Michigan’s third and fourth-grade reading scores continue to be lower than before the pandemic. The 2024 Michigan Student Test of Educational Progress (M-STEP) tests show that just 39.6% of third graders were proficient or higher in English language arts (ELA). For Stockbridge Community Schools, the percentage was even lower, with just 35.2% of third graders meeting or exceeding the proficiency benchmark in ELA.
Noticing that students were falling behind and struggling to read more and more each year, Michigan leaders, including Steve Keskes, Ed.D,. the Executive Director of Grants and Academic Innovation, at Stockbridge Community Schools, knew it was time to take steps to change how literacy is taught in their schools.
Ten years ago, Steve discovered the Orton-Gillingham approach and has seen its effectiveness ever since. Over his career, he’s worked with many teachers across various Michigan districts who raved about the training and saw improvements in their students. When Steve finally joined the Stockbridge Community Schools, he found that some teachers were trained in Orton-Gillingham and some were not, leading to problems and confusion among teachers and students alike. As many teachers like to work together to create curriculum, inconsistency in literacy strategies made it challenging for them to collaborate. On the other hand, students were struggling to progress in school and retain foundational reading concepts when every teacher used a different method.
Recognizing that the district needed a uniform solution to close reading gaps, Steve knew it was time to introduce a new approach to his staff. When the 35J Grant came out, Steve pitched IMSE’s Comprehensive Orton-Gillingham+ training to all the teachers. Steve wanted a program that not only provided high-quality training rooted in the science of reading but also equipped teachers with the tools needed for effective implementation.
Since implementing IMSE’s Orton-Gillingham+ strategies into Stockbridge in 2024, the district has already seen substantial improvements in student reading outcomes. This is reflected by the school’s 2025 test results, where there was a 9.5% proficiency increase among kindergarten through fifth graders this spring compared to last year. Steve remarks that the newest challenge he’s facing is figuring out how to purchase all the new books that students are excited to read.
“Our teachers using IMSE wonder why they weren’t taught the approach before,” said Steve. “They say that it’s different than anything they’ve learned before and that it’s amazing.”
The progress at Stockbridge has not gone unnoticed. A recent article by Bridge Michigan highlighted the positive impact of IMSE’s Orton-Gillingham+ instruction on students. As Stockbridge continues to see students progressing, learning to read, and loving reading, the school is expected to inspire other schools and districts to make the same changes, especially as they prepare themselves to comply with the reading reforms that will go into effect in the 2027-2028 school year.
Stockbridge’s success story demonstrates how strategies based on the science of reading not only effectively teach students foundational literacy skills but also make them excited to read.
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