In the Bellevue School District, Teaching and Learning works actively to provide an engaging, culturally responsive and sustaining literacy experience for all students. Historically described as Balanced Literacy, recent initiatives and work have led to the integration of the Science of Reading. As a result, BSD’s instructional framework has enacted a recent shift.
Shifting from Balanced Literacy to the Science of Reading
In implementation, Balanced Literacy is a series of instructional structures within a comprehensive framework. These structures include modeled (read aloud), shared, guided and independent reading experiences for students. This framework has supported an optimal learning model often referred to as the gradual release of responsibility, or “I do,” “We do,” “You do.”
The Teaching and Learning team deeply recognizes the need to prepare and support educators in providing explicit and systematic instruction of foundational literacy skills. Per research, an estimated 25% or more of our student population requires systematic and sequential instruction in foundational reading skills. Without it, these students will not have the opportunity to become proficient readers. Further, all students will benefit from explicit instruction grounded in foundational literacy skills. As a result, BSD has begun implementing and integrating the Science of Reading (SOR) into our literacy framework.
Essential Components of Effective Reading Instruction
SOR includes five essential components of effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Student data is used to help shape the targeted area of focus and delivery method for each student — whole group, small group and/or individual learning. The structures of balanced literacy are preserved, ensuring a wide range of approaches in comprehensive literacy instruction.
Providing Multitiered Systems of Support
As outlined by the Washington State Legislature, beginning in the 2021-22 school year, each school district in the state must use multitiered systems of support to provide interventions to students in kindergarten through second grade who display indications of dyslexia, or areas of weakness associated with dyslexia. Per RCW 28A.320.260, BSD’s recent implementation of Early Literacy Screening in Grades K‐2 provides a platform to prioritize work centered upon screening tools, evidence‐based resources, Multitiered Systems of Support (MTSS), and professional learning. Early, aligned, and intense intervention in Grades K‐2 through Early Screening and monitored instructional response will support an increase in the percentage of students reading proficiently in the intermediate grades.
With early identification and early intervention, students at risk for reading difficulties, including dyslexia, can succeed in school and graduate ready for college, career and civic life.
Professional Learning Centered on Dyslexia
In August 2021, Teaching and Learning led professional learning for administrators and educators, focused on dyslexia and the district’s implementation plan for early literacy screening, in response to RCW 28A.320.260. This professional learning centered on defining dyslexia and strategies for implementing strong instructional routines and structures at the beginning of the year. Participants had the opportunity to learn more about dyslexia, begin understanding the components of the enacted RCW, and were provided access to newly added instructional resources intended to support foundational literacy skill instruction.
Within this professional learning session, administrators also heard from families. BSD parents/guardians of students with dyslexia shared their experiences, providing humanizing and relevant context while also taking first steps at normalizing the term dyslexia within our learning communities.
“As a parent with three elementary aged students in the district, I have really appreciated the work the district has done this year regarding K-2 structured literacy instruction and dyslexia screening. Meaningful change has been started, and I’m hopeful that this is the beginning of a long-term commitment to early literacy instruction and dyslexia support.”
-Joel Ingraham, BSD Parent
Early Literacy Screening Process
“It is necessary to design literacy instruction to meet the individual needs of each student. The assessments, data analysis, intervention plans, and communication plans provide teachers, facilitators, and administrators at PLE with the information needed to develop appropriate lessons and improve instruction for all students. By analyzing the data gathered through K‐2 Early literacy screening, educators across the building have been instituting data driven instructional cycles to meet the unique needs of students. Through this process, students are working directly on identified standards with a classroom teacher and literacy specialist. As a result, we have seen our students who have been traditionally marginalized making high gains from beginning to the middle of the school year as measured by the DIBELS and STAR reading assessment. The data shows that 80% of our Hispanic and Black student populations have achieved typical to high growth from beginning of year to middle of year. Additionally, 92% of our students receiving special education services achieved typical to high growth within the same timeframe.”
-Educator, Phantom Lake Elementary
LETRS Cohorts to Offer “Bridge to Practice” in Literacy Instruction
Continuing the investment in and commitment to the district’s educator colleagues, Teaching and Learning is excited to share their spring professional learning plan, the launch of LETRS Cohorts. Interested educators will soon have access to Language Essentials for Teachers of Reading and Spelling (LETRS) professional learning. In this professional learning, educators learn the skills to master the fundamentals of reading instruction, including phonological awareness, phonics, fluency, vocabulary, comprehension, writing and language.
“As a parent of a dyslexic child, I am so excited for the progress we are seeing with structured literacy programs and the rollout of LETRS training for our educators. Drawing on more than two decades of research in the science of reading, LETRS is an investment in our educator’s literacy knowledge and professional learning that has been proven to support the 1 in 5 students with dyslexia and increase reading proficiency for all students.
-Kristi Schwesinger, BSD Parent
BSD’s first LETRS cohort will be offered to eITCLS, MLL Facilitators, LAP Facilitators, Special Education educators, classroom educators and co-teachers, with the goal of at least two participating educators per building. Due to great interest in this opportunity, the district quickly filled Cohort 1 and plans to offer additional cohorts as we are able.
“I have the highest level of respect for Bellevue’s amazing teachers that are committed to this work and are taking advantage of the new LETRS literacy professional development training that the district is launching. LETRS is a two-year commitment and an in-depth study of literacy instruction and the science of reading. With a long history of success, LETRS has been successful at improving outcomes for students across the country. I can’t wait to see how our teachers will use this training to drive instruction in the classroom and better reach all students including those that struggle the most. Thank you, Bellevue!”
-Joel Ingraham, BSD Parent
Thank You, BSD Learning Community
Throughout the process of evolving our literacy practices at BSD, it has been clear that this work could not be successful without the input and support from our learning community. We recognize and thank our cohort of educators and families who have shown their commitment to literacy by sharing their stories, experiences and time to help co-design and shape this work. Together, we can continue to foster a learning environment that not only offers high quality instruction but also allows all students to thrive.