Millard Public Schools Find Keys to Success in Early Literacy!

My Views Are My Own

By Lisa Schonhoff, Ed.S.

4/20/2026

During my time on the Nebraska State Board of Education, I have engaged in numerous discussions and debates regarding academic proficiency rates, student mental health, teacher retention challenges, graduation rates, and chronic absenteeism. I firmly believe that when students develop strong reading proficiency and confidence early in their education, many of these interrelated challenges are more effectively addressed and mitigated.

While at Bryan Elementary School, I met with district administration and their literacy expert to discuss Millard’s Targeted Literacy Development model used to increase literacy proficiency rates. It is important to note that this model is used in four of the Title 1 schools in Millard, meaning high percentages of students who are English Learners as well as students who qualify for free and/or reduced lunch.

Drivers of Exceptional Kindergarten Literacy Growth

Recent assessment data indicate strong student outcomes, with more than 88% of kindergarten students at Bryan Elementary School meeting or exceeding their Fall-to-Spring growth goals. Several interconnected practices appear to be central to this success.

• Building-Level Literacy Coaches: Dedicated literacy coaches assigned to Title I schools provide consistent, job-embedded support to teachers and paraprofessionals.

• Well-Trained Teachers and Paraprofessionals: Instructional staff receive high-quality training that equips them to deliver effective literacy instruction.

• Intentionally Small Teacher-to-Student Ratios: School leadership prioritizes low student-to-teacher ratios during the literacy block, enabling the majority of instructional time to be dedicated to explicit, systematic phonics instruction.

  
  

I observed a highly effective literacy environment during my classroom visit. The majority of students were actively engaged in phonics lessons as well as meaningful reading and writing activities using physical books, pencils, and paper. When questioned, students consistently demonstrated understanding by clearly articulating their learning tasks. Student engagement reached 100% during the observed reading block, supported by smooth and efficient transitions that preserved instructional time. Most students participated in small-group, targeted instruction based on student data, delivered by well-trained adults. These key practices—targeted literacy coaching, skilled personnel, small instructional groups, and a strong emphasis on explicit phonics—work together to create the conditions for accelerated literacy growth in the early grades.

Thoughtful consideration has also been given to purchasing supplemental materials for literacy intervention. One important part of their model is the purchase and use of SIPPs (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words). SIPPs provides systematic decoding instruction and places a strong emphasis on sound walls, which should be accessible and visible in every early literacy classroom.

I left the classroom with confidence that every student in the kindergarten block are making more than adequate yearly progress. This instructional model is strongly supported by research. I encourage the Millard team to continue sharing their successes with other schools and districts across the state.

While the purchased curriculum materials I observed are helpful, the very small teacher-to-student ratio and the expertise of the well-trained professionals deserve the majority of the credit for the students’ success. Replacing literacy curriculum materials every 5–7 years should not be the normal practice if a school’s reading program is working well. Once a school or district adopts a proven, evidence-based literacy model, they should stick with it.   Increasing compensation for paraprofessionals, who play a vital role in this model, should remain an important priority over increasing purchasing expensive digital curriculum. If schools adhere to their mission and use their own data to assess areas that require targeted support, they will sustain outstanding results.