Read, Review, and Refine; Team Provides Valuable Insight into Language Arts

Springfield Public Schools (SPS) is continuing its efforts to provide high-quality, equitable instruction in literacy by bringing together a dedicated group of educators to review and refine curriculum practices. During the first week of summer, a K-8 Language Arts work team convened for the third consecutive year to evaluate student progress, engage in professional learning, and prepare instructional improvements for the upcoming school year.

The team consisted of teachers from across the district, representing a range of grade levels and schools. Their work focused on three key areas: analysis of student reading data from the past three years, review of teacher feedback, and ongoing professional development.

The reading data analysis allowed the team to identify trends in student achievement and areas where instructional support may be needed.

Additionally, the team reviewed feedback collected from teachers throughout the year. This feedback provided insight into how the current curriculum is functioning in classrooms and highlighted opportunities for adjustment.

The team also engaged in professional learning sessions designed to strengthen instructional coherence and promote equitable access to literacy for all students. Topics included foundational reading skills, culturally responsive practices, and strategies to meet the diverse needs of learners.

One of the guiding goals of this work is to ensure that all SPS students, regardless of the school they attend, experience consistent, high-quality instruction aligned with district learning outcomes. Curriculum alignment not only supports student learning but also enables stronger collaboration among educators.

SPS appreciates the teachers who participated in this year’s Language Arts work team. The work reflects the district’s ongoing commitment to instructional excellence, equity, and continuous improvement.