But here’s the truth: Policies don’t teach kids, teachers do. For these new laws to make a real difference, schools have to pair them with the right tools. That means making sure teachers have the training, curriculum and ongoing support they need to turn policy into progress and to help every child become a confident reader.

Like , my son has dyslexia. That means I know firsthand how frustrating it can be for kids when they don’t have the tools needed to succeed.

As early as preschool, I could see my son was challenged in a way other children weren’t. Although he was bright, curious, and articulate, he couldn’t connect letters and sounds. At first, I was told that this was normal for boys his age. “Wait and see,” his school said. When I insisted something was wrong, he was placed in a 12-week remedial reading program, but the instruction he received emphasized guessing words from context instead of decoding them. I remember sitting in on one session and seeing the interventionist praise him for reading “b�Dz���” from context clues instead of the word on the page, canoe.

In the end, my son was diagnosed with dyslexia, dysgraphia and ADHD; but crucial time had been lost, and a new struggle to find suitable support for him began. Sadly, my story is not unique. It is the story of countless children across our nation, and the impact on children’s life trajectories can be extreme: of learners with dyslexia don’t even graduate high school.

The nation’s new literacy laws recognize what parents and advocates have known for years: Too many children are struggling to read, not because they can’t, but because their teachers never had the right frameworks to teach them effectively.

With that in mind, here are five evidence-based strategies district and school leaders can use to ensure that the promise of new dyslexia laws translates into real-world benefits for students.

1. Screen Early and Universally

Early identification saves years of frustration. Also, students at risk for reading difficulties when they receive intervention early, compared to students who have to wait. Districts should implement universal K-2 literacy screening to flag reading risk factors before gaps widen. These screenings don’t diagnose dyslexia, but they help educators intervene before the problem becomes entrenched and the child is years behind grade-level reading. The goal is simple: no more “wait and see.”

2. Train Every Teacher in Structured Literacy

Teachers need to understand both the how and the why behind effective reading instruction. Training in Structured Literacy, grounded in the science of reading, gives educators the knowledge and confidence to teach decoding explicitly and systematically. If schools can give every K-2 teacher this foundation, fewer students will slip through the cracks, whether they have dyslexia or not.

3. Align Instruction Across All Tiers

Reading intervention shouldn’t depend on luck or location. Districts must create tiered instructional systems that use consistent, evidence-based methods whether students are in a general classroom, a pull-out intervention or a special education setting. A student shouldn’t encounter three different reading approaches in one day. Consistency and repetition across all tiers of instruction are what help struggling readers make lasting progress.

4. Build Accountability for Implementation and Impact

Legislation has impact only when it’s paired with leadership and accountability. Districts need tools to measure both implementation fidelity and student growth over time. This means tracking whether teachers are applying what they’ve learned and whether students’ reading skills are improving as a result. To the extent possible, data should support decision-making. And as new systems and practices are rolled out, it’s equally important to identify and stop using those that aren’t working. Letting go of ineffective programs or outdated methods creates space, financially and mentally, for what truly moves the needle on student learning.

5. Collaborate Across Roles and Keep Parents at the Table

Real, lasting change doesn’t happen in silos, it happens when we come together. District leaders, teachers and parents each play a vital role in shaping how children learn to read. Parents are often the first to recognize when a child is struggling, and their insight is invaluable. When schools and families work side by side, grounded in trust and open communication, they create the momentum that sustains progress. It’s this shared commitment, rooted in collaboration and care, that will carry us toward lasting, nationwide literacy success.

Schools have reached a pivotal moment in the movement to transform literacy instruction. Across the country, evidence-based strategies and resources are finding their way into classrooms, giving more students the opportunity to become confident, capable readers. But now, the real work begins.

I hope education leaders will look beyond policy victories to the classrooms where those laws take shape. The legislation that has passed represents a powerful promise to our students, but a promise only matters if it’s fulfilled. It’s time to turn legislative intent into lasting, measurable progress in literacy for every child.

Through a unique collaboration between the and , the community now ranks 12th in state literacy, up from 31st just four years ago. This dramatic improvement wasn’t magic — it was the result of a systematic, community-wide approach to literacy that could serve as a model for districts nationwide.

The key to our success? A comprehensive public-private partnership that treats literacy as a community mission rather than just a school district initiative. The Learning Alliance, a nonprofit based in Vero Beach, has created an integrated support system that extends from birth through elementary school and beyond.

Its partnership with the school district works because it addresses literacy from multiple angles all in service of one goal — 90% of students reading on grade level by the end of third grade. 

To achieve this goal, the alliance funds 25 literacy coaches and reading interventionist positions within the district, ensuring that every school has dedicated expertise to implement the science of reading in grades K through 3. The district provides similar support in older grades. 

But that’s not all. The nonprofit engages families with children from birth to age 5, providing more than 5,500 age-appropriate books and 1,700 learning kits annually to under-resourced families. It also supports robust after-school and summer tutoring programs through the Moonshot Academy, where students show 50% more growth in reading compared to their peers not in the program. The afterschool program runs in the district schools, largely with district teachers compensated for their extra work by the Alliance.

The results speak for themselves. Indian River has doubled the percentage of A- and B-rated schools from 47% to 95%, and our third-grade reading scores now outperform the state average by nine percentage points (64% versus 55%). These aren’t just statistics — they represent thousands of children who now have the foundational skills they need to succeed in school and life.

Critical to this success has been the Moonshot Community Action Network, a coalition of over 150 local leaders who ensure that early literacy remains a community priority. This network includes business leaders, healthcare providers, faith-based organizations, and community advocates who understand that literacy is fundamental to our community’s future prosperity.

For superintendents and district leaders reading this, we offer several practical recommendations:

• First, look beyond traditional funding models. While public education funding is essential, strategic partnerships with community organizations can provide both financial resources and expertise that complement district capabilities.

• Second, invest in literacy coaches and reading interventionists. Having dedicated literacy experts in every school creates a support system for teachers and ensures consistent implementation of evidence-based reading instruction.

• Third, extend your teaching time. Our Moonshot Academy afterschool program creates opportunities for students to make more progress in less time. It pairs intensive tutoring with enrichment activities to boost engagement, and it works: students in the afterschool program average at least 50% more growth in reading than peers who do not participate. 

• Fourth, expand your reach beyond school walls. The family partnerships program demonstrates that literacy support must begin before kindergarten and continue outside school hours to be truly effective.

• Fifth, build community coalitions. The broader community’s investment in literacy creates a sustainable ecosystem of support that survives changes in school leadership or funding fluctuations.

For philanthropists and community organizations, think beyond traditional grant-making. The most effective partnerships involve deep collaboration with schools, shared accountability for outcomes, and a long-term commitment to the community.

Our journey hasn’t been without challenges, but it’s proven that significant improvements in literacy are possible with the right partnership model. The students’ success isn’t just about test scores – it’s about creating a foundation for lifelong learning and opportunity.

The pandemic may have created unprecedented challenges for education, but it has also shown us the power of community collaboration. In Indian River County, we’ve demonstrated that when schools and community organizations work together with shared purpose and accountability, we can achieve remarkable results.

The question isn’t whether this model can work. The question is: Who will be next to replicate it?