How Lingelbach Elementary Transformed Literacy Outcomes

When Erin Serock, a teacher at Lingelbach Elementary School in Philadelphia, first enrolled in AIM Institute's Pathways to Proficient Reading, she couldn’t have anticipated the ripple effects it would create for her students and school. What began as a personal quest to improve her teaching practice evolved into a school-wide transformation. This is the story of how one educator’s journey helped propel a struggling school to remarkable literacy outcomes.

The Catalyst for Change

In 2020, Erin took the IDA-accredited¹ AIM Pathways to Proficient Reading course through open enrollment. She described being “blown away” with the tools she learned providing her with a profound understanding of evidence-based reading instruction. Inspired by the knowledge she gained, Erin approached her school principal to share the insights and advocate for a shift in literacy teaching practices.

Her advocacy paid off. Together, Erin and her principal enrolled in AIM Pathways to Literacy Leadership. This course solidified their resolve to make significant changes at Lingelbach Elementary, starting with abandoning the balanced literacy model in favor of a structured literacy approach. Nikki Maloney, AIM Institute facilitator and Erin’s partner in learning, commented on the duo’s commitment to collaboration, “I was impressed with the beautiful synergy between a second grade teacher and her Principal and their shared vision for how to spread the Science of Reading throughout their school.”

Implementation: The Shift to Structured Literacy

The transition from balanced literacy, which relies heavily on whole language and de-emphasizes phonics, to structured literacy marked a turning point for Lingelbach. With the support of AIM Pathways training, the school restructured its early literacy practices, including instruction in AIM Institute's Pathways to Structured Literacy course which prioritizes explicit, systematic instruction in foundational skills such as phonemic awareness and phonics.

For example, kindergarten classes began dedicating 45 to 60 minutes daily to foundational skills. Teachers focused on teaching letter names, sounds, word segmentation, and blending. The approach wasn’t just limited to classroom instruction. Erin trained art and PE teachers, support staff, and recess aides to provide short, targeted interventions during non-academic periods.

The Results: A Remarkable Transformation

The impact of these changes was undeniable. In just one school year, the school’s state reading proficiency rates on the Pennsylvania System of School Assessment (PSSA) skyrocketed from the low 30s to the low 70s—a staggering 700% improvement.

“Erin is a powerful literacy advocate,” Nikki shared. “She demonstrated strong leadership skills when she shared what she was learning in the course and the potential impact it could have on students with her principal. Together, they recognized that literacy doesn’t exist in just ELA—it lives across grades and content areas.”

Students who once struggled with foundational skills were now reading and comprehending complex texts. This transformation wasn’t limited to early grades. Fourth and fifth graders, who previously required remedial instruction, were now confidently tackling grade-level materials. Erin noted, “For the first time in many years, I’ve seen kids excited to read.”

Scaling the Impact

The success didn’t stop at the classroom level. Lingelbach Elementary embraced a community-wide approach to literacy. Erin leveraged AIM Pathways resources to develop individualized learning plans and train all staff members—teachers and non-teachers alike. Noon-time aides and recess staff were equipped with simple strategies to deliver brief, targeted support, ensuring every student received consistent reinforcement.

This collective effort created a culture of literacy that permeated the entire school. Students left kindergarten fully prepared for higher-level learning, while older students gained the confidence and skills to excel.

Key Takeaways

Lingelbach Elementary’s journey underscores the transformative power of structured literacy and evidence-based professional learning. It also highlights the critical role of leadership in scaling such changes across a school or district.

This literacy work is especially critical given findings like those from the National Council on Teacher Quality (NCTQ), which revealed that only 25% of teacher preparation programs adequately address all five core components of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Erin’s story demonstrates how professional learning like AIM Pathways can fill these gaps, providing educators with the tools and knowledge to create profound, measurable change.

As Erin reflected on her journey, she credited AIM Pathways as the spark that ignited this transformation. “I didn’t really think this is where my career as a teacher would go. AIM Pathways to Proficient Reading just opened up a door for me. It wasn’t because I had to do something that was required of me, but it sparked something in me.”

Next Steps for Educators and Leaders

Are you inspired by Lingelbach’s success? Take the first step toward improving literacy outcomes at your school:

1. For Individual Educators: Explore AIM Pathways open enrollment and start your journey toward evidence-based literacy instruction. Learn More →
2. For School Leaders: Ready to discuss how AIM Pathways can create school-wide impact? Connect with AIM’s Growth & Impact Team to start the conversation. Contact Us →

 ¹ IDA refers to the International Dyslexia Association