Workshop Impacts
District Leader Surveys (2025-26)
Embedded Files
KEY IMPACTS
KEY IMPACTS
Deeper Understanding of Evidence-Based Practices and Enhanced Commitment to Structured Literacy Implementation
Deeper Understanding of Evidence-Based Practices and Enhanced Commitment to Structured Literacy Implementation
Respondents reported deepening their understanding of the science of reading in a manner that allowed them to immediately begin applying new insights to shift systems and structures to evidence-based literacy practices.
Respondents reported deepening their understanding of the science of reading in a manner that allowed them to immediately begin applying new insights to shift systems and structures to evidence-based literacy practices.
Participants consistently highlighted how the workshops enhanced their understanding of evidence-based literacy practices, especially those grounded in the Science of Reading. Sessions that introduced foundational reading strategies and made distinctions between specific balanced and structured literacy practices were particularly impactful. "I’m new to this [structured literacy] and needed clarity on what should be prioritized in our foundational skills block" remarked one educator. Others echoed this sentiment, sharing how these hands-on sessions, with instructional examples and videos showcasing real classrooms, made the research more tangible and accessible, and offered concrete strategies to bring back to their schools. One respondent observed that this work was no longer abstract, writing, "The videos of students and classroom teachers helped me see how to bring this to life in our setting."
Participants consistently highlighted how the workshops enhanced their understanding of evidence-based literacy practices, especially those grounded in the Science of Reading. Sessions that introduced foundational reading strategies and made distinctions between specific balanced and structured literacy practices were particularly impactful. "I’m new to this [structured literacy] and needed clarity on what should be prioritized in our foundational skills block" remarked one educator. Others echoed this sentiment, sharing how these hands-on sessions, with instructional examples and videos showcasing real classrooms, made the research more tangible and accessible, and offered concrete strategies to bring back to their schools. One respondent observed that this work was no longer abstract, writing, "The videos of students and classroom teachers helped me see how to bring this to life in our setting."
The survey results also revealed a strong and growing commitment among educators and leaders to not only understand evidence-based literacy practices, but to implement them with clarity and purpose. A central theme across the responses is the alignment between structured literacy research and classroom practice, with the TXRL workshop experiences serving as a catalyst for moving beyond theory into tangible action. As one participant noted, "Connecting research and terminology to district initiatives and aligning our goals with implementation expectations" has proven highly valuable. Another affirmed, “All of the work that we have done so far with TXRL has renewed my excitement for this work. As a leader of the work, I was beginning to feel a little disheartened that we have yet to reach our goals, but through the virtual training with TXRL, we have seen where we have misalignment that could really impact progress for our students.”
The survey results also revealed a strong and growing commitment among educators and leaders to not only understand evidence-based literacy practices, but to implement them with clarity and purpose. A central theme across the responses is the alignment between structured literacy research and classroom practice, with the TXRL workshop experiences serving as a catalyst for moving beyond theory into tangible action. As one participant noted, "Connecting research and terminology to district initiatives and aligning our goals with implementation expectations" has proven highly valuable. Another affirmed, “All of the work that we have done so far with TXRL has renewed my excitement for this work. As a leader of the work, I was beginning to feel a little disheartened that we have yet to reach our goals, but through the virtual training with TXRL, we have seen where we have misalignment that could really impact progress for our students.”
Participants left the sessions with clear, time-bound action steps and demonstrated strong commitment to executing the TXRL Action Plans developed during the workshops. Respondents consistently praised the specificity of deliverables, timelines, and expectations. This clarity translated into momentum on the ground, with many teams already applying tools and frameworks to support their K–3 ELAR Frameworks and TXRL Action Plans. One participant shared, "I've been [an] educator for nearly 30 years, and my doctoral focus was literacy; yet, I learned so much about K-3 literacy that I didn't know before. I'm so excited about a path forward in really being able to transform literacy practices in our district and move the student outcomes needle in a positive direction"
Participants left the sessions with clear, time-bound action steps and demonstrated strong commitment to executing the TXRL Action Plans developed during the workshops. Respondents consistently praised the specificity of deliverables, timelines, and expectations. This clarity translated into momentum on the ground, with many teams already applying tools and frameworks to support their K–3 ELAR Frameworks and TXRL Action Plans. One participant shared, "I've been [an] educator for nearly 30 years, and my doctoral focus was literacy; yet, I learned so much about K-3 literacy that I didn't know before. I'm so excited about a path forward in really being able to transform literacy practices in our district and move the student outcomes needle in a positive direction"
High-Impact, Actionable Learning Experiences
High-Impact, Actionable Learning Experiences
Teams consistently emphasized how rare and valuable it was to have uninterrupted time for strategic planning with both district and campus leaders. The uniqueness and depth of this pre-grant experience [workshops and technical assistance] stood out, as one attendee shared, “This learning has truly changed me in ways I didn't imagine. I am very excited about what I have learned and I am confident our teachers will feel the same way. Ultimately, our students will benefit from the district-wide shifts that will happen as a result. I just want to say thank you for allowing us to participate in these sessions…I am very grateful."
Teams consistently emphasized how rare and valuable it was to have uninterrupted time for strategic planning with both district and campus leaders. The uniqueness and depth of this pre-grant experience [workshops and technical assistance] stood out, as one attendee shared, “This learning has truly changed me in ways I didn't imagine. I am very excited about what I have learned and I am confident our teachers will feel the same way. Ultimately, our students will benefit from the district-wide shifts that will happen as a result. I just want to say thank you for allowing us to participate in these sessions…I am very grateful."
Workshop design prioritized the development of concrete instructional frameworks and other tools to prepare districts to fully transform to structured literacy and deliver strong reading proficiency results. Many participants expressed appreciation for the concrete tools provided to help with various aspects of implementation. For example, one leader explained, "The resources provided validated some of our practices, but also highlighted areas for refinement and open[ed] the discussion for possible solutions to address them." Another participant explained, "I appreciate how intentional the plan was for working through the key [structured literacy] shifts and strategies with our team. Working through each slide and note taking was so insightful to why (even though we've made shifts in this district) we are still not making an impact for every student."
Workshop design prioritized the development of concrete instructional frameworks and other tools to prepare districts to fully transform to structured literacy and deliver strong reading proficiency results. Many participants expressed appreciation for the concrete tools provided to help with various aspects of implementation. For example, one leader explained, "The resources provided validated some of our practices, but also highlighted areas for refinement and open[ed] the discussion for possible solutions to address them." Another participant explained, "I appreciate how intentional the plan was for working through the key [structured literacy] shifts and strategies with our team. Working through each slide and note taking was so insightful to why (even though we've made shifts in this district) we are still not making an impact for every student."
Workshop sessions helped participants not only engage with TXRL resources, but also step back to reflect on systems, roles, and priorities in a structured, supportive setting. As one participant put it, “The opportunity to critically reflect on our current literacy block and identify strategies to strengthen and enhance literacy instruction for grades K-3" was highly valuable. Many highlighted that collaboration across roles enabled faster decision-making and stronger alignment. One district leader shared, “The most valuable aspect of the workshops was the opportunity for our group to work together and think through our implementation plan."
Workshop sessions helped participants not only engage with TXRL resources, but also step back to reflect on systems, roles, and priorities in a structured, supportive setting. As one participant put it, “The opportunity to critically reflect on our current literacy block and identify strategies to strengthen and enhance literacy instruction for grades K-3" was highly valuable. Many highlighted that collaboration across roles enabled faster decision-making and stronger alignment. One district leader shared, “The most valuable aspect of the workshops was the opportunity for our group to work together and think through our implementation plan."
While the dedicated collaboration time was deeply appreciated, participants also expressed a need for even more protected time to internalize tools, reflect, and apply strategies. This feedback was echoed across sessions, with many teams recognizing the need for extended district team working blocks to develop implementation roadmaps and prepare for the planned changes.
While the dedicated collaboration time was deeply appreciated, participants also expressed a need for even more protected time to internalize tools, reflect, and apply strategies. This feedback was echoed across sessions, with many teams recognizing the need for extended district team working blocks to develop implementation roadmaps and prepare for the planned changes.
LOOKING AHEAD
LOOKING AHEAD
The feedback is clear; district teams are eager to move forward, and they want support that respects their time, deepens their capacity, and meets them where they are. Feedback from workshop surveys will continue to guide the development of impactful learning opportunities for district teams in the initiative's second year. Additionally, the first-year workshop series, initially designed for district teams, has been adapted and is now being implemented for Campus Literacy Teams. In this updated series, CA Group leaders conduct each workshop, while district leaders utilize their enhanced literacy expertise to facilitate and support campus leaders throughout these learning experiences.
The feedback is clear; district teams are eager to move forward, and they want support that respects their time, deepens their capacity, and meets them where they are. Feedback from workshop surveys will continue to guide the development of impactful learning opportunities for district teams in the initiative's second year. Additionally, the first-year workshop series, initially designed for district teams, has been adapted and is now being implemented for Campus Literacy Teams. In this updated series, CA Group leaders conduct each workshop, while district leaders utilize their enhanced literacy expertise to facilitate and support campus leaders throughout these learning experiences.
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