Described by many as a no-nonsense leader, Dr. Percy Mack became superintendent of Dayton Public Schools in July 2002. After spending nineteen years as a teacher, principal, and area executive director in Georgia's DeKalb County School System, Dr. Mack came to Dayton, Ohio, in late 2001 to serve as deputy superintendent. In that role, he led reform and accountability initiatives throughout the district, and eight months later, he was promoted to superintendent.

In his first three years as superintendent, Dr. Mack has implemented an aggressive plan to improve literacy, yielding significant improvements in reading achievement. The district's performance on the state's third grade reading test has increased 31 percent faster than the state average. Grade four performances on the same test have increased 12 percent in the first two years under Mack's plan, and grade six writing scores lead the pack for all the state's urban districts. Meanwhile, attendance is at a ten-year high, at more than 90 percent.

Beyond the Book recently had the opportunity to sit down with Dr. Mack and discuss his approach to improving achievement, as well as his leadership philosophy. In the first part of the interview, Beyond the Book spoke with Dr. Mack about his focus on improving literacy.

BTB: One of your first areas of focus as superintendent was to improve reading comprehension. Can you tell us about your approach?

PM: My focus on reading began prior to being named superintendent, while serving as deputy superintendent and chief academic officer. During a retreat with the newly elected board of education members in January 2002, four initiatives were identified for the district's focus. A priority was placed on our initiative to improve literacy and reading instruction.

Our first task was to look at the data available, which indicated that the student mobility rate was very high, with students moving from school to school on a regular basis. As they moved, these students had teachers who used several different methods and resources for teaching reading, and therefore, did not receive consistent instruction from one school to the next. Because of this, they were at an extreme disadvantage instructionally.

To alleviate the instructional gap, we standardized the curricular framework across the district and provided curriculum pacing. No matter what school these students attend—school A, B, or C—they will be on track and receive instruction identical to what they received in their previous school.

We also began infusing reading and writing into all subject areas. For example, teachers now incorporate reading strategies into math lessons to optimize the comprehension of word problems. Really, all tests are reading tests, and comprehension is key. We must focus on comprehension in all curriculum areas to help students understand and respond to questions.

Under the guidance of the associate superintendent whose expertise is literacy for grades K–16, our newly hired literacy coaches developed a research-based instructional block with our elementary teachers. The focus of the block was to tie in the implementation of the National Reading Panel's five essential components of reading instruction through on-site staff development. The coaches were trained to lead these blocks by the associate superintendent and university professors, who used the state-developed literacy-specialist coaching model as a guide.

To support our approach, we received many grants through our curriculum department. The Reading First grant helped the district understand the importance of implementing Ohio content standards, the National Reading Panel's five essential components, and periodic assessments of reading progress. The Reading is Fundamental (RIF) grant placed a minimum of three new books in the hands of all our K–12 students for the past two years. Many of our schools received mini-literacy grants from $5,000 to $20,000, which support their literacy endeavors.

BTB: How did your focus on reading and comprehension change the district's instructional approach?

PM: Some of our students came to school reading at least two grade levels behind. This data indicated the need to provide more time for reading instruction. We knew that students would not get to grade-level proficiency with just one hour of reading instruction per day so we expanded reading instruction from sixty minutes to120–150 minutes daily at the elementary level.

In addition, the associate superintendent and literacy coaches wrote and received a Reading First grant. This grant focuses on low-performing schools and provides scientific-based reading materials aligned to state standards and the five essential reading components. It helps teachers establish best practices and improve their knowledge of literacy. The grant's assessment emphasis also exposed teachers to the value of short-cycle periodic assessments to monitor students' progress.

BTB: Two-and-a-half hours of reading instruction represents a significant portion of your school day. What trade-offs were you willing to make to spend so much time on literacy every day?

PM: If students cannot read well by the end of third grade, they will not do well in any other subjects in grade four and beyond. We decided that to reform schools, we had to begin with a focus on literacy because mastery of other subjects depends so much on literacy.

Focusing so much time on reading required some sacrifices—like the lack of instructional time for science and social studies instruction on a daily basis—but if a child can't read, you've got all the time in the world. We had to help students learn to read first, and then move the instruction forward.

With instructional time a factor, the district emphasized an integrated approach. For example, we use nonfiction materials aligned to state standards in social studies and science instruction, and incorporate reading strategies into math lessons. We've even found ways to include a literacy component in physical education, music, and art classes. These classes utilize word walls and incorporate reading strategies into their daily activities. This approach increases the student's ability to understand and retain knowledge. The more comfortable students are with reading, the better they will perform in every subject area.

We also implemented quiet reading time within the school day to help students understand the importance of reading. Teachers often read aloud, modeling what a good reader sounds like.

Essentially, we can only improve students' reading with reading, and we have to do it in all areas.

BTB: Was this a difficult adjustment for those teachers who didn't previously consider themselves "reading teachers"?

PM: Yes, which is why we felt that all elementary schools should have literacy coaches. Staff development is a key component in helping teachers understand the need for better instruction in reading. Literacy coaches, the associate superintendent, and the English/Language Arts departments designed staff development activities and classes based on teachers' needs.

To help teachers and staff integrate reading into social studies, science, and math, the coaches modeled reading strategies using subject-area content and guided reading each day. The coaches created model classrooms to demonstrate an effective reading program, presented classroom lessons for teachers, and supported those who were having difficulty with the new methods. They also conducted on-site book study groups with teachers to help build reading knowledge.

Our adoption of the Four-Blocks Literacy Model (guided reading, self-selected reading, writing, and working with words) also helped teachers focus on the various elements of reading instruction. The framework assisted them with pacing their instructional time so that, each day, students are engaged in comprehending, writing, working with words, and independent reading for enjoyment.

BTB: Reading is clearly the priority during the school day in Dayton. What are some of the programs you've established to encourage reading outside of school?

PM: We require every student in Dayton Public Schools to read at least twenty-five books per year; it's a program that has been embraced by our students, staff, and community. At city council meetings, the mayor of Dayton reads the names of students who have read seventy-five books or more, encouraging others to reach for that goal. Many students have gone beyond the twenty-five-book requirement, which shows that the program is successful, and equally important, that the program instills a desire to read. Again, students improve in reading by reading.

We also place an emphasis on making reading enjoyable. Our teachers and librarians are active in the program, making book suggestions and helping students select the books they'd like to read. After all, we all read what we like, and we are trying to encourage a love of reading. This program became a community-wide effort, with parents of older children digging into their closets and bookshelves to donate books for other students to enjoy.

Literacy has become a focus not just within our schools, but also within our community. Last year, more than 5,000 community participants learned about the importance of literacy and reading.

During my first year as superintendent, we developed a READing Jamboree in collaboration with a community partner, our vendors, and others. At this event, the community—including students, families, political leaders, and faith-based groups—received free books and student lunches. The event featured musical performances, a cyber café, school literacy displays, and creative art projects. It was a huge success and gratifying to see children reading the Jamboree books later that night at a basketball game.

Now in its fourth year, the READing Jamboree has surpassed attendance expectations every year since its inception. Thanks in large part to our community partnerships and a grant, we have been able to give away more than 10,000 books total.

To further extend the home-school connection, our schools host literacy nights every year, with entertainment and educational information for parents, including how to effectively read a story aloud and how to help their children get ready for our state tests.

In addition, principals work with literacy coaches to feature a "Principal's Book of the Month." During the month, the entire school reads the selected book and participates in activities that integrate all content areas. These activities work well because they create discussions for all ages centered on one book. For example, one of our schools read various versions of the "The Three Little Pigs" and compared the stories. At the READing Jamboree, the three little pigs—yes, real ones—were featured at a display of student projects.

In the continuation of this interview, Dr. Mack shares his thoughts on leadership and management style.