Just under 1,000
students across grades 4K–12
District case study · New Glarus, Wisconsin
A stronger reading foundation for first grade
New Glarus brought consistent, one-to-one reading support into kindergarten. The following fall, Principal Laura Eicher saw the payoff for first-grade teachers, with fewer students needing personalized reading plans.
District at a glance
New Glarus School District
A 4K–6 elementary building with a full-day, daily 4K program
Wisconsin
a rural community near Madison and Verona
The challenge
Reach children before they fall behind
New Glarus knew its children well before kindergarten. Its 4K program ran all day, every day, giving staff a view of students' emerging skills. Principal Laura Eicher wanted kindergarten and first-grade support that could begin early, rather than wait for children to show significant need.
Before Once, teachers created their own reading interventions rather than following a shared program. That made it difficult for another staff member to step in and continue the instruction without first consulting the teacher. Eicher wanted a consistent, research-based program that teaching assistants could follow.
“The hard part was [the intervention approach] wasn't consistent. It wasn't systematic. It wasn't something that anybody could pick up and do.”
The first-year observation
Fewer first graders needed reading plans
After one full year of Once kindergarten instruction, Eicher looked at the following fall's first-grade literacy screening. She reported six children requiring personalized reading plans. Previously, 21 first graders needed plans based on Wisconsin's required screener.
First graders requiring personalized reading plans
Earlier fall cohort
21
Fall after Once's first year
6
“Thinking about the early intervention we were able to provide our kindergarteners last year has really paid off for our first grade teachers this year.”
Why Once fit New Glarus
An early intervention the whole team could deliver
The team was looking for a research-based program aimed at young learners, with a clear sequence and support for the adults delivering it.
A systematic program
One lesson sequence replaced teacher-by-teacher interventions that other staff could not easily pick up.
A way to start early
The district could offer focused kindergarten support without waiting for children to fall farther behind.
Coaching for the instructors
Once's coach supported the two teaching assistants directly, rather than placing that responsibility on district leaders.
“The amount of money that is spent on Once is small in comparison to what you would be doing on the back end for second, third, fourth graders who are still struggling with reading skills.”
The approach
Start early with staff already in the building
Eicher and district leaders chose two teaching assistants, worked around their existing responsibilities, and reserved a full training day before students arrived. The lesson sequence and Once coaching gave the assistants a way to grow their skills while they worked with children.
Make room in the existing schedule
Over the summer, district leaders aligned the kindergarten schedule with the time available to an intervention assistant and a special education assistant.
Give both assistants dedicated training
Before school started, the assistants had a full paid in-service day with a Once trainer to learn the lessons they would deliver.
Start early and coach as they teach
Kindergarteners spent a few days learning classroom routines before Once sessions began. The assistants also made time for ongoing instructional coaching.
“There was [a Once coach] who was right there working with them step by step, and the weekly progress monitoring of the instruction that was happening was super valuable.”
Beyond the scores
Fifteen minutes with one adult changed how children saw themselves
Eicher described kindergarteners who could get lost during whole-group reading instruction. A focused, one-to-one lesson gave each child time with an adult who knew their skills and could celebrate a new word, lesson, or book. She saw that confidence carry back into classrooms.
“Success breeds success. And so that success of students helped them to feel confident in their skills and take that back with them into the classroom.”
A concern the team worked through
Would Once and classroom instruction work together?
Before starting, Eicher's team worried that students receiving Once and classroom reading instruction might struggle to connect the two. After implementation, she said that had not happened. An idea that didn't click in one setting sometimes made sense in the other.
“Using multiple modes of instruction for students who struggle the most has actually been more beneficial than confusing.”
Bring one-to-one reading instruction to your district
Talk with Once about your district's early literacy goals
Tell us what your district is working toward and where students need support. Our team will follow up with you.