Dr. Christine Toribio Pitts’ Post

40% of Ohio 3rd Graders Missed Literacy Benchmarks 📚 We know that 40% of Ohio's third-graders are struggling with literacy benchmarks, and we’re willing to bet that Ohio isn’t the only state struggling. 🔏 As a result, Ohio Governor, Mike DeWine, signed into law a measure requiring literary curricula be created around evidence-based practices, namely the Science of Reading research that has taken the education community by storm in the last few years. “There's been a significant amount of research done on how students learn how to read best. And the method grounded in phonics, giving students great vocabulary and rich background knowledge … that is the best way to help students read.” 🍊The Juice is based in the Science of Reading and every article is crafted with evidence-based supports to help students read better. The bonus? Students LOVE reading The Juice stories! Read more: https://ow.ly/pFTV50SW5F4 #SCHOOLLEADERS #principals #Teachers #educators

A colleague recently shared this Education Week article with me, and it really got me thinking about the reading gaps we see in middle and high school. 📖 It’s an issue that’s not just challenging but deeply systemic. ✨ Here’s the core problem: By the time students reach middle and high school, many are still struggling with foundational skills like phonics, fluency, and basic comprehension. These gaps often start after 3rd grade 📚, when the shift from learning to read to reading to learn leaves those who missed the basics behind. By high school, teachers are expected to focus on grade-level material, leaving little room for remediation. 🚨 And here’s the truth: High schools rarely prioritize targeted reading interventions. Scheduling ⏰, limited resources 💰, and the push for graduation requirements 🎓 mean interventions often fall by the wayside—despite how critical they are. In my experience, two strategies have made a real difference: 1️⃣ Independent Reading: Tools like Lexile levels 📖 help students find books they can actually enjoy and understand. When paired with high-interest, low-difficulty books, it keeps them engaged and builds confidence. 💪🏿 2️⃣ Systematic Interventions: For Tier 2 and Tier 3 students, independent reading isn’t enough. They need small group or 1:1 interventions that are targeted, intentional, and skill-focused. 🎯 This article reinforced something I’ve long believed: solving this problem requires systemic change. We need to prioritize reading interventions, train educators 👩🏿🏫, and give schools the resources to bridge these gaps. 🌉 💬 What do you think? How can we better support developing readers from 3rd grade through high school? 

According to a new statewide poll of roughly 1,500 Massachusetts parents, 84% believe that the Bay State should require scientifically based reading instruction in schools. "The results come as a bill to require evidence-based reading instruction sits idle in the Massachusetts Legislature, even as a growing number of states have passed similar laws." CfJJ recognizes the crisis we are facing with respect to early grade reading, and the disastrous outcomes that result from students not reading on grade level by the end of 3rd grade. This is why we support H.4423 which requires improved reading instruction and H.453/S.289 which ensures that students don’t miss days of that critical instruction due to minor misbehavior.

At Abl, we work with school districts around the country to design schools and school schedules. Recently, we have been doing a lot of work on elementary schedule design. As part of the work, we evaluate district policies and procedures, examine how time is used across schools, and then partner with schools and districts to develop different scheduling scenarios that maximize their resources including staffing and time. One of the drivers for this work across the country has been the focus on the science of reading. As schools examine their instructional time and look at the key components of the school day and school year, it is important to consider the important building blocks that go inside the container of the school schedule. -Should you have extended literacy time? -Does extended literacy time enhance reading comprehension? -What percent of the school time should be spent on developing content knowledge in science, social studies, and the arts? -What percent of the school day/week should be spent on teaching reading comprehension? This research summary released today addresses many of these questions and more. Warning: A lot of the information in this summary brief may surprise you. As a teacher, I was taught things about reading comprehension that do not align with research on the science of reading. Check this new research summary out and reach out if you are interested in learning more about the work we do on school design and scenarios across the K-12 continuum. Your schedule is one of the most powerful tools at your disposal. Are you using this resource effectively? https://lnkd.in/gWtPpD6u

“Education Week has documented 38 states that have passed a reading law or other policy related to evidence-based reading instruction since 2013." Anna Shapiro, lead author of the RAND report emphasized “The laws are probably the first step, definitely not the last step, in terms of how we think about reading instruction.” Source: Education Week This significant progress underscores the importance of robust literacy initiatives nationwide and I am eager to continue expanding 95 Percent Group’s impact on literacy legislation, ensuring every child has access to high-quality, evidence-based reading instruction. Together, we can pave the way for a literate future for all students! 📖 #Literacy #Education #ReadingInstruction #95PercentGroup #EdWeek

Connecticut's reading instruction is at a crossroads and the state's Right to Read legislation is receiving pushback. Special Education Advocate Diane Willcutts highlights that only a third of CT fourth-graders read at grade level, despite decades of research showing how to teach 95% of children to read proficiently by third grade. The key? Structured Literacy—an approach overlooked by many current teaching programs, yet one that is essential for reading success. CT's Right to Read legislation alone won't fix this; comprehensive teacher training in structured literacy is crucial. 🔗 Read Diane’s full article for an in-depth analysis and the call for a literacy revolution. https://lnkd.in/d5WQvAS8 #LiteracyCrisis #StructuredLiteracy #EducationReform #RightToRead

Reading proficiency isn't just the responsibility of elementary school teachers—it's a critical skill that should be reinforced across all subjects and grade levels. This thought-provoking article from The Hechinger Report highlights the urgent need to push for all children, not just those in the younger grades, to develop strong reading skills. Let's ensure every student has the tools to succeed. 📚 https://lnkd.in/eQRwypQf #LiteracyMatters #Education #ScienceOfReading

The landscape of public education is constantly evolving, encompassing a myriad of changes from demographic shifts among students to alterations in curriculum standards like the Common Core. These transformations also extend to broader policy shifts, such as Lyndon B. Johnson's War on Poverty, which influenced schools in planning for students' nutritional needs, and the federal IDEA Act, mandating equitable education provision. The primary goal behind such policy modifications is to enhance student outcomes, ensuring readiness for college and careers, academic achievement, and regular attendance, ultimately shaping the future workforce. Despite the nature or rationale behind these changes, educational institutions often grapple with effecting substantial and enduring transformations. In light of this, I've penned this article to shed light on the challenges many districts face in implementing the latest change in our field – the science of reading. I firmly advocate that embracing the science of reading is paramount in educating our youth effectively. However, my concerns stem from the observed struggles during my tenure within school systems. I aspire that my observations and insights can offer guidance to those encountering obstacles in navigating this new educational mandate.

Districts are working hard to help new teachers unlearn outdated reading research taught in their educator prep programs. This unlearning is expensive for districts. I know of a school system that's paying close to $100K next year to train educators in content they should've received in their ed prep programs. This unlearning is expensive for educators, who accrue debt to get certified through educator prep programs. In their first years on the job, new educators often spend more time in professional development to unlearn things they paid to learn. Instead, they could spend those hours fostering relationships, preparing their classroom environments, or internalizing curricula and assessments. So, when an ed prep program's syllabi fails to meet CA's new standards for preparing reading teachers, and the state approves its provisional accreditation anyway, students, educators, and districts pay the price. They deserve better.