On Monday, October 14, Greywolf Elementary hosted a Professional Learning Lab designed to strengthen teachers’ familiarity with and implementation of the University of Florida Literacy Institute (UFLI) and Heggerty phonics programs, two evidence-based approaches that help students build strong foundational reading skills.
UFLI is part of an ongoing effort by the University of Florida to improve literacy outcomes for children who struggle to read. The program focuses on both reader development and teacher development, equipping educators with research-backed strategies that explicitly teach the building blocks of reading, phonemic awareness, phonics, fluency, vocabulary, and comprehension.
During the Learning Lab, teachers observed UFLI and Heggerty demonstration lessons with students, learned how to locate and incorporate supplemental materials, and had time to ask clarifying questions. They then had the opportunity to teach a lesson themselves, supported by mentors and peers who offered real-time feedback and collaboration.
All K–2 classroom and special education teachers from Greywolf Elementary participated, along with several support staff and colleagues from Helen Haller Elementary and Sequim Middle School.
“It was incredible to see teachers who had previously felt unsure about teaching UFLI or Heggerty seamlessly leading a lesson with students,” one staff member shared. “Many said they wished we had done this sooner.”
The day created an atmosphere of collaboration and confidence. Teachers appreciated the chance to learn together in an at-ease environment where everyone’s goal was to grow.
Learning Labs like this one help ensure that there is shared understanding across grade levels, providing every student access to high-quality, consistent reading instruction. Collaborative learning labs also give teachers space to refine their practice, gain clarity on procedures, and strengthen their ability to support developing readers.
Greywolf staff plan to follow up to see how implementation is going, address questions that have arisen, and offer further guided practice. This ongoing cycle of observation, reflection, and support highlights Sequim School District’s commitment to both teacher learning and student literacy success.