Literacy
Literacy and Learning at SSD
Summary: The Springfield School District has created and committed to a literacy vision centered on three ambitious goals: ensuring that every Springfield student is able to read by third grade; ensuring that students’ literacy needs are met across all grade levels; and creating literacy alignment across the entire K-12 system so that students are better prepared to access and understand grade-level content as they advance through the grades.
The Springfield School District is undertaking a major literacy review designed to create consistency, strengthen instruction, and ensure all students can read proficiently by the end of third grade.
According to Director of Curriculum, Instruction and Assessment Alena Martes, the work began following the rollout of the district’s development plan earlier this year, which identified significant gaps in literacy instruction across all four schools. “While many teachers were doing strong work individually,” she said, “we found there was little alignment in the materials, instructional strategies, or intervention systems being used resulting in learning gaps. We knew we had to come up with a plan for addressing those gaps.”
As part of that plan, the district created a literacy committee made up of teachers, interventionists, librarians, special educators and administrators with representation from every school in the district. The committee conducted a deep review of our literacy practices, examining foundational skills instruction, classroom materials, intervention approaches, and existing programs.
“What we discovered was a lack of continuity across grade levels,” Martes said. “Teachers were using a wide range of materials, and many —particularly outside the elementary grades— felt they lacked the tools to effectively address literacy needs in their classrooms. Middle and high school teachers reported concerns about students struggling with reading comprehension, which made it difficult for them to access and understand grade-level content.”
In response, the district began creating a literacy vision centered on one ambitious goal: every Springfield student should be able to read by third grade. That goal —and commitment— was shared with the school board and became the foundation for a multi-year literacy overhaul.
As part of the effort, teachers in grades pre-k through fourth grade participated in LETRS training (Language Essentials for Teachers of Reading and Spelling), a program designed to equip educators with a deep understanding of reading instruction based on the science of reading. It focuses on essential skills such as phonics, vocabulary, and reading comprehension to improve literacy outcomes for students.
Teachers in grades 5-8 engaged in Aspire training, focused on integrating literacy into all content areas. Educators learned about foundational reading skills, dyslexia, and strategies for supporting struggling readers within classroom instruction. At the high school level, English language arts and social studies teachers also participated in Aspire training after recognizing that many older students were unable to fully access classroom materials because of literacy gaps.
The literacy committee also researched programs other districts were using and evaluated which options aligned best with the science of reading and the needs of Springfield students, including multilingual learners. The district ultimately selected pilot programs for different grade spans, including Savvas, EL Education, and CommonLit 360.
“We have just finished piloting those programs,” Martes said, “and we’ll be gathering feedback before making final decisions on curriculum.”
But, Martes emphasized, the work ahead involves more than simply choosing a program. “Our real goal is to establish a full instructional framework that includes interventions, decodable texts, manipulatives, assessment systems, and aligned literacy blocks. We’re building fidelity to a curriculum, not just a program.”
Springfield is also strengthening its intervention systems. New models are being developed for entrance and exit criteria, targeted phonics interventions, and progress monitoring to help close literacy gaps more systematically. Coaches and interventionists are collaborating to define what effective classroom instruction and intervention should look like across all grade levels.
Martes acknowledges the work is a major undertaking, but says that the long-term goal is clear: creating alignment across the entire K-12 system so that students are better prepared as they move from grade to grade.
“The real key is alignment,” she said. “We want teachers to have the foundational training to truly understand student needs—not just teach a program.”
“Literacy is essential not only for English classes, but for success in every subject area,” Martes says. “By focusing on early instruction, intervention, and consistent teaching practices, the district hopes to build stronger readers and more confident learners for years to come.”