Impact
Section Objectives
At the completion of this section, participants will be able to identify the impact that implementing high-quality English language arts instructional materials had on Pickerington Local School District.
High-Quality Instructional Materials
The following components were key to Pickerington's adoption and implementation of high-quality English language arts instructional materials:
- Integrity in use of high-quality English language arts instructional materials
- Increased staff knowledge and skills in teaching reading effectively
- Increased school capacity to meet student reading needs
- Coherent systems to support implementation
- Increased student reading achievement
Pickerington uses a foundational skills program paired with a core program to ensure that all key components of the science of reading are covered. The district has developed a pacing guide for staff training in the science of reading and reading pedagogy, including presentations in the use of high-quality English language arts instructional materials and valid and reliable assessments. A K-4 curriculum resource site for staff includes easy access to information on English Language Arts instruction, intervention, and assessment.
Approximately 345 teachers districtwide received or are in the process of receiving comprehensive professional development designed to give educators deep knowledge of the science of reading. This includes all K-3 teachers, grades 4 and 5 English Language Arts teachers, K-12 special education intervention teachers, K-12 English Learner teachers, and K-8 Response to Intervention teachers. Twelve of the instructional coaches or teachers have been trained as facilitators in the science of reading program thereby enhancing internal capacity to support implementation.
In this video, Sycamore Creek and Violet Elementary Schools K-4 instructional coach Beatrice Horsford and English learner teacher Michelle DiPiertro explain the impact of implementing high-quality English language arts instructional materials.
Written Testimonial
“Our teachers are more equipped and proficient at teaching reading, understanding the foundations, how to use those high-quality English language arts instructional materials, and then how to use the data to track what you're doing.”
Dr. Alesia Gillison, Assistant Superintendent/Chief Academic Officer
Reflection Questions
- What data sources exist to inform the impact of implementing high-quality English language arts instructional materials in your building or district?
- What does your current data reveal about the impact of high-quality English language arts instructional materials in your district or school?
- What additional data sources might you need to consider?
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Last Modified: 5/19/2025 8:39:32 AM