EMPOWERING SUCCESS AND BEYOND: Implementing Strategic Reading Periods in a Title 1 High School

Dr. Iris Witherspoon • Cahn Fellow 2023

As school leaders in one of New York City's most economically disadvantaged districts, we confronted a critical literacy crisis that significantly affected our students' academic outcomes. The COVID-19 pandemic exacerbated this issue, widening an already concerning reading gap, as many students were unable to meet grade-level reading expectations. This growing disparity hindered their ability to engage with grade-appropriate materials, limiting the development of essential skills needed for college and career readiness. Compounding this challenge, teachers voiced frustrations over their perceived inability to effectively support struggling readers. Many cited a lack of training and often relied on excessive scaffolding techniques, which failed to address core reading deficiencies. At the Bronx High School for the Visual Arts, over 40% of incoming ninth graders do not read at grade level, with more than 30% reading below a fifth-grade level. Our inquiry delves into this problem of practice through a focused two-year implementation process aimed at addressing these literacy challenges head-on.