ASHLAND — Ashland Middle School was one of 47 schools statewide to earn accolades from the Ohio governor’s office for its efforts to implement the science of reading this year.
The Governor’s Science of Reading Recognition Program is in its first year. Gov. Mike DeWine announced the program on March 12.
What is the science of reading?
The term “science of reading” refers to an approach that teaches students how to read by emphasizing phonics and comprehension.
The state has mandated schools move to curriculums based in the approach, and the most recent biennial budget pushed more than $160 million toward implementing those curriculums.
It aims to honor schools “demonstrating strong implementation of evidence-based instructional practices aligned to the science of reading and where students are making significant progress.”
To receive the honor, schools had to complete an application and provide evidence showing their work on the science of reading and its impacts.
Ashley Pacholewski, the vice principal at Ashland Middle School, filled out the application on behalf of the middle school.
“I really wanted the community to recognize how hard our staff has worked to grow kids,” Pacholewski said.
She added it was also important that the school’s teachers feel appreciated.
Literacy in focus
Part of Ashland Middle School’s success with the science of reading, in Pacholewski’s eyes, was thanks to its receipt of $525,000 as part of the Comprehensive Statewide Literacy Grant.
That grant extended over four years. Pacholewski said the school spent each year focused on different aspects of literacy, like vocabulary, comprehension and writing.
“All of our teachers were all-hands-on-deck,” she said.
In practice, that meant all teachers received coaching on literacy and were encouraged to build it into their content areas — in “specials,” like art or gym class.
Pacholewski added the middle school employs instructional coaches, who help support teachers.
She examined teachers collaborating with each other throughout the process. Collaboration and teacher buy-in creates a positive spark that, in turn, passes down to students, Pacholewski said.
All of that factored into the application. The school also had to demonstrate it was using high-quality instructional materials; engaging families in the process; and evidence of literacy progress.
