worked together to identify required and optional assessments with guidance from the program publishers. This provided the teachers clarity for decision-making.”
What has been valuable to educators, district administration, and board members during this experience?
Tess: “While there is never enough of it, the most valuable resource we can provide our teachers as they grow into these new materials and practices is time. Time to learn, time to ask questions, time to be coached, time to observe each other in the classroom and gain insights into the variety of instructional moves that can be made to best serve the students in front of you. Our Administrative team is as much a part of this learning alongside our staff as we can be. Our School Board benefits from hearing about how we are supporting professional learning in this area and the early impact we are seeing on student growth and achievement.”
Mathison: “The importance of embedding learning throughout change is essential, starting with understanding the why behind the change, followed by how to apply concepts practically in the classroom. We have also had the opportunity to reflect on inter-departmental collaboration. The Department of Innovation, Teaching, and Learning found new meaningful and proactive ways to approach working alongside the Department of Student Services, Equity and Inclusion, and the Technology Department. We now have a deeper sense of how to work together to support change.”
Luke Livingston, Ed.D., Principal of Crow Island School: “As the principal, it is important to maintain open lines of communication with staff while also positioning myself as a learner alongside them. In my experience, teachers want to feel successful, and taking the time to listen and provide support has been critical.”
Rose: “This process required patience, resources and time to allow for the educators to conduct their pilots, data to be collected and analyzed, and a recommendation for a large-scale investment — our biggest curricular investment in ten years. As board president, it is sometimes hard to wait to arrive at a solution when the desired impact — improving education for students — is on the line. Following a thoughtful, systematic process was ultimately worth the wait and made voting on the investment to purchase resources an easy YES.”
Emily Anderson, First Grade Teacher at Crow Island School: “I feel fortunate to be at a district where teacher voice and student experience was considered in the piloting process. As we dive into implementation this year, I feel especially grateful for my collaborative and reflective team!”
Hanley: “Time to talk with teammates has been invaluable — everyone has so much wisdom to share. The kids are learning so much every day, which makes all of our hard work more than worth it.”
Tropp: “Approach the process with curiosity and grace. Be willing to let go of ’the way we’ve always done it’ and jump in and try something new. Open your door, welcome feedback, and visit other classrooms to gain insight. Give yourself the grace to make mistakes, to enjoy those wow moments, and to embrace challenging work.”
On a recent winter morning at Greeley School, as a first-grade class listened to a story read aloud, a student blurted out, “It’s okay to make mistakes!” This sentiment was immediately affirmed by the student’s teacher.
In Winnetka, as we continue our 100-plus-year legacy of progressive education, we are consistently reminded that learning is most effective when it is iterative and experiential. Change involves risk, curiosity, and empathy. Mistakes are inevitable. It is our responsibility to continue to model a growth mindset with our students and each other.
Superintendent Tess reflects, “We are fortunate to lead through this work in a community with incredibly dedicated teachers and supportive families who value high-quality education. I’m excited to see where we are in two years when the initial phase of change is behind us and we are entrenched in familiar practices that enhance student learning. Reading is a skill set that all students should be afforded the chance to master. Shifting our approach to align with the neuroscience we have available to us as professionals provides us with the assurance that we are making this possible.”