Key points:
When I stepped into the role of curriculum coordinator for Peoria Public Schools District 150 in 2021, I entered a landscape still reeling from the disruption of COVID-19. Teachers were exhausted. Students had suffered interrupted learning. And the instructional frameworks in place–particularly in literacy–were due for serious reexamination.
Initially, the directive was to return to our previous Balanced Literacy framework. But as I dove into research, attended conferences, and listened to thought leaders in the field, it became clear: The science was pointing in a different direction. The evidence base for Structured Literacy was too compelling to ignore.
What followed wasn’t an overnight change. It was a careful, multi-year shift in philosophy, practice, and support. We didn’t have the budget for a full curriculum adoption, so we focused on building a practical, research-aligned framework using targeted resources and strategic professional learning.
A patchwork quilt with purpose
In Peoria, where many students were performing one or two grade levels below benchmarks, we needed a literacy framework that could both repair learning gaps and accelerate grade-level achievement. That meant honoring the complexity of literacy instruction by balancing foundational skills, writing, vocabulary, and fluency.
Our current model includes explicit handwriting instruction, structured phonics and phonemic awareness, and targeted word study, paired with guided small-group instruction informed by student data. We built in an hour each day for foundational work, and another for what we call “guided individual practice,” where students receive support aligned to their needs–not just grade-level expectations.
We were also honest about staffing realities. We no longer had interventionists or instructional coaches in every building. The burden of differentiation had shifted to classroom teachers, many of whom were navigating outdated practices. Transitioning from “guided reading” to true data-informed small groups required more than new tools. It required a new mindset.
Supporting educators without overwhelming them
Change management in literacy instruction is, at its core, about supporting teachers. We’ve been intentional in how we provide professional development. Our work with the Lexia LETRS professional learning course has been especially transformative. Recognizing the intensity of the full cohort model, we supplemented it with a more flexible, self-guided version that teachers could complete during PLC time. Today, every 1st and 2nd grade teacher in Peoria has completed Volume 1 of the professional learning course, and our next cohort is set to begin with kindergarten and third-grade educators.
That blended approach–respecting teachers’ time while still delivering deep learning–is helping us move forward together. Our educators understand the “why” behind the change and are beginning to feel empowered by the “how.”
Technology as a partner, not a solution
Technology plays a meaningful role in our framework, but never in isolation. We initially implemented a digital literacy program for students in grades 5-8 who were below benchmark, but the rollout revealed key challenges. Students were resistant. Teachers lacked the training to connect software data to instruction. And the result felt more punitive than supportive.
Rather than abandon technology, we shifted our model. We now provide Lexia Core5 Reading to every student in grades 2-4, creating a consistent, equitable implementation that supports differentiated instruction while relieving teachers of the burden of sourcing materials themselves. The program is easy to use, offers actionable reports, and provides a strong starting point for targeted instruction.
Still, we’ve been clear: Software alone won’t move the needle. Teachers must be part of the equation. We continue to train educators on blended learning practices, helping them use technology as a springboard, not a substitute, for effective instruction.
From compliance to commitment
One of our next major shifts is moving from compliance to intentional practice. In a large district with approximately 13,000 students across 29 buildings, it’s easy to focus on usage metrics. Are students meeting their minutes? Are teachers checking boxes?
But the true measure is learning. Are students making progress? Are teachers using the data to inform instruction?
We’re investing in professional development that reinforces this mindset and are exploring how to bring more coaching and modeling into classrooms to help operationalize what teachers are learning.
Advice for fellow district leaders
If there’s one takeaway from our journey, it’s this: Don’t rush. Take the time to align every piece of your literacy framework with evidence-based practices. That includes everything from phonics and handwriting to the way letters are introduced and small groups are formed.
Lean on the research, but also listen to your teachers. Usability and educator buy-in matter just as much as alignment. And remember, literacy is a long game. State assessments, early screeners, and benchmark data are just pieces of the puzzle. The real impact takes time.
What keeps me going is the feedback from our teachers. They’re seeing students blend and segment words with confidence. They’re noticing fewer behavioral issues during literacy blocks. They’re asking deeper questions about how to support readers. That’s the kind of progress that truly matters.
We’re not finished. But we’re headed in the right direction–and we’re doing it together.
Lindsay Bohm, Peoria (Ill.) Public Schools District 150
Lindsay Bohm serves as the Curriculum Coordinator for Peoria (Ill.) Public Schools District 150.
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