Welcome to the third and final installment in our series about the change management required to make the shift to the Science of Reading in your schools.
In Phase 1 of this series, we answered the question: Why is the Science of Reading important? We also described its potential to deliver literacy transformation—both in your classrooms and districts, and nationwide.
Change at that level requires hard work at your level, starting with what those in the field often call “exploration.” In Phase 1, we discussed what teachers should know about the Science of Reading. You established the rationale for changing to a Science or Reading curriculum and built buy-in from stakeholders.
In Phase 2 of this series, we guided you in evaluating Science of Reading programs, helping you answer the question: Which program will best help your school or district transition to the evidence-based practices that will drive results for students? We also walked through the selection, adoption, and initial implementation of Science of Reading resources.
And now you’re ready for change management Phase 3: full operation, innovation, and sustainability. What does this phase look like? How will the Science of Reading be used effectively? Where and how will you see student growth? Read on for all this and more.
Phase 3, part 1: Full operation
At this stage, Science of Reading literacy practices are fully integrated throughout your system.
Remember, the three key drivers of educational change are process, practice, and people. So let’s break the full operation phase down into these categories:
Process
Conduct routine data analysis to monitor student progress and determine areas of needed improvement.
