From Initiative Overload to Alignment: A Playbook from Gateway
In many districts, early literacy efforts can feel like a collection of well-intentioned initiatives—each important, but not always connected. 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.
Rather than focusing on quick wins, Gateway has embraced the reality that meaningful change is a marathon. While early indicators such as i-Ready data from BOY to MOY show promising movement, the district is prioritizing the conditions that will sustain impact over time. As Joan Tuttle, Director of Grants and Accountability, shared, “We are owning the work—problem-solving together and adjusting as our needs evolve.”
A key shift this year has been the move to district-led PRISM I leadership team meetings, with support from TNTP to plan these important times together. This transition has strengthened ownership across the district and enabled leaders to respond in real time to emerging needs. One example has been a strategic pivot to deepen Tier 1 instruction, ensuring that core literacy experiences are strong for all students.
Central to this work is a commitment to alignment. Gateway is intentionally connecting PRISM I with district-wide priorities, early literacy grants, tutoring systems, and curriculum decisions. This includes a comprehensive curriculum review process and investments in high-quality instructional materials, alongside efforts to strengthen tutoring as part of a broader system of support. The district builds the PRISM I team by bringing together members of the CPPI (Commonwealth Preschool Partnership Initiative) team and a newly formed Instructional Leadership Team (ILT), ensuring representation from both schools. Rather than operating as separate initiatives, these teams interrelate to communicate coherently and in unison.
As part of this effort for alignment, Gateway is building internal capacity through a newly formed Instructional Leadership Team (ILT) that leads cross-school walkthroughs using shared indicators of high-quality literacy instruction. By engaging educators across PreK–3 classrooms in observing and discussing practice, the district is developing a common language and a more consistent vision of strong instruction. ILT members also bring this learning back to their schools—sharing trends, building understanding among staff, and reinforcing collective responsibility for student outcomes.
As Superintendent Melissa Matarazzo shared, “Coherence and alignment are always a challenge in school districts, especially when you factor in transitions in personnel and curriculum. This year, our PRISM team has adapted to change and focused carefully on activities that will make the greatest difference for our students. It takes all of us working together to make a difference.”
Together, these efforts reflect a system coming into alignment—laying the foundation for lasting, meaningful outcomes for all students.
— Joan Tuttle, Director of Grants and Accountability, Melissa Matarazzo, Superintendent, and Janet Strauss, Senior Manager, TNTP