Massachusetts lawmakers have advanced a sweeping early literacy bill aimed at addressing what they call a statewide literacy crisis. The legislation, which passed the House on Oct. 29 and now heads to the Senate, would require school districts to adopt evidence-based curricula and expand early screenings requirements for K-3 students.
While the measure could bring significant changes across the state, Marblehead educators say much of the work is already in place. Assistant Superintendent of Teaching and Learning Julia Ferreira said the district has long implemented many of the initiatives outlined in the bill.
“We’ve been doing this even before 2023,” she said, referring to the state’s July 2023 regulation requiring biannual early literacy screenings for K-3 students. “We’ve been doing it for many years… because we know early literacy is the foundation for academic success across all subjects.”
The legislation seeks to close widening achievement gaps and strengthen literacy instruction by requiring the Department of Elementary and Secondary Education to approve high-quality early reading programs and provide free teacher training modules.
It also defines “evidence-based literacy instruction” as teaching grounded in scientific research and proven to produce positive student outcomes. Curricula must include instruction in five key areas: phonemic awareness, phonics, fluency, vocabulary and comprehension, and must prohibit “three-cueing,” or encouraging students to guess words based on pictures or context clues.
Ferreira said that the district completed a curriculum review four years ago and adopted Wit & Wisdom, a program she said meets the highest state standards. This is complemented by Fundations, which focuses on phonemic awareness to build essential word-reading skills.
Together, the programs form the backbone of early literacy instruction through grade three, with additional support extending into grade four as needed.
To identify students who may need extra help, Marblehead uses multiple screening tools. In addition to its longstanding diagnostic assessments, the district recently adopted DIBELS, a nationally recognized literacy screener, to gather more precise data. Families receive updates on their children’s progress and can discuss support plans during parent-teacher conferences.
The most recent MCAS results show that Marblehead third graders continue to perform above the state average, with 67% meeting or exceeding expectations in English Language Arts compared with 42% statewide.
“We’re very proud of our data from the latest MCAS. It’s only one data point, but I think it’s showing our students are doing really well because they’ve had Wit & Wisdom and Fundations for two or three years before taking [the test],” Ferreira said.
The legislation also emphasizes professional development for teachers to align with evidence-based literacy instruction. Ferreira said Marblehead has already invested heavily in this area.
Educators participate in extensive training and collaborate regularly through professional learning communities where they review student data and share strategies.
She credits the district’s strong outcomes to its established structure to support all learners and culture of collaboration, as well as active engagement from parents and caregivers, who support reading and learning at home.
“This is years in the making,” she said.
While the state pushes for stronger early literacy instruction, Ferreira said she’s proud that Marblehead is already meeting the moment.
“There’s always work to be done and it’s a continual reflection of how our students are doing and what else can we do… but we are very proud to say that we’re already ahead of this,” she said.
