In a small reading room at Anna Elementary, three educators are quietly revolutionizing how children learn to read. What started as building upon a foundation laid by previous reading specialists has evolved into a data-driven, science-based program with heart, that's achieving remarkable results.

Reading specialists Erin Suggs and Ginger Staples, along with reading interventionist Malori Lambdin, form a dynamic team now in their third year of transforming reading instruction for kindergarten through second grade. Their approach merges proven methods with cutting-edge research in the science of reading, focusing intensively on phonemic awareness and systematic phonics instruction.

"There's such a strong importance on the science of reading right now," explains Suggs. "We're building upon the foundation blocks—phonemic awareness, where students understand sounds in language and words, and phonics, connecting letters to those sounds."

The team's strategic approach centers on Response to Intervention (RTI), using universal screening assessments three times yearly to identify student needs. Rather than working with entire classrooms as their predecessors did, they've revolutionized the model to focus on the highest-need students—those 5% who struggle most.

"We each work with three to five students at a table, because small group instruction is essential for intervention," Lambdin notes. "About 45 tier 3 students come through our program, roughly 15 from each grade level. But it's fluid—we review data monthly and make changes based on student progress."

The program's flexibility proves its strength. Students who demonstrate significant growth graduate to less intensive support with celebration and prizes, while those who plateau receive additional interventions or move toward special education evaluations when needed.

Central to their success is the school-wide implementation of 95% Group, a systematic phonics curriculum that every K-2 teacher delivers for 30 minutes daily. This isn't supplemental—it's foundational instruction that follows the same routine every day, every week, strengthening phonics skills across all classrooms.

"Having classroom teachers deliver this curriculum gets them familiar with the science of reading vocabulary," Suggs explains. "We're seeing effects throughout the entire day because teachers can discuss open syllables, closed syllables, and phonics concepts during regular instruction and even spelling."

The reading team then provides intervention using materials that align with classroom instruction, ensuring students aren't experiencing completely separate approaches. Individual testing using Acadience assessments—conducted one-on-one rather than through computer screens—allows specialists to hear exactly how students read and respond.

Technology has streamlined their data collection through digital scoring that immediately shows student placement levels, but the human element remains paramount. "We want to hear them read," emphasizes Lambdin. "We don't want them clicking on computers—we need to hear how they're reading and responding."

The program extends beyond intervention through robust community engagement. The team organizes family reading nights, distributes birthday books to every student, maintains a mobile reading cart for chapter books, and recently began building their first library in a renovated conference room—seeking community donations of books and shelving to create a dedicated reading space.

Professional development drives continuous improvement. All three specialists are completing LETRS (Language Essentials for Teachers of Reading and Spelling) training, a rigorous two-year program exploring the neuroscience of reading instruction. Superintendent support enables annual attendance at the Illinois Reading Conference, bringing grade-level teachers along for shared learning experiences.

The results speak volumes. Students consistently show tremendous growth across all testing measures, with the team attributing success to their focus on systematic phonics instruction and the science of reading. Even students with IEPs demonstrate significant progress as special education teachers now use aligned programs rather than separate approaches.

"We don't get set in our ways," reflects Lambdin. "We continue learning, making data-driven decisions, and staying flexible. Every year our kids are different, so we adapt our schedule and methods accordingly."

Perhaps most telling is the program's reception among students themselves. Rather than stigma, children often beg to join the reading groups, seeing the inviting space and celebrating peers who graduate to higher levels.

This community success story proves that with dedicated specialists, administrative support, and evidence-based practices, every child can become a confident reader from the very beginning.