Description:

This 2023–2024 program evaluation examined the second year of systemwide implementation and outcomes for Structured Literacy across MCPS elementary schools in Kindergarten–Grade 5. A mixed-methods design included surveys of elementary teachers, reading specialists, and staff development teachers; classroom observations in Grades 3–5; and analysis of reading achievement data. After the second year of full implementation, MCPS demonstrated progress with Structured Literacy, particularly in improving foundational reading skills in Grades K-2. However, chronic absenteeism significantly impacted achievement, widening gaps between student groups and limiting Structured Literacy's full potential. Persistent disparities in outcomes across racial and socio-economic groups highlight the need to address absenteeism alongside enhancements to Structured Literacy implementation.

Recommendations:

The following recommendations aimed to optimize the implementation and monitoring of Structured Literacy: 1) Provide academic support for chronically absent students through differentiated and small group instruction, 2) Increase building-level support for differentiated instruction and small group work; 3) Strengthen teachers’ communication of lesson objectives aligned with Teaching Standard II.  Strategies include improving teacher communication of lesson objectives, optimizing schedules, providing real-time coaching through reading specialists, and ensuring dedicated time for small group instruction.

A response to the recommendations in this report, prepared by the Office of Curriculum and Instructional Programs (OCIP), can be found here.

File Name: Structured Literacy 2024_Final.pdf (11.6MB PDF)