Four Practical Guidelines for Effective Implementation of the Science of Reading
In this November 13, 2025, article, the authors note that before we turn the clock back to 2001 and wind up with the testing regime of No Child Left Behind 2.0, it’s time to take a look at how we are using the assessment data that we already have. Schools are drowning in data, but most of that data is a score that combines several different tests without giving teachers meaningful feedback on how to specifically use data to improve instruction for each student. This means not only getting a score but also individual item scores – something testing companies almost always fail to provide.
The responsibility to respond to data cannot rest only with the teacher. Students must develop the skill of accepting feedback and transforming it into improved learning. This might include vocabulary development, persistence in difficult tasks, making marginal notes, asking questions, and summarizing paragraphs. But that sort of reflection never happens when students simply read a passage and then answer questions about it. The authors note that, despite all the testing in schools, we often overlook some of the most timely and effective assessments – those provided every day by teachers who can offer immediate feedback to students.
Some specific action items:
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Before adopting any testing regime, have a clear vision for how results will be used to improve teaching and learning. Posting test results without a robust discussion in collaborative teacher teams is a waste of time and money.
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Limit the data avalanche. I have heard vendors say, “I can give you fifty graphs!” The teachers respond wearily, “We don’t need fifty graphs – we need to know which students need help and specifically what skills they need to focus on this week.”
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Make student self-assessment part of the solution. This is especially important in student writing, a skill sadly lacking when the emphasis in literacy has shifted to the science of reading. This omits the foundational research finding that one of the best ways to improve student reading comprehension is to have them write about what they have read.
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Don’t stop in elementary school. A persistent concern among high school and college teachers is inadequate student writing. This should not be surprising, as the time allocated to literacy declines each year from the primary grades to the secondary grades. Students who are not reading and writing on grade level in 9th grade need regular academic support every day, as surely as the struggling 3rd-grade reader does.
Here’s the link: https://fordhaminstitute.org/national/commentary/science-reading-20-assessment-service-learning-backbone-science-powered-reading
News from Creative Leadership Solutions
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Fearless Schools Podcast In the latest episode of the Fearless Schools Podcast, we engage with Tom Burton, a nationally recognized leader in education. We discuss the importance of community engagement, the challenges faced by educational leaders, and the evolution of leadership perspectives. Tom shares his personal journey, emphasizing the significance of accountability, reflection, and finding joy in leadership. The conversation also highlights the role of student leadership in driving change and the need for leaders to model the behaviors they wish to see in their students. Tom’s insights on superpowers and kryptonite in leadership provide a relatable perspective for current and aspiring educational leaders.
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