Delaware launches statewide literacy implementation dashboard, expands coaching and grants to boost early reading

Secretary Martin told the joint House and Senate Education Committee the state's literacy work has moved from policy design to classroom implementation, but that outcomes are not yet at scale.

“Today, about 40% of Delaware students are reading on grade level by the end of third grade,” Secretary Martin said, and framed literacy as public infrastructure requiring aligned training, coaching, materials and accountability. She described a pilot statewide implementation dashboard used in seven districts and charters to monitor whether conditions for strong instruction are in place and to target support.

The department has deployed statewide coaching (seven literacy coaches supported by a lead coach) who have completed LETRS training, issued guidance to align classroom donations with approved curricula, and launched 'Bridal to Practice' grants that fund LETRS training, instructional coaching and an Early Literacy Leadership Academy. Secretary Martin said the state has invested more than $10,000,000 in direct classroom resources and in addition secured an $8,700,000 federal Education Innovation and Research grant to strengthen literacy instruction in grades 4–8.

Martin said adoption of approved, science‑aligned instructional materials is ahead of statutory deadlines: as of the meeting, 87% of districts and 75% of charters had adopted approved K–3 materials. She stressed that adoption alone is not enough: implementation fidelity, professional learning, coaching time and consistent practice are the levers that must change classroom outcomes.

Committee members praised the department's progress and noted the alignment between legislative policy and executive implementation. Senator Sturgeon and others said past legislative packages created the statutory foundation; Secretary Martin credited partnerships and training, and recommended using public dashboards and district plans to make progress visible and actionable.

The presentation closed with offers to answer follow‑up questions and a public commenter (Donna Johnson Geist, a Capital School District board member) who urged continued emphasis on transparent reporting of local impacts and how funding changes will affect referenda and taxpayers.