Sustained literacy support for Atlanta-area school districts
Georgia’s House Bill 1193 reinforces what Atlanta metro educators already know: developing strong readers takes sustained, evidence-based support across every tier—not a short-term statewide initiative.
Georgia’s Early Literacy Act signals a statewide commitment to structured literacy. For Atlanta metro districts and schools, the opportunity is to build that momentum with a proven, consistent system that has purpose-built solutions for each MTSS tier.
Also get a preview of evidence-based literacy solutions designed to support the diverse needs of metro Atlanta students:
Tier 1 instruction aligned with any GADOE-approved core curriculum
- 95 Tier 1 Phonics Solution includes direct, explicit instruction through 95 Phonics Core Program™ and purposeful practice through Sortegories™. Ideal for: Extending and reinforcing foundational skills for students who are meeting grade-level on the state-provided universal screener during the fall, winter, and spring.
Tier 2 and Tier 3 solutions to support Georgia Tiered Reading Support Plans
- 95 Tier 2 Phonics Solution: When K–3 literacy screeners reveal persistent skill gaps, this connected intervention solution delivers targeted instruction that helps accelerate progress for students in Grades 1–8. Ideal for: Data-driven instruction for students who are identified as at-risk in the state-funded screener.
- 95 Tier 3 Literacy Solution: Provide individualized support for students with the greatest literacy needs, including those with dyslexia or in special education. Teachers deliver assessment, instruction, and management with support from technology. Ideal for: Intensive, teacher-led intervention for students that are not making substantial progress in screen-led, digital adaptive learning programs.
Advancing student success in Cobb County School District (CCSD)
5 strategic alignments between 95 Percent Group™ and CCSD’s goals
95 Percent Group supports Cobb’s commitment to every learner through evidence-based literacy solutions, targeted intervention, and sustained Science of Reading professional learning.
Fulton County Schools and Marietta City Schools
These district examples show how Atlanta metro educators are turning structured literacy priorities into practical implementation—aligning instruction, professional learning, and intervention support so more students can build foundational reading skills.
Tier 1 phonics supplemental curriculum
Developing a districtwide, common literacy language
Fulton County Schools once had more than 40 reading programs in place. First, the district implemented 95 Phonics Core Program in every K–3 classroom to establish a consistent foundation for instruction.
Later the district expanded its use of evidence-based literacy products to support consistent tiered instruction in grades 4 and 5. As a result, educators saw higher proficiency scores in five short months.
So, it doesn’t matter which school you’re in, we’re guaranteeing that all students are going to get a high-quality phonics program.”
Jennifer Burton, Director of Literacy
Professional learning for teachers and leaders
Establishing systemwide knowledge: From balanced literacy to structured literacy
Marietta City Schools approached their science of reading implementation as a joint effort between teachers and administrators. The results included a lower demand for MTSS support across elementary schools with varying socioeconomic and demographic backgrounds.
Watch the on-demand webinar with Nik Philmon, District K–5 ELA Coordinator at Marietta City Schools, and Dr. Deb Glaser, EdD, author of Top 10 Tools.
Knowing that the superintendent had gone through Top 10 Tools with Dr. Deb gave us the permission to lean into this work…It was easy to lean into this work that is systematic and explicit and makes changes in students’ lives.”
Allison Taylor, first grade teacher, A. L. Burruss Elementary
Georgia milestones - End of Grade Assessments soar
West Side Elementary school in Marietta, Georgia had a major literacy transformation when they invested in professional learning. It was based on the science of reading, job-embedded coaching, and a training facilitator.
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