At Grand Valley Local Schools, many of our students enter kindergarten or first grade reading well below grade level. For children from low-income communities, the gap can feel overwhelming, but the early years are the most important for building a strong academic foundation. Strengthening literacy in K–5 is not just about reading words on a page: it’s about giving students the skills, confidence, and support they need to succeed in school and beyond.
Boost literacy through interventions
Our approach begins with structured, skill-based interventions that are implemented with fidelity. Phonics plays a central role in helping students decode words and gain fluency. Through our Multi-Tiered Systems of Support process, teachers assess students regularly, identify those who need extra support and provide targeted instruction in small groups or individually. Interventions can be provided by classroom teachers, Title I teachers and Intervention Specialists.
Strategies used include the HMH Into Reading Program as a Tier I program used by classroom teachers. Tier II supports such as 95 Percent Group and Read Naturally are typically provided by Title I and Intervention Specialists. Tier III strategies are mostly provided by Intervention Specialists and include Orton Gillingham, Edmark Reading. This structured approach ensures that students do not fall behind and that teachers can address gaps early, before they compound in later grades.
Deploy technology to help students
In addition to these interventions, we use programs like Dysolve that employ AI to reach students who have not benefited from traditional methods. During the spring of this year, we noticed students who had previously struggled were making gains rather than stagnating. Grand Valley started slowly with one 5th grade student. Data indicated that over a 10-week period the student’s words per minute improved by 14 words. A second 5th grade student was added to the program in April 2025 who, at pre-trial testing, was a non-reader. Data from August 2025 indicated the student was reading 11 WPM. Insights from new technologies allow teachers to adjust instruction in real time and tailor support to each student’s unique needs. The ability to see measurable growth motivates both students and teachers while reinforcing the value of early, intentional intervention.
Invest in professional development
Professional development is another cornerstone of our approach. Our K–12 teachers participate in regular training that equips them with practical strategies they can apply immediately in the classroom. All teachers were required to complete Ohio’s professional development courses in the Science of Reading. In addition, all K-8 teachers continue to receive PD on the implementation and instruction of the HMH Into Reading and Into Literacy programs purchased in 2024. Title I and Intervention specialists continue to receive PD in Tier II and II interventions. When teachers are confident in their ability to deliver skill-based interventions effectively, students benefit. This investment in educators is as important as the interventions themselves because consistent, informed instruction has a direct impact on student outcomes.
The pandemic presented unprecedented challenges, but our team adapted quickly to ensure students continued learning. Initially, internet connectivity in our community was limited so teachers rallied and provided paper packets to those families without Wi-Fi access. In August 2020 we distributed Chromebooks and hotspots, provided guidance for setting up learning spaces at home and checked in daily to maintain connectivity and engagement. Even in first grade, these efforts helped students make progress and highlighted the difference that structured support can make when applied thoughtfully.
Commit to success
We are committed to a strong academic foundation, a safe learning environment and a team approach to providing multiple strategies to strengthen reading skills. Many students who start in kindergarten remain with us through the elementary years, benefitting from continuity in instruction and support. Early literacy initiatives not only help students catch up: they build confidence and enthusiasm for learning that carries through middle school and beyond.
By combining structured interventions, professional development, and innovative technologies that provide real-time guidance, we can strengthen the K–5 foundation and help every student succeed. While challenges remain, our early intervention programs give students the skills they need to thrive academically and prepare them for the next stage of their education.
Opinions expressed by SmartBrief contributors are their own.
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