What should school leaders do first when aiming to improve reading skills based on low assessment scores?

In the context of improving reading skills based on low assessment scores, the most effective first step for school leaders is to collect and analyze data on the techniques teachers are currently using for reading instruction. This action is essential because it allows leaders to understand the current instructional methods and their effectiveness in fostering reading skills among students. By analyzing this data, school leaders can identify specific areas of weakness in instructional practices, recognize successful strategies that may be employed more broadly, and tailor professional development to address the needs of teachers and students.

This systematic approach ensures that any interventions or adjustments made will be based on concrete evidence rather than assumptions. It provides a foundation for making informed decisions about what changes are needed, whether that involves implementing new teaching strategies, providing additional resources, or developing targeted interventions for struggling students.

The other options may not address the root of the issue as effectively. Increasing testing frequency, for instance, may not provide additional insights into teaching practices and could lead to unnecessary stress for students and teachers without solving the underlying problems. Changing classroom layouts could foster a more conducive learning environment but does not directly tackle the instructional methodologies affecting reading skills. Focusing solely on student attendance overlooks other critical factors influencing reading proficiency, such as the quality of instruction and the need for targeted support