The Crisis We Face
The numbers tell a sobering story:
- 50% of Madison students are reading below grade level
- 75% of Latino students are reading below grade level
- 90% of Black students are reading below grade level
- This crisis has persisted for decades, not just since COVID
As I’ve traveled through our district speaking with parents, teachers, and students, I’ve heard the same message: our children deserve better. In a district with our resources, these statistics aren’t just disappointing—they’re unacceptable.
Listen to the difference between a 4th grader reading at grade level versus one reading below grade level. This isn’t just about test scores—it’s about futures.
Why This Matters
Reading isn’t just another subject—it’s the foundation for all learning. When a child can’t read at grade level:
- Their attendance drops
- Their mental health suffers
- Their chances of graduating diminish
- Their college and career opportunities narrow
75% of children who are behind in reading by third grade will never catch up. These deficits follow students for the rest of their academic lives.
From kindergarten through 2nd grade, children learn to read. From 3rd grade onward, they read to learn—tackling math word problems, science experiments, and understanding the world around them. Without strong reading skills, they simply cannot access this knowledge.
A Fitchburg Dad on a Mission
That mission – make sure every student reads at grade level. Every. Single. One.
As your Madison School Board Seat 3 Representative, my #1 Job will be to get all kids reading at grade level. I promise to do everything I can to make that the District’s #1 Job too.
Literacy Experts Suggest These Leading Practices
The school board is responsible for governance. This includes setting district vision / mission / goals, establishing policies that guide district operation, ensuring fiscal responsibility, monitoring progress and performance, and holding the system accountable for results.
District leaders and personnel carry out these priorities and manage operations and instruction.
As a board member, I would look and listen for leading practices like the following. I would focus on improving what is already being implemented, making sure these become district-wide practices.
Key
✅ = Complete implementation district-wide.
Ⓜ️ = Missing key features, or only partially implemented in district.
1: Carefully Restructure Reading Instruction Time
- Ⓜ️ Create dedicated reading time blocks in every school.
- Ⓜ️ Mobilize all staff to teach reading during these times.
- Ⓜ️ Group students by skill level rather than grade level.
- Ⓜ️ Keep reading groups small (6-10 students).
- Ⓜ️ Make sure K-2 teachers have manageable class sizes (16 or fewer).
- ✅ Focus on teaching letter sounds before letter names.
- Ⓜ️ Incorporate structured phonics for struggling readers in all grade levels.
2: Create a Comprehensive Tutoring System
- Ⓜ️ Create an army of trained tutors using community volunteers, college students, and high school students.
- Ⓜ️ Implement science-based approaches with explicit phonics instruction.
- Ⓜ️ Offer intensive support: 25-40 minutes, 4 days a week for struggling readers.
- ✅ Track every student’s specific reading skills and progress.
- Ⓜ️ Expand tutoring beyond “Below Basic” to include all students below proficiency.
- Ⓜ️ Partner with community organizations for specialized tutoring.
3: Create Accountability & Community Engagement
- Ⓜ️ Set up transparent data reporting on reading proficiency for all demographic groups.
- Ⓜ️ Reject misleading statistics that mask the true scale of our reading crisis.
- Ⓜ️ Train all School Board members on the science of reading.
- Ⓜ️ Educate parents about reading benchmarks and warning signs.
- Ⓜ️ Hold regular public forums focused specifically on reading proficiency.
- Ⓜ️ Make reading proficiency the central metric by which we measure our success.
4: Implement Evidence-Based Reading Programs District-Wide
- Ⓜ️ Expand proven science-based reading programs.
- Ⓜ️ Require comprehensive training (40+ hours) for teachers and tutors.
- ✅ Use structured literacy approaches based on the science of reading.
- Ⓜ️ Check progress with weekly assessments.
- Ⓜ️ Remove programs that lack accountability and measurable results.
- Ⓜ️ Select and stick with a standard measurement tool that shows reading progress.
5: Focus on Early Intervention & Attendance
- Ⓜ️ Expand access to high-quality preschool with emphasis on oral language development.
- Ⓜ️ Tackle attendance issues quickly with same-day parent contact.
- Ⓜ️ Create incentive programs to improve attendance rates.
- Ⓜ️ Recognize and support struggling readers in K-2 before they fall behind.
- Ⓜ️ Recognize that many behavior issues stem from reading difficulties.
- Ⓜ️ Guarantee full implementation of Wisconsin Act 20.
The Time for Action Is Now
For nearly 30 years, our district has followed ineffective approaches to teaching reading. Three years ago, the district began moving to the science of reading, using the EL curriculum in classrooms. But this curriculum, along with other essential strategies and instructional training, have not been fully implemented.
As your School Board member, I promise to make reading proficiency Job #1. I’ll work tirelessly to make sure that every student—every single one—learns to read at grade level.
How You Can Help
- Share this message with parents of MMSD students
- Volunteer to be part of a science-based reading tutoring program
- Support our campaign to bring this vital change to Madison schools
- Vote for a future where every child can read and succeed
Together, we can transform our schools and give every child the foundation they need to thrive.