Amid many challenges common to schools in the early 2020s, Rich Township High School District 227 9th graders nearly doubled their reading growth in 2023/24. This notable achievement is the result of a strategic and sustained approach to literacy and professional learning.
Located in South Cook County outside of Chicago, Rich Township’s student population is predominantly African American, and the district serves over 2,300 high school students. Rich Township High School District (RTHS) has been experiencing many of the challenges shared by districts all over the country since the pandemic—lower student engagement, consolidation of schools, and students entering high school with lower proficiency in core academic subjects. RTHS leaders have also noticed that, since the pandemic, there is less dialogue and collaboration in classrooms. To get their community reengaged and moving forward together, RTHS set goals, sought out evidence-based supports, and shared learning experiences for their teachers and administrators.
RTHS Goals and Teacher/Admin Supports
- Improve students’ literacy performance and engagement in school
- Provide teachers and administrators shared support for 3 years to create a professional, positive culture for both faculty and students
- Engage leadership in instructional change and professional learning alongside teachers
- Identify specific measurable goals and related measures shared districtwide
Getting Started with Reading Apprenticeship
Once RTHS determined that Reading Apprenticeship was a match for their district’s teacher and student learning goals, they developed a multiyear implementation plan. The district identified literacy as a keystone to districtwide improvement and began their work by engaging 9th grade teachers and their administrators in Reading Apprenticeship professional learning.
Inclusive Planning and Support for Literacy Learning Across Disciplines and Roles
Assistant Superintendent of Education Services Dr. Kevin Gallick points out that involving administrators, principals, and teachers together in the work has been key to their positive changes, as has been the consistent support from WestEd’s facilitators, Laurie Erby and Dr. Tinaya York. These Reading Apprenticeship experts work with district leaders and teachers through planning, implementation, and improvement cycles as teachers integrate practices into existing teaching and curricula. They adapt the model to fit the schools’ needs while still staying true to the principles that have assured Reading Apprenticeship’s success.
“Having teachers and administrators involved throughout was key. They all appreciated being involved in designing learning opportunities in ways they hadn’t before.” Asst. Supt. Gallick
School-Year Support and Well-Paced Learning Across all Subjects
Following a 3-day interactive “Reading Apprenticeship Essentials” professional learning session, RTHS teachers began integrating Reading Apprenticeship literacy routines into their classrooms and received support from WestEd’s coaches, who are current and former teachers, during the school year. “WestEd would come out for a coaching visit, and we would all circle up and plan those two days together, so it really empowered and supported the principals and teachers,” said Gallick.
Reading Apprenticeship Facilitator Laurie Erby notes that the school year coaching varies to address teacher and scheduling needs but includes classroom walk-throughs and lesson planning. Erby further notes that teachers were hesitant at first but now welcome the visits.
“There is nothing better than seeing a teacher truly enjoying their role, and their students responding to that excitement and to the carefully designed elements of the lesson.” Laurie Erby, facilitator
Gallick shares Erby’s view of the teacher support for this work, noting that more than 80 percent of teachers surveyed by the district found the professional learning valuable—this is well above their usual teacher satisfaction rates.
Improved Student Growth in Class and on Assessments
RTHS teachers report that Reading Apprenticeship is making an impact: Students’ use of academic language in class has improved, as has their ability to have more substantive, text-based dialogue. This change is showing up in their reading and writing benchmarks and standardized assessments. The 9th grade students have demonstrated exceptional growth, achieving a 17 percent increase in PSAT 9 scores. Gallick notes that a remarkable 87 percent of students achieved expected or higher than expected growth.
Teachers shared that they have observed that their students are demonstrating greater persistence and problem-solving skills when facing difficult texts.
I’ve seen the students much more confident, attacking texts they first think are ‘boring.’ This is in all of their classes, not just mine…. They’re able to grapple and struggle; they’re okay with it and thus much more advanced than they used to be.” George Vlahakis, social studies teacher
Teachers also note the improvement of student dialogue and engagement. After experiencing a lot of online learning and decreased group work during COVID-19, students who had been hesitant to interact in class and collaborate are now speaking up again.
Reading Apprenticeship has helped us bring student voice back to the classroom—to have them talking to one another again.” Jodi Johnson, science teacher and technology coach
Leadership Stays the Course
In line with much of the Reading Apprenticeship team’s experience, the success of the 9th grade teachers created curiosity and excitement in their colleagues the following school year.
“We are especially excited because many of the tenth-grade students will be starting with some of these strategies already in hand. We plan to stay with our three-year commitment. … This was important to our principals.” Asst. Supt. Gallick
In 2024/25 RTHS added both depth and breadth to its ongoing professional learning work. Their work includes the following:
- Teachers of 9th graders continue to engage with Reading Apprenticeship coaching support.
- Teachers of 10th graders begin Reading Apprenticeship Essentials.
- School leadership teams engage in “Leading for Literacy,” which is Reading Apprenticeship’s 2-day learning experience.
RTHS leaders, despite the many urgent issues needing their attention, were willing to make the time to assess teacher and student needs, identify solutions, articulate goals, and engage every level of their school community in shared learning experiences.
Erby notes that at the recent “Leading for Literacy” professional learning, RTHS leaders focused on breaking down barriers, “which often go unsaid, while they move forward with the goal of strengthening their inquiry communities to support and develop disciplinary literacy. The plan that was created will guide them as they continue this good work.”