Catch up on what’s happening across our PRISM community—from district events to new teaching tools. Connect across communities to share best practices in advancing early literacy growth and equity.
During the 2025-26 school year, the Norwood Professional Learning Team (PLT) invested time deepening their understanding of the early literacy observation tool, evidence-based literacy practices, internalization protocols for strong HQIM implementation, and impact cycles for continuous literacy improvement.
In New Bedford Public Schools, Building-Based Early Literacy Leaders (BBELLs) are helping bring instructional coherence to life. Rather than approaching early literacy as another initiative, New Bedford district leaders are intentionally aligning their work so that every action reinforces a
Instructional coherence means that every learning experience a student has—from core instruction to intervention to tutoring—works together toward the same grade-level goals. Rather than existing as separate initiatives, these supports are intentionally designed to reinforce one another and accelerate student
At Gateway Regional School District, the focus this year has been different: building coherence across everything that touches early literacy so that the work moves as one system, not many separate parts.
Adopting a new curriculum can be a challenging journey, especially when that curriculum will serve Preschool and Pre-K students across multiple district schools and community-based organizations. As challenging as it may be, it is also incredibly rewarding.
In the photo above, Kathryn Castonguay, Assistant Superintendent of Stoneham Public Schools, notices a student without a partner during turn-and-talk and steps in with care, creating a quiet moment of connection, attention, and belonging. A small move. A student included.
At the end of June, 35 educators who work with grades PreK-3 across New Bedford Public Schools participated in an Early Literacy Asynchronous Academy.
This year marks an exciting milestone for Farmington River as the district launches its first full implementation of Into Reading across Grades K–3, strengthening Tier 1 instruction through a coherent and aligned literacy approach. What’s emerging is more than the
Senior Manager Janet Strauss reflects on Stoneham’s journey to refine its Year 2 Implementation Plan through intentional collaboration and adaptive leadership. Partnering closely with District Lead Dr. Kathryn Castonguay, Assistant Superintendent, the team embraced reflection, tested ideas,
Welcome to Bright by Design: A Hub for Literacy Innovation. We’re excited to introduce Bright by Design — a new online space created to connect, celebrate, and inspire the 15 districts that make up the PRISM I early literacy network.
The Partnership for Reading Success – Massachusetts (PRISM) I is an ambitious, multi-year initiative aimed at transforming early literacy outcomes in grades PreK–3 through an evidence-based, culturally and linguistically sustaining approach.
As PRISM I moves from reflection to action, districts across the network are engaging in a pivotal next step: Action Planning Days. These sessions are led by PRISM I Leadership Coaches and conducted over one to three half-day workshops.
