Embedded Files
We Believe:
Our most marginalized students must be at the center of every decision we make. This includes students with Individualized Education Programs (IEPs), Multilingual Learners, and Native and Black students. We are committed to continuously monitoring their access to strong, evidence-based instruction, holding high expectations, and tracking their progress toward achieving the outcomes defined in the PPS Graduate Portrait.
Teachers deserve access to the best of what research offers. Equipping educators with the knowledge, tools, and professional learning rooted in the Science of Reading empowers them to make informed instructional decisions that meet the diverse needs of all learners.
Systemic alignment is critical for coherent implementation. The Science of Reading must be integrated across the PPS Vision, Graduate and Educator Portraits, Instructional Framework, and district-level systems, including curriculum guidance and professional learning structures.
Professional growth is grounded in a positive adult learning culture. Our work with educators must be collaborative, reflective, and guided by principles of adult learning. Trust, continuous improvement, and meaningful collaboration are key to developing high-quality literacy instruction.
School leaders play a pivotal role in driving change. Leaders must actively cultivate a culture of adult learning in their buildings, prioritize literacy-focused professional learning, and serve as instructional leaders who ensure the Science of Reading is translated into daily practice.
Theory of Action
If Portland Public Schools invests in staff by providing professional development and coaching grounded in the current Science of Reading and our adopted curricula,
and if school Instructional Leadership Teams and central office administrators serve as active and aligned partners in this work, then:
Educators will deepen their understanding of evidence-based literacy practices through participation in professional learning and coaching cycles, laying the groundwork for meaningful instructional shifts.
Educators will apply this knowledge to adjust their instruction, aligning with the Science of Reading to meet the diverse needs of all learners.
Instructional Leadership Teams (ILTs) will actively support implementation by identifying and celebrating exemplar instruction, modeling expectations, and creating collective momentum for sustained change.
School Administrators will foster a culture of shared ownership and continuous improvement by facilitating aligned observation and feedback cycles, addressing system-level barriers, and ensuring coherence in tools and expectations.
Central Office Administration will provide coherent system-level supports by aligning cross-departmental efforts, removing structural barriers, and allocating resources to sustain instructional improvements across all schools.
As a result, more students across Portland—particularly students with IEPs, Multilingual Learners, and Native and Black students—will access high-quality, evidence-based reading instruction and make accelerated progress toward reading proficiency by the end of Grade 3 and beyond, setting a strong foundation for college, career, and life success.
Goal #1
By June 2026, 100% of K–3 classrooms participating in Science of Reading professional development and coaching will implement district-adopted high-quality instructional materials (HQIM) with integrity. Instruction will be standards-aligned and student-centered, with clear learning targets and success criteria that students can articulate.
In implementation, classrooms will demonstrate the following:
Word Recognition: Students receive daily, sequential, and explicit instruction with ample opportunities for guided and independent practice.
Language Comprehension: Students spend the majority of instructional time reading, writing, and discussing grade-level complex texts.
Equitable Access: Educators provide data-informed scaffolds to ensure all students, particularly those historically underserved, access and engage independently with grade-level content.
Goal #2
By June 2026, 100% of SoR Cohort 2 School Leaders will support teachers in meeting Goal #1 by ensuring effective implementation of Science of Reading Cohort Activities, including:
Participating in all SoR professional development.
Leading and/or supporting PLCs focused on literacy instruction.
Coaching teachers through classroom observations and feedback cycles.
Facilitating data-driven instruction by regularly reviewing student achievement data.
Promoting instructional practices aligned with the Science of Reading and district high-quality instructional materials.
Goal #3
By June 2026, at least 80% of focal students in Grades K–3—defined as Black, Native, Multilingual Learners, students with IEPs, —will demonstrate accelerated literacy growth, as measured Fall to Spring by:
MAP Reading Fluency (Grades K–2)
MAP Reading Growth (Grade 3)
Page updated
Report abuse