Voices of Impact (Year 1)
Case Study of 4 TXRL Districts
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In April 2025, 55 district leaders submitted recorded reflections and insights on the impact of participating in TXRL. The following case studies draw from recorded reflections to showcase the experiences and tangible outcomes of the initiative in four diverse Texas districts [Arlington ISD, Brownsville ISD, Canutillo ISD and Goose Creek ISD].
In April 2025, 55 district leaders submitted recorded reflections and insights on the impact of participating in TXRL. The following case studies draw from recorded reflections to showcase the experiences and tangible outcomes of the initiative in four diverse Texas districts [Arlington ISD, Brownsville ISD, Canutillo ISD and Goose Creek ISD].
Arlington ISD
Arlington ISD
55,000 students; 50+ Elementary Schools; North Texas
55,000 students; 50+ Elementary Schools; North Texas
Challenge: Prior to engaging in the TXRL initiative, Arlington ISD faced a clear urgency to improve K–3 reading outcomes. While district leaders recognized the need for change, there was uncertainty around what actionable steps to take and how to implement system wide transformation. The scale and complexity of the challenge, particularly in a large district, compounded the need for structured guidance and collaboration.
Challenge: Prior to engaging in the TXRL initiative, Arlington ISD faced a clear urgency to improve K–3 reading outcomes. While district leaders recognized the need for change, there was uncertainty around what actionable steps to take and how to implement system wide transformation. The scale and complexity of the challenge, particularly in a large district, compounded the need for structured guidance and collaboration.
Impact: The TXRL initiative has generated significant momentum for sustainable, system wide change in Arlington ISD. Through strategic guidance, partnership, and clarity of purpose, TXRL has not only improved literacy leadership, but has united the district around a common goal: every child reading proficiently by the end of third grade. District leaders credit TXRL's involvement with a positive impact on their collaboration and systems thinking, and emphasize how TXRL is instrumental in fostering a transformation in both their mindset and practices district-wide.
Impact: The TXRL initiative has generated significant momentum for sustainable, system wide change in Arlington ISD. Through strategic guidance, partnership, and clarity of purpose, TXRL has not only improved literacy leadership, but has united the district around a common goal: every child reading proficiently by the end of third grade. District leaders credit TXRL's involvement with a positive impact on their collaboration and systems thinking, and emphasize how TXRL is instrumental in fostering a transformation in both their mindset and practices district-wide.
Click on images below to hear Arlington ISD district leaders' reflections.
“It [TXRL] has challenged the paradigm of thinking around what literacy instruction should look like.”
“It [TXRL] has challenged the paradigm of thinking around what literacy instruction should look like.”
Dr. Steven Wurtz, Chief Academic Officer
Dr. Steven Wurtz, Chief Academic Officer
“It's so valuable to have a thought partner that can walk through with us and say, you know, this is what action could look like.”
“It's so valuable to have a thought partner that can walk through with us and say, you know, this is what action could look like.”
Jamie MacDougall, Director of Curriculum & Instruction
Jamie MacDougall, Director of Curriculum & Instruction
“Being able to not only have a clear picture of where it is that we need to get to, but then being able to engage in the conversations [with TXRL] about how we can get there with our resources and within our systems has been really impactful...”
“Being able to not only have a clear picture of where it is that we need to get to, but then being able to engage in the conversations [with TXRL] about how we can get there with our resources and within our systems has been really impactful...”
Delisse Handy, Director of World Languages
Delisse Handy, Director of World Languages
“I think we're much more equipped now to think about what changes we need to make, and we've been given lots of examples and specific things that we can do.”
“I think we're much more equipped now to think about what changes we need to make, and we've been given lots of examples and specific things that we can do.”
Briana Bianco, Specialist Curriculum & Instruction
Briana Bianco, Specialist Curriculum & Instruction
Brownsville ISD
Brownsville ISD
37,000 students; 31 Elementary Schools; Rio Grande Valley
37,000 students; 31 Elementary Schools; Rio Grande Valley
Challenge: Before TXRL, there was no common lens in Brownsville ISD for identifying quality literacy instruction; and, inconsistent resource use, limited progress monitoring, and fragmented systems threatened to widen early literacy gaps. The stakes were especially high given substantial Title I funding and a large population of English language learners. The need for structured, science-based literacy instruction was urgent, but clarity and coherence were missing.
Challenge: Before TXRL, there was no common lens in Brownsville ISD for identifying quality literacy instruction; and, inconsistent resource use, limited progress monitoring, and fragmented systems threatened to widen early literacy gaps. The stakes were especially high given substantial Title I funding and a large population of English language learners. The need for structured, science-based literacy instruction was urgent, but clarity and coherence were missing.
Impact: Participating in TXRL sparked a cultural shift within Brownsville ISD. Previously siloed departments now collaborate on literacy initiatives spanning RTI, bilingual education, and early childhood. District leaders are aligned in their commitment to enhancing instructional coherence, reinforcing leadership, and unifying departments under a common literacy goal. Brownsville ISD has transitioned to viewing early literacy not as separate initiatives, but as a district-wide priority supported by collaboration, research, and a clear roadmap for implementing structured literacy based on the science of reading.
Impact: Participating in TXRL sparked a cultural shift within Brownsville ISD. Previously siloed departments now collaborate on literacy initiatives spanning RTI, bilingual education, and early childhood. District leaders are aligned in their commitment to enhancing instructional coherence, reinforcing leadership, and unifying departments under a common literacy goal. Brownsville ISD has transitioned to viewing early literacy not as separate initiatives, but as a district-wide priority supported by collaboration, research, and a clear roadmap for implementing structured literacy based on the science of reading.
Click on images below to hear Brownsville ISD district leaders' reflections.
“I think that heightened sense of urgency is now matched with a sense of purpose and clear direction, allowing us to make more strategic and informed decisions that will impact our student outcomes.”
“I think that heightened sense of urgency is now matched with a sense of purpose and clear direction, allowing us to make more strategic and informed decisions that will impact our student outcomes.”
Beatriz Hernandez, Chief Academic Officer
Beatriz Hernandez, Chief Academic Officer
“I think we're much more equipped now to think about what changes we need to make, and we've been given lots of examples and specific things that we can do."
“I think we're much more equipped now to think about what changes we need to make, and we've been given lots of examples and specific things that we can do."
Dr. Alma Cardenas-Rubio, Assistant Superintendent Elementary Schools
Dr. Alma Cardenas-Rubio, Assistant Superintendent Elementary Schools
“Through this initiative, we have gained deeper insights into the critical role of explicit systematic instruction and the importance of aligning our instructional practices, resources, and classroom schedules with the science of reading.”
“Through this initiative, we have gained deeper insights into the critical role of explicit systematic instruction and the importance of aligning our instructional practices, resources, and classroom schedules with the science of reading.”
Dr. Dolores Emerson, Executive Director Elementary Education
Dr. Dolores Emerson, Executive Director Elementary Education
“We now know what is needed and we now know how to share that with the campuses, the principals, the deans of instruction, the grade level teachers so that we're all speaking the same language.”
“We now know what is needed and we now know how to share that with the campuses, the principals, the deans of instruction, the grade level teachers so that we're all speaking the same language.”
Carlos Olvera, Bilingual Director
Carlos Olvera, Bilingual Director
Canutillo ISD
Canutillo ISD
6,000 students; 6 Elementary Schools; Greater El Paso
6,000 students; 6 Elementary Schools; Greater El Paso
Challenge: Canutillo Independent School District (ISD), located in far west Texas, recognized the need to deepen and systematize its literacy practices to ensure every student receives the best possible instruction. After completing the TEA’s Strong Foundations Planning Support Grant, the district sought strategic guidance and support through TXRL to implement a cohesive, research-aligned structured literacy framework across all elementary campuses.
Challenge: Canutillo Independent School District (ISD), located in far west Texas, recognized the need to deepen and systematize its literacy practices to ensure every student receives the best possible instruction. After completing the TEA’s Strong Foundations Planning Support Grant, the district sought strategic guidance and support through TXRL to implement a cohesive, research-aligned structured literacy framework across all elementary campuses.
Impact: The TXRL partnership has proven to be a critical catalyst in helping Canutillo ISD move from planning to action and alignment, equipping both district and campus leaders to deliver on a shared vision of effective, structured literacy instruction for every student. District leaders are confident that they are on the right path and now better equipped to deliver high-quality, research-informed literacy instruction to every student.
Impact: The TXRL partnership has proven to be a critical catalyst in helping Canutillo ISD move from planning to action and alignment, equipping both district and campus leaders to deliver on a shared vision of effective, structured literacy instruction for every student. District leaders are confident that they are on the right path and now better equipped to deliver high-quality, research-informed literacy instruction to every student.
Click on images below to hear Canutillo ISD district leaders' reflections.
“We were convinced that their [TXRL] work, would accelerate our ability to implement structured literacy across the district and expand the research base informing our decision-making.”
“We were convinced that their [TXRL] work, would accelerate our ability to implement structured literacy across the district and expand the research base informing our decision-making.”
Dr. Jesica Arellano, Executive Director Curriculum & Instruction
Dr. Jesica Arellano, Executive Director Curriculum & Instruction
“TXRL has expanded our understanding of the systems required to find success in structured literacy implementation.”
“TXRL has expanded our understanding of the systems required to find success in structured literacy implementation.”
Shawn Leggett, English Language Arts Curriculum Coordinator
Shawn Leggett, English Language Arts Curriculum Coordinator
"TXRL really caused us to meet as a district, talk through our master schedule, and agree on what our literacy block and instruction should look like across the district... We had gone through the reading academies, but we still hadn't had the conversations that we needed to have as a district.
"TXRL really caused us to meet as a district, talk through our master schedule, and agree on what our literacy block and instruction should look like across the district... We had gone through the reading academies, but we still hadn't had the conversations that we needed to have as a district.
Debra Kerney, Associate Superintendent
“Perhaps most importantly, it [TXRL] has reinforced our belief that all students can become proficient readers when instruction is aligned, equitable, explicitly taught, and grounded in evidence."
“Perhaps most importantly, it [TXRL] has reinforced our belief that all students can become proficient readers when instruction is aligned, equitable, explicitly taught, and grounded in evidence."
Emily Aguilera, Bilingual Coordinator
Emily Aguilera, Bilingual Coordinator
Goose Creek ISD
Goose Creek ISD
24,000 students; 16 Elementary Schools; Gulf Coast
24,000 students; 16 Elementary Schools; Gulf Coast
Challenge: Goose Creek CISD recognized that the district’s long-standing commitment to balanced literacy was no longer yielding results, and there was widespread recognition, from the classroom to central office, that something had to change. This realization demanded not just a shift in curriculum, but a cultural transformation in how literacy is taught, supported, and sustained across the district.
Challenge: Goose Creek CISD recognized that the district’s long-standing commitment to balanced literacy was no longer yielding results, and there was widespread recognition, from the classroom to central office, that something had to change. This realization demanded not just a shift in curriculum, but a cultural transformation in how literacy is taught, supported, and sustained across the district.
Impact: The TXRL initiative has been a transformative force in Goose Creek CISD, anchoring the district’s shift from decades of balanced literacy to structured literacy. Amid significant educational challenges and a clear need for systemic change, TXRL has helped unify leadership, clarify goals, and empower educators with tools and knowledge to implement a research-based approach to early literacy instruction.
Impact: The TXRL initiative has been a transformative force in Goose Creek CISD, anchoring the district’s shift from decades of balanced literacy to structured literacy. Amid significant educational challenges and a clear need for systemic change, TXRL has helped unify leadership, clarify goals, and empower educators with tools and knowledge to implement a research-based approach to early literacy instruction.
Click on images below to hear Goose Creek ISD district leaders' reflections.
“We need help navigating this culture shift [from balanced literacy], and we need help by grounding our work in research, which TXRL has already been sharing and cultivating for us."
“We need help navigating this culture shift [from balanced literacy], and we need help by grounding our work in research, which TXRL has already been sharing and cultivating for us."
Sarah Flusche, Associate Dir. for English Language Arts and Library Sciences
Sarah Flusche, Associate Dir. for English Language Arts and Library Sciences
“It [TXRL] was the push we needed to fully recognize the changes necessary and that there is a guided, supported path to drive the change." Kenya Coffey, Instructional Specialist
“It [TXRL] was the push we needed to fully recognize the changes necessary and that there is a guided, supported path to drive the change." Kenya Coffey, Instructional Specialist
"As a result [of TXRL], we are now aligned with shared goals and clear next steps, fostering a sense of unity and focus for the work ahead."
"As a result [of TXRL], we are now aligned with shared goals and clear next steps, fostering a sense of unity and focus for the work ahead."
Karen Thomas, Area Executive Director of Campus Leadership
Karen Thomas, Area Executive Director of Campus Leadership
"Our newer teachers specifically need a more structured approach, and we think it will align with building those strong foundations for our kids.”
"Our newer teachers specifically need a more structured approach, and we think it will align with building those strong foundations for our kids.”
Dr. Randall O’Brien, Superintendent
Dr. Randall O’Brien, Superintendent
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