Lebanon Public Schools: A New Chapter in Reading Success

Lebanon, Connecticut, is a quiet, rural community where the local schools serve as the heart of town life. With just one gas station, a single stoplight, and a close-knit population of nearly 1,000 students across its three schools, Lebanon's education system is not just about academics; it’s about community.

“Lebanon is a gem,” said third grade teacher Jan Gervais. “We really respect each other, and it's really a collaborative feel in our district … It's a gift to work there.”

It is this strong foundation that district leaders relied upon as they took on the challenge of transitioning to a whole new way of teaching literacy. Teachers and administrators alike recognized they needed a change to more research-aligned instruction and they were ready to take on the task head on.

Their passion, dedication, and collaboration drove the successful adoption and subsequent implementation of myView® Literacy, an evidence-based, comprehensive literacy curriculum by Savvas Learning Company grounded in the Science of Reading, which is resulting in significant growth.

Shifting Toward State-Approved, Science-Based Reading Instruction

In 2023, Connecticut state legislation mandated that all districts adopt a state-approved reading program by the 2025-2026 school year. This legislation, known as the Right to Read bill, requires districts to shift to a reading program aligned to the Science of Reading.

While some districts resisted the change, Lebanon's leadership team and teachers recognized a deeper need for a more cohesive literacy program before the mandate arrived.

“I think we saw the gaps in student learning from year after year, and we wanted to address them,” said kindergarten teacher Kamila Nowak. “And so I think we were all just ready to have something that … unified us all.”

The district had been using a homegrown workshop model, which lacked vertical alignment between grades. Teachers were often creating lessons from scratch, with some relying on online resources. There was also no structured phonics curriculum, leaving students without systematic foundational skills instruction, which educators at the district recognized as crucial to successful instruction.

“Teachers were learning about the Science of Reading and they knew that their instruction was not supporting the Science of Reading,” said Stephanie.

Knowing that they were about to embark on a comprehensive review process, district leaders surveyed teachers to ensure that whatever new materials they took into consideration also met the needs of the teaching staff.

The survey revealed concerns about gaps in phonics instruction, limited exposure to diverse texts, and the lack of consistent instructional routines. The state mandate only reinforced what Lebanon educators already knew — change was necessary in order to help students thrive as successful readers.

Selecting and Piloting myView Literacy

The review process began with collaboration and thoughtful planning. The district’s instructional leadership team, led by Curriculum Director Rita Quiles-Glover and Instructional Coach Stephanie DeLucia, attended regional presentations from different publishers to narrow down potential curriculum options. They wanted a program that provided rigorous, research-based instruction, strong phonics support, and a wide range of diverse texts.

The leadership team was immediately drawn to myView Literacy since it not only met the criteria of the state, but it also met their own criteria they established based off of their teacher survey. Savvas representatives were also among the only publishers to present their program in person, as opposed to over a video call, which Rita and Stephanie appreciated.

“It was only Savvas, to be honest, from the very beginning,” said Rita. “It was a really strong choice. It had the pieces that we were looking for.”

To ensure teacher voices guided the decision, district leaders formed a pilot team that included one educator from each grade level. The pilot team, along with the leadership team, created a rubric identifying key priorities, such as alignment across grades, diversity in texts, engaging and rigorous instruction, and small-group learning opportunities.

The pilot process wasn’t rushed. Leaders emphasized transparency, hosting regular meetings to reflect on trial lessons, collect feedback, and address concerns. Teachers had opportunities to observe each other, discuss challenges, and ensure every decision kept student needs front and center.

“I can honestly say every person on that pilot team was excited to embrace this,” said second grade teacher and pilot team member Melissa Orlando. “Truly, it was a wonderful experience.”

After reviewing materials and piloting multiple programs, the team unanimously selected myView Literacy as the best fit for Lebanon’s needs.

Supporting Teachers Every Step of the Way

District leaders knew that adopting a new program would only be successful with strong teacher support. They approached implementation with a “go slow to go far” mindset. Instead of overwhelming educators with every component of their new myView program at once, leaders planned a phased implementation, focusing on essential routines during the first year, building a strong foundation before layering on additional elements in future years.

“Incorporating a new program is scary. It's a huge undertaking,” said Melissa. “And so I think by incorporating those phases, it takes the pressure off of teachers … that helped tremendously.”

Monthly professional development sessions with Savvas Educational Consultant Rebecca Bright-Pugh, combined with ongoing coaching from Stephanie, allowed teachers to learn not just how to use myView, but also why its approach aligned with the Science of Reading.

Leaders continuously reinforced that myView wasn’t a script to follow blindly, it was a tool that allowed teachers to apply their professional expertise while ensuring every student had access to high-quality, research-backed instruction.

Leaders also created intentional spaces for teacher feedback. Weekly grade-level meetings and monthly pilot team check-ins allowed educators to raise concerns, share successes, and request specific professional learning support. Mid-year and end-of-year celebrations highlighted teacher achievements and student progress, fostering morale and a sense of shared purpose.

“It was just a constant circling back and making sure the teachers had everything that they needed, and just going slow,” said Stephanie.

Parent engagement was another priority. The district hosted information nights where families learned about the new program, the Science of Reading principles behind it, and what to expect as their children progressed. Regular newsletters, Facebook posts, and Board of Education presentations kept the entire community informed and invested in the process.

Building Momentum for Lasting Change

In just the first year of implementation, Lebanon Public Schools has seen remarkable results. Across classrooms, children are no longer passively reading, they’re discussing texts, analyzing characters, writing in new genres, and connecting to diverse perspectives they hadn’t encountered before.

“Students aren't just reading a book. They are interacting with the text,” said Stephanie. “The discourse about the text is amazing. You see in every class all of the kids having dialogue with each other.”

Diagnostic assessments show significant growth, particularly in phonics skills. For example, kindergarteners moved from only 2 percent of students blending sounds at the start of the year to 70 percent by year’s end. Preliminary third-grade state test scores are among the highest the district has seen in years.

Equally important, teachers are collaborating more than ever. Shared literacy planning time has created consistency across classrooms, ensuring that all students, regardless of their teacher, receive equitable, high-quality instruction. Peer observations help teachers learn from each other, fostering a culture of continuous improvement.

District leaders continue to celebrate successes publicly, recognizing teachers for their efforts and highlighting student achievements. This ongoing recognition sustains momentum and reinforces the shared belief that the work they’re doing is transformative.

“Parents are sharing the successes and stories that their kids are having at home, and then we walk into the classrooms and the students are excited about what they're learning,” said Rita, the director of curriculum instruction and assessment. “You can see such a difference from what it was a year ago.”