Administrators Who Listen: Expanding Literacy With Professional Learning

Educators at Bettendorf Community School District (CSD) in Iowa have embarked on a transformative literacy journey grounded in the science of reading. What started as educators at a single school exploring evidence-based literacy practices has become a districtwide initiative that prioritizes educator knowledge, access to high-quality instruction, and measurable outcomes for all students.

Following the disruptions of the pandemic, teachers at Bettendorf CSD recognized a critical need to reassess their approach to early literacy. Rather than implementing quick fixes, Bettendorf’s leadership prioritized a systems-level investment in teacher learning instructional capacity.

Professional learning grounded in the science of reading was identified as a key lever for change. District leaders turned to Lexia® LETRS® (Language Essentials for Teachers of Reading and Spelling) to provide educators with the foundational knowledge needed to deliver high-impact literacy instruction from preschool to grade five.

“We knew that improving core instruction across classrooms would have the greatest impact,” said Dr. Michelle Morse, superintendent of Bettendorf CSD. “Our goal was to make sure every educator understood how students learn to read, and how to respond when they demonstrate signs of difficulties.” 

The data was compelling from the outset, justifying a broader rollout through a rolling cohort model. Word began to spread that this experience was hugely beneficial. Eventually, district leaders decided to adopt Lexia Aspire® Professional Learning to provide professional learning for teachers in the upper grades facing gaps due to the pandemic and other factors. Professional learning has brought stronger foundational skills to K–2 students, and the teachers have more confidence in teaching literacy. The Bettendorf story offers inspiration and practical insights for district leaders considering making a similar districtwide shift.