How NYC's PS 107 Prepared Teachers for High-Quality Instructional Materials

The latest National Assessment of Educational Progress (NAEP) (January 2025) paints a troubling picture: nearly 40% of fourth graders are reading below the Basic level, the highest percentage in more than 20 years (NAGB). These findings underscore a pressing reality: too many students lack the literacy skills they need to access grade-level content, underscoring the urgent need for evidence-based literacy instruction.

As states and districts begin to commit to the adoption of high-quality instructional materials (HQIM) aligned with the Science of Reading, a critical question arises:

How can we ensure teachers are prepared to implement these materials effectively?

For Joanna Cohen, Principal of PS 107 in Brooklyn, this question was more than theoretical—it was an immediate challenge facing her school. With about 23% of students receiving special education services, PS 107 needed an evidence-based instructional approach that worked for all learners. Supporting educators through the transition from balanced literacy to structured literacy was essential—not only for student success but also for teacher confidence and retention.

Leveraging PD to Enhance HQIM Implementation

Cohen knew that shifting to structured literacy required more than just new materials—it required a strong instructional foundation. That’s why, in the 2022-2023 academic year, she prioritized professional learning for her staff. Approximately three quarters of PS 107's educators enrolled in AIM Pathways to Proficient Reading (PPR), a 55-hour, evidence-based professional learning program focused on the Science of Reading.

This investment in professional learning would prove to be a critical advantage when, in May 2023, New York City launched NYC Reads, a citywide initiative designed to ensure all K–5 students receive explicit, evidence-based literacy instruction using HQIM. The urgency of this shift was clear: 51% of NYC elementary school students were not reading proficiently, highlighting the need for a fundamental change in how literacy was taught across the city (NYC DOE).

By the time PS 107 selected their new HQIM curriculum, Cohen’s teachers were already equipped with a strong understanding of structured literacy. They weren’t just learning a new curriculum—they had the foundational knowledge to implement it effectively.

"Once they took the AIM course, it made a huge difference because everybody understood the why. Why we we are doing this and why it's so important."

Instead of struggling to adapt, teachers at PS 107 were prepared to put evidence-based reading instruction into practice from day one.

The Impact: Significant Improvements in Student Outcomes

Following the transition to new high-quality instructional materials, student proficiency rates at PS 107 saw significant growth, particularly among students with disabilities. A key factor in this success was that educators entered the curriculum's implementation with a strong foundation in structured literacy.

Through AIM Pathways to Proficient Reading, teachers deepened their understanding of evidence-based literacy practices, enabling them to apply targeted instructional strategies with confidence. This preparation helped ensure a smoother transition, allowing teachers to focus on meeting student needs rather than learning new concepts from scratch.

The results were clear:

• Overall 4th grade reading proficiency increased from 77% in the 2021-2022 school year to 85% in the 2023-2024 school year.
• Students with disabilities saw even greater gains, with reading proficiency rising from 64% to 80%.

This growth reflects the power of high-quality professional learning paired with high-quality instructional materials.

Reading Proficiency at PS 107 2021-2024

Fostering a Culture of Transparency and Support

Cohen’s leadership was instrumental in this transformation. She implemented intentional strategies to support teachers throughout the transition:

• Empowering teacher leaders to mentor and guide their peers.
• Establishing an Instructional Leadership Team to ensure alignment across grade levels.
• Maintaining open communication through weekly newsletters to staff and families.

As PS 107 teachers deepened their understanding of structured literacy, they began questioning past instructional approaches and advocating for evidence-based practices. This shift was clear within the Instructional Leadership Team, where teachers actively engaged in conversations about aligning instruction with the Science of Reading.

This mindset shift—fueled by ongoing professional learning—played a key role in PS 107’s successful transition from balanced to structured literacy.

Looking Ahead: Supporting Teachers for Long-Term Impact

PS 107’s literacy proficiency is growing, but Cohen knows the work isn’t finished. Her advice to other school leaders?

"I think training before [new HQIM] curriculum is essential. It really has been the key to our success and the key to the positive outcomes that we're seeing."

Cohen's experience at PS 107 highlights that training educators in structured literacy isn’t just about preparing for a new curriculum—it’s about ensuring lasting instructional change. Schools making this shift must think beyond initial implementation and consider how to create a culture of continuous learning that supports teachers as they refine and strengthen their practice.

Educators benefit from opportunities to revisit key concepts, collaborate with colleagues, and apply what they’ve learned in real-world classroom settings. When professional learning is designed to be practical, ongoing, and directly tied to instructional needs, schools can sustain meaningful improvements that help both teachers and students thrive.

Watch the Full Webinar

Want to take a deeper dive into PS 107’s structured literacy journey? Watch the full webinar here to hear directly from Joanna Cohen about the strategies, challenges, and successes behind the transition. In the webinar, Cohen also shares mid-year reading screener proficiency percentages for K-5, offering a closer look at the school’s continued progress.

This post is part of AIM’s "Learning from Leaders" series, spotlighting innovative approaches to literacy leadership.