Spotlight Pennsylvania: One aligned Tier 1 literacy solution
District snapshot:
- 85% Latino
- 11% Black
- 5% White
- 28 % SpEd
- 31% EL
- 10% dual ID as both EL and SpEd
- Primarily Spanish speaking families
- 94% eligible for free or reduced lunch
For years, leaders in Pennsylvania’s Reading School District faced a familiar challenge: too many students were still below grade level in reading by the end of third grade. While early literacy supports were in place, they lacked the clarity and precision needed to address foundational skill gaps, particularly in phonics and instructional data.
That began to change.
By the start of the 2025–26 school year, early elementary classrooms looked and felt different. Students were writing independently on day one, and first graders were using academic language to explain spelling patterns. This spotlight explores how Reading School District moved to a more aligned, systemwide approach to foundational literacy—one designed to strengthen instruction and support scalable growth.
The Reading School District has the strongest sense of community I’ve ever been privileged to work with.
Judie Caroleo
Products used:
95 Tier 1 Phonics Solution: 95 Phonics Core Program® and Sortegories™ by 95 Percent Group
Educators across Reading School District faced a stubborn reality: despite years of effort, too many students were still below grade level in reading by the end of third grade. Earlier intervention programs weren’t concrete enough in foundational skills. There were no clear starting or ending data points, and the phonics component simply wasn’t strong enough.
Fast forward to the first few days of the 2025-26 school year and there is a completely different energy surrounding literacy. Early elementary students are writing multiple sentences on day 1 without asking for any teacher assistance. 1st graders are using academic language to explain spelling patterns.
Access the full story now: What you’ll learn
- How a districtwide shift to structured phonics instruction turned early uncertainty into measurable literacy gains
- Why strong coaching and implementation with integrity made K–2 Core and K–6 intervention stick
- How consistent routines, shared instructional dialogue, and digital practice built confidence for English Learners, students with dyslexia, and those in special education
