CALIFORNIA: Diocese of Fresno
Schools in the Diocese of Fresno using
Superkids witnessed increasing success in early literacy during the past several years—even during the COVID-19 school closures.
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COLORADO: Littleton Public Schools
This high-achieving district adopted
Superkids because its structured-literacy approach benefits all readers, especially students with dyslexia. The program allows interventionists in the district to seamlessly align their tier two instruction to tier one in the general classroom.
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COLORADO: School District 27J
State legislation led this district to focus on high-quality primary reading instruction for all students, rather than expand pull-out intervention services. Training in the science of reading steered the district to
Superkids.
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FLORIDA: Hillcrest Elementary
This elementary school tied their science standards to their
Superkids instruction (Case Study #1) and has seen student writing dramatically improve (Case Study #2).
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ILLINOIS: Bellwood School District 88
With intermediate-grade data suggesting that students were struggling with foundational reading skills, Bellwood School District adopted
Superkids to address the skills in K–2 with a program strong in systematic phonics and decoding.
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ILLINOIS: Gurnee School District 56
This district with increasing numbers of English language learners and at-risk students saw immediate results with
Superkids and credits the consistent instruction from grade to grade and classroom to classroom in helping them achieve their goals.
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MISSOURI: Matthews Elementary School
OHIO: Perry Elementary
Focused on addressing lagging kindergarten readiness, this school has leveraged the motivation and continuity of the
Superkids characters to reach high-needs students.
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OHIO: St. Boniface School
This Catholic school in the Archdiocese of Cincinnati has had 100% of students who were taught with
Superkids in grades K, 1, and 2 pass Ohio’s Third Grade Reading Guarantee three years in a row.
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OKLAHOMA: Will Rogers Elementary School
Educators in this rural Oklahoma school successfully implemented
Superkids in a pandemic year and were surprised by how students rose to meet the program’s rigor in both reading and writing, despite the challenging circumstances.
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TENNESSEE: Cocke County School District
This district finds that
Superkids saves time previously spent building and aligning units of instruction to meet the state’s Read to Be Ready initiative requirements.
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TENNESSEE: Diocese of Knoxville
This diocese adopted
Superkids for K–2, despite having recently purchased a K–5 program from the state-approved list. Coaching and the integration of handwriting instruction are important factors in their success.
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VIRGINIA: Scott County Public School Division
For this school division, cross-school and cross-grade consistency and systematic instruction are the key benefits of
Superkids. In just a few years, it has progressed from scoring 2 points below the state average to scoring 14 points higher on the grade 3 reading test.
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WISCONSIN: Northland Pines School District
When a balanced-literacy approach wasn’t working for this district, it piloted
Superkids head-to-head with two traditional basal reading programs and chose
Superkids because of the results teachers saw.
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WISCONSIN: Wausau School District
This district switched from a balanced-literacy approach to
Superkids, based on the program’s research foundation. After in-depth training on the science of reading, the district recognized a need for more decodable text in their K–2 curriculum.
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WISCONSIN: School District of Wisconsin Dells
This Wisconsin district finds that
The Superkids Reading Program provides a science-based structured literacy approach that benefits both students and teachers.
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