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In rural southwest Virginia, Patrick County Public Schools—a small district with big ambitions—has reached new heights of success early literacy.

Their secret: a transformative approach to reading instruction.

Teachers and leaders are shifting long-held instructional practices and embracing a framework based on the Science of Reading. The district is building classrooms full of proficient readers and shaping a new culture of reading. Instructional coaches like Sara Vernon and Callie Wheeler are leading the way.

This commitment to reimagining literacy instruction has earned Patrick County Public Schools the Science of Reading Star Awards District Captain award—a testament to the district’s vision for improved ¹ú²úÂ鶹¾çreading outcomes.

Before: Reading instruction challenges

Before this shift, reading instruction in Patrick County matched familiar approaches across the country, grounded in programs like Jan Richardson, Lucy Calkins, and Fountas and Pinnell. Educators like Vernon and Wheeler initially relied on balanced literacy and whole language techniques, believing that increased exposure to texts alone could help children learn to read.

However, especially during the pandemic, they began to see ¹ú²úÂ鶹¾çstruggle—including, in Wheeler’s case, her own child—and began to wonder if there might be a better way.

Vernon and Wheeler found their approaches lacking—until they found each other. When their paths crossed in Patrick County, they realized a shared need to re-evaluate their instructional approaches. Conversations with colleagues and research into the Science of Reading framework opened their eyes to new possibilities, sparking a commitment to overhaul literacy instruction in the district.

Building a coalition for change

Vernon and Wheeler were not alone in their vision. District leaders and teachers became eager collaborators. Together, they built a coalition for change, advocating for professional development and resources to support a district-wide implementation of evidence-based practices grounded in the Science of Reading.

Recognizing the need for expert training, they secured ESSER funds to attend the Plain Talk about Literacy and Learning Conference, which deepened their understanding of structured, evidence-based reading practices. This journey transformed not only Vernon and Wheeler’s methods but also those of their colleagues, building a strong foundation for the new approach.

Embracing best practices based on the Science of Reading

With district support, Vernon and Wheeler led the selection and adoption of Amplify’s CKLA curriculum, which aligns with the Science of Reading. To extend teachers’ understanding, they offered podcast studies, professional development sessions on the research behind reading instruction, and LETRS (Language Essentials for Teachers of Reading and Spelling) training.

As Wheeler explained, they wanted teachers to fully understand the research behind CKLA and the Science of Reading—empowering them to support ¹ú²úÂ鶹¾çmore effectively.

Teachers throughout the district quickly saw the benefits, with kindergarten ¹ú²úÂ鶹¾çmaking tangible reading progress. The new curriculum emphasizes background knowledge, foundational skills, and a diagnostic approach that helps meet every student’s needs.

Teachers previously grounded in balanced literacy practices began to embrace the change. Many began to see that teaching phonics and sound-first strategies brought faster and more meaningful progress in reading.

Sustaining a culture of literacy and growth

Today, Patrick County is witnessing an inspiring literacy transformation. Continuous feedback sessions, classroom observations, and data-driven discussions are all part of an evolving system where educators feel encouraged to explore new ideas and take calculated risks.

As their assistant superintendent put it: “The worst thing we could ever do is to know that what we were doing wasn’t working and not change.” The district’s openness to change and the collaborative spirit among teachers have been instrumental in creating a culture where educators feel empowered to enhance ¹ú²úÂ鶹¾çlearning outcomes.

Reflecting on their achievements, Vernon and Wheeler emphasize the profound impact of this district-wide change.

Patrick County’s journey is a testament to what’s possible in even the smallest districts when leaders and teachers commit to bold, research-based reforms that put ¹ú²úÂ鶹¾çfirst.