Driving Literacy Growth Through Strong Instruction and Schoolwide Alignment

In the heart of downtown Savannah, Georgia, Susie King Taylor Community School is building a strong foundation for literacy grounded in high-quality instruction, a commitment to equity, and a culture that prioritizes both educators and students.

A K–8 public charter school, Susie King serves a diverse population of students selected through a lottery system, reflecting the broader Savannah community. The school’s mission is rooted in culturally responsive pedagogy, place-based learning, and the belief that all students can achieve at high levels when provided with the right support.

“We are a melting pot of what Savannah is,” said School Director Dr. Yanis Medina. “And that’s what makes us special.”

That shared commitment to students, community, and continuous improvement has driven the school’s approach to literacy instruction and it's what has contributed to its recent success and academic growth.

Recognizing the Need for a Stronger Literacy Approach

Several years ago, Susie King was identified for improvement based on student performance data, prompting leaders to take a closer look at instructional practices, particularly in literacy.

“We were in trouble,” recalled Literacy Coach Andee Cooper. “We had to right the ship.”

At the time, literacy instruction varied across classrooms. While teachers were dedicated and resourceful, the absence of a cohesive, research-based curriculum made it difficult to ensure consistent, standards-aligned instruction for all students.

“We really did not have a curriculum,” Dr. Medina explained. “It was whatever we were feeling at the moment, and it wasn’t meeting the needs of our students.”

At the same time, the school had already seen success using myPerspectives English Language Arts in grades 6–8. The strength of that program, and its alignment to the school’s instructional priorities, prompted leaders to seek a similar solution for elementary grades.

Recognizing the need for a unified K–8 approach, school leaders set out to implement a comprehensive, research-based literacy solution for K–5 that would build on that success while supporting foundational skill development.

That search led them to Savvas Learning Company’s myView Literacy.

Establishing a Foundation for Successful Implementation

Adopting a new literacy program required more than selecting high-quality materials. It required a thoughtful, strategic rollout.

Dr. Medina leveraged Title I funding and research-based evidence to support the adoption of myView Literacy across all K–5 classrooms. At the same time, leaders prioritized teacher understanding and buy-in as essential components of success.

“Teacher buy-in is critical,” Dr. Medina said. “It’s not just about choosing a program. It’s about making sure educators feel confident using it.”

The school began with a phased implementation, working with a group of teacher leaders to pilot the program. These educators helped build momentum, providing feedback and modeling effective practices.

Professional learning was embedded throughout the process. Teachers participated in initial training from Savvas representatives and continued to receive support from the company’s instructional and literacy coaches, ensuring that implementation was both consistent and sustainable.

Balancing Instructional Fidelity with Teacher Expertise

With a comprehensive literacy program in place, the focus shifted to strengthening classroom implementation.

The school began by establishing a clear instructional foundation, ensuring that teachers understood and could effectively use the program’s routines and evidence-based practices.

“The program is grounded in research, and we wanted to make sure we were using it as intended,” Cooper, the school’s literacy coach, explained.

As teachers gained experience, leaders and coaches supported them in deepening their use of the program. Through collaborative planning and ongoing professional learning, educators began integrating the program with their own instructional expertise and the school’s broader priorities.

“We started thinking about how to bring everything together … our instructional priorities and the Savvas resources,” Cooper said.

This approach ensured that the program provided a strong instructional framework while allowing teachers to respond to student needs and maximize engagement.

Dr. Medina recalled often reminding her team: “Make it your own … [the program] is there to support you.”

The result was a balanced implementation that maintained program integrity while empowering educators to deliver responsive, effective instruction.

Investing in Educators to Strengthen Instruction

School leaders recognized that effective literacy instruction requires time, collaboration, and ongoing support. To meet these needs, the school built structures that prioritize teacher growth and well-being.

Teachers receive approximately 90 minutes of uninterrupted planning time each day. This dedicated time allows for collaboration with peers, alignment across grade levels, and meaningful work with instructional and literacy coaches.

“We want teachers to feel successful during the school day,” Dr. Medina explained.

In addition, teachers engage in ongoing professional development aligned to their individual goals, supported by coaching that focuses on practical classroom application.

This combination of time, support, and professional learning has helped ensure consistent, high-quality instruction across classrooms.

Engaging Students in Structured, Meaningful Literacy Learning

Daily classroom literacy instruction is now aligned to research-based best practices. In third grade, for example, students engage in a structured literacy block that includes word study, vocabulary development, grammar, and close reading of complex texts. Teachers use the program as a foundation while adjusting instruction based on student needs.

“The program gives us everything we need, and we can adjust based on what our students need most,” explained third-grade teacher Nancy Ramirez.

Students work collaboratively to analyze texts, identify key ideas, and apply new learning. Instruction incorporates a variety of strategies, including small-group work and discussion, to support engagement and understanding.

Classrooms are also designed to encourage participation and productive struggle.

“We want students to try,” Ramirez said. “It helps us understand what they know and where they need support.”

This focus on active participation ensures that all students are engaged in the learning process.

Expanding Opportunities to Build Literacy Skills

Beyond core instruction, Susie King has expanded opportunities for students to engage with literacy in meaningful ways.

The school has strengthened independent reading through a library system, which has increased access to student-choice texts. Additional initiatives, including a book vending machine, encourage students to build personal libraries and develop a love of reading.

Creative writing opportunities further support literacy development, allowing students to apply their skills in engaging and authentic contexts.

“We wanted to show that writing doesn’t have to be formulaic,” Cooper said. “It can express who you are.”

Together, these efforts reinforce literacy as an essential skill across all areas of learning.

Demonstrating Measurable Literacy Growth

Over the past two years, Susie King Taylor Community School has achieved significant gains in reading achievement, earning recognition at both the state and local levels. The school has been identified as a literacy leader in Georgia and has received “Best of the Best” honors for two consecutive years in 2024 and 2025, an acknowledgment of sustained academic growth and performance.

Student growth data has been particularly notable. Its third grade students, for example, ranked #1 in the state for reading growth, reflecting the effectiveness of the school’s instructional approach and schoolwide alignment.

Beyond overall performance, the school has maintained a consistent focus on growth across all student groups. Students are not only improving, they are aware of their progress and motivated to continue building their skills.

“They know their scores, and they’re excited to improve,” said Cooper.

The school’s success reflects a coordinated, schoolwide effort that prioritizes instructional alignment, professional learning, and a shared commitment to student growth.

“We’ve done this together,” Dr. Medina said. “As a team, as a community.”