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The Reading League Texas Appoints Dr. Patty Coté as Executive Director
Appointment Marks First Full-Time Role Across The Reading League’s National Chapter Network
FORT WORTH, Texas, January 22, 2026 – The Reading League Texas (TRL-TX) is proud to announce the appointment of Dr. Patty Coté as its new executive director. This appointment marks the first full-time leadership position across The Reading League’s national chapter network and signals a significant milestone in the organization’s growth and its support for Texas educators and students.
“What started as a volunteer-driven effort has grown into something
The Curriculum Evaluation Guidelines (3rd Edition)
By Kari Kurto, Director of Policy and Partnerships
Identifying a Need
Five and a half years ago, while I was working at the Rhode Island Department of Education, I was invited to participate in a project led by one of my literacy mentors, Dr. Maria Murray. At the time, many states were approving Tier I curricula that met review criteria, including standards alignment, usability, and evidence of effectiveness in controlled trials. Selecting a curriculum is a significant decision, and the more information decision-makers have, the stronger and more contextually aligned their choices will be.
Despite such comprehensive
Watertown City School District: Transforming Literacy Instruction With The Reading League
Case Study
Watertown City School District
About the District
Located in Northern New York, Watertown City School District supports a diverse community of learners across eight schools—each working to strengthen literacy outcomes.
Location
Watertown, NY
Pre-K-12 Students
5 Elementary Schools
1 Intermediate School
1 Middle School
1 High School
Student Population 3,957
Economic Markers
Economically Disadvantaged: 69%
The Challenge
Watertown City School District, located in Upstate New York, faced a familiar yet critical challenge: improving literacy outcomes while navigating a crowded field of programs and instructional approaches. Despite a strong
5 Things You Should Know About The Reading League Summit
If you’ve ever left a conference wishing for more time to connect research, data, and classroom practice, The Reading League Summit is for you. This unique event brings together educators, researchers, and leaders for a shared journey toward one goal: using literacy data to make a real difference for students. Here are five things you should know before you join us in May 2026.
1. Everyone learns together.
At the Summit, there are no competing sessions or scattered schedules. Every participant—whether you’re a teacher, researcher, principal, district leader, school psychologist, university faculty, coach, or consultant—spends two days in
Summer Book Study Recap 2025: MTSS for Reading Improvement
By Andrea Setmeyer, National Chapter Director
This summer, The Reading League Chapter Network hosted our annual book study with a new release: MTSS for Reading Improvement by Sarah Brown and Stephanie Stollar. Chapter leaders from across the country selected this title because of its practical, empowering guidance for school leaders working to implement the science of reading in complex school systems.
Implementation is at the heart of so many conversations right now, and we believed this book would serve as a valuable, actionable resource for school teams. What we didn’t expect? Over 5,200 educators and leaders from
Embracing Educator Growth: Our Shift From “Professional Development” to “Professional Learning”
At The Reading League, we’ve made a deliberate choice to no longer use the term “professional development” (PD). Instead, we embrace professional learning. This shift is intentional and rooted in a deeper understanding of how educators grow and improve.
The Limitations of “Professional Development”
Traditionally, PD is synonymous with workshops, seminars, and one-time training sessions where information is delivered to educators. While well-intentioned, these delivery models often fail to lead to meaningful changes in teaching practices. As Michael Fullan (2007) aptly noted, the term itself can be “a major obstacle to progress in teacher learning.” This is because the focus tends to
