They Went All In—and It’s Paying Off: How One Elementary School Transformed Early Reading

 

Four years ago, the team at Monticello-Brown Summit Elementary made a bold decision: they were going to go all in on early literacy.

Not halfway. Not one initiative layered on top of five others. Not a pilot that lived in a few classrooms.

They went “hard in the paint.”

They anchored their K–2 reading instruction in the University of Florida Literacy Institute (UFLI) Foundations phonics curriculum, aligned tightly to the district’s literacy priority: hear the word, see the word, say the word, write the word.

And today, the results speak volumes.

Student achievement in early literacy has increased by more than 20 percentage points over the past four years.

A Clear Focus, Every Day

Walk into any K–2 classroom at Monticello-Brown Summit, and you’ll see the same thing: clarity, purpose, and energy.

Students are:

• Listening closely to sounds (hear the work)
• Reading text with growing fluency (see the word)
• Saying words out loud with confidence (say the word)
• Writing to solidify their learning (write the word)

There’s no ambiguity about what matters most. Teachers and students share a common language about reading—and a shared belief that everyone can learn to read.

 

 

Strong Instruction, Consistently Delivered

The UFLI Foundations curriculum provides a structured, research-based approach to teaching foundational skills. But what makes the difference at Monticello-Brown Summit isn’t just the materials—it’s how skillfully they’re used.

Teachers have:

    •    Built deep expertise in phonics and early literacy instruction

    •    Committed to consistent routines that maximize learning time

    •    Used data to adjust instruction and meet students where they are

This kind of consistency doesn’t happen by accident. It’s the result of collaboration, coaching, and a relentless focus on what works.

Joy Is Part of the Work

And here’s what might surprise you: classrooms aren’t quiet, rigid, or mechanical. They’re joyful.

Students cheer each other on as they decode tricky words. They celebrate when they master new sounds. They take pride in reading sentences—and then stories—on their own.

There’s laughter. There’s movement. There’s a sense of momentum.

Because when students experience success, they want to keep going.

Celebrating the People Behind the Progress

This growth belongs to the students—but it was made possible by the adults who refused to settle. To the teachers who practiced, planned, and refined their craft—day after day. To the instructional leaders who kept the focus tight and supported their teams every step of the way. To the students who showed up, put in the effort, and believed in themselves as readers. This is what happens when a school community commits to something that matters—and sticks with it.

Monticello-Brown Summit is showing what’s possible when:

    •    Instruction is grounded in the science of reading

    •    Priorities are clear and sustained over time

    •    Adults and students work together toward a shared goal

More students are reading. More students are confident. More students are experiencing the joy and power of literacy.

And it all started with a simple but powerful commitment:

Hear the word. See the word. Say the word. Write the word.

That’s what it looks like to go all in—and to deliver for kids.