“Tick-the-box” implementation is seductive. It yields fast results, wins positive press cycles, and looks like “action.” But detailed implementation is not about speed; it is about stamina..” - Linda Diamond​

Your work matters.

We are doing everything right… on paper. States like North Carolina (my home state) have created what Linda Diamond describes as a blueprint for literacy improvement. The work is grounded in the science of reading, supported by legislation, backed by large-scale training efforts, and on-the-ground state specialists to guide the work.

North Carolina is in the Initial Implementation phase with 2027 as the goal for full implementation. As someone working with some NC schools on the ground, that goal feels out of reach. Many of the “right” things are in place:

• A high-quality curriculum
• District support structures
• Many district resources to support curriculum implementation
• School-level instructional coaches
• Leadership committed to improvement

And yet in planning recently, we answered a very foundational question: What is the purpose of a sound box? Phoneme-grapheme mapping which uses sound boxes or Elkonin boxes is introduced in LETRS© Volume 1 Unit 2, which is early in teachers’ training. Why are questions like this coming up when we are so close to full implementation?

Teachers are trying everything they’re asked to do, but they lack the understanding behind the practices they implement.

The Gap We Aren’t Addressing

In theory, the system is working:

• 44,000 teachers were trained
• Curriculum was adopted
• Expectations were set
• Coaches and specialists were hired

But in practice, something is missing.

Many of the teachers in this building are new. Some are entering through alternative pathways. Others are working on certification while teaching full time. They are working on passing their EdTPA in the evenings while teaching during the day. They were not part of earlier training initiatives, and even when training is available now, it comes after they are already responsible for implementation.

So what happens?

They follow the script.

They tell students to write the sounds they hear.
They move through the lesson.

But when a student makes an error… when the pattern doesn’t transfer… when the moment requires responsiveness… There’s no place to draw from.

And that’s where implementation breaks down. It’s not due to a lack of planning support; all the support is on implementing the instructional plan, leaving little time for anything else.

When a State’s “Blueprint” Isn’t Enough

The insight from Diamond’s work with the Evidence Advocacy Center is important: policy, curriculum, and training matter, but without ongoing accountability and expertise at every level, they don’t produce results. What I’m seeing on the ground reinforces that idea:

• Completed training with little implementation support
• Leaders with “just-enough” knowledge
• Strong materials with minimal knowledge for using them flexibly
• Systems that don’t maximize instruction

The effort is there, but having the right components isn’t enough. It’s getting those pieces to work together that presents the challenge.

A Real Example

During my initial visit to a school I was in the “assessment” phase, getting clear on what was i place and deepening my understanding of the context. I discovered that this school uses an extra block of time when students are shared across the grade level for targeted skills instruction. I was thrilled to see elements of a Walk to Read model being implemented!

The structure was there. The time was protected. The intention was strong.

Then I examined what was happening during that instructional block. Teachers were working with students in small groups while other students rotated to different stations with independent work. Teachers were teaching the same small group lesson multiple times; students working independently were making mistakes without someone to correct them.

After confirming that students were switching based on needs we made one shift:

We stopped teaching repeated lessons. We simplified instruction with an evidence-aligned instructional outline (based on the LETRS© phonics lesson plan) that provided a daily routine. And we used the time for targeted whole-group instruction based on actual student needs.

We focused on better use of what already existed. And when the district staff visited next, it was all compliments.

The Question We Should Be Asking

In addition to the “right things in place” we need to ask:“Are we supporting people in using those things well?”

Because the truth is:

• You can have the blueprint.
• You can have the training.
• You can have the materials.

And yet… nothing changes for students.

Over the next few newsletters, I’ll be unpacking this further because the work requires building the system AND making the system work.

Leadership Moves

1. Audit for Implementation, Not Just Presence - Look closely at how curriculum, training, and instructional time are actually playing out in classrooms.
2. Prioritize Ongoing, Job-Embedded Support - Ensure leaders and teachers have access to coaching that builds their ability to apply knowledge in real time with someone who has deep knowledge.
3. Strengthen Coherence Across Systems - Align professional learning, curriculum use, and instructional priorities so teachers aren’t navigating competing messages (e.g., standards work vs. evidence-based reading instruction).

What Does This Mean for Me?

Many systems are experiencing a growing tension: even with strong science of reading legislation, high-quality curriculum, and large-scale training efforts implementation is still falling short in classrooms. The gap between having the right components in place and ensuring educators have the knowledge, time, and ongoing support to use them effectively persists. Without that bridge, even well-designed systems can stall before they impact student learning. Consider: Where might your system look “complete”… but still feel stuck?

Recommended Resources

It’s the time of year that leaders are thinking about budgets and strategy for next year. I know literacy leadership can feel lonely - I’d love to support you with a plan for next year’s strategy. I am offering complimentary 30-minute strategy sessions; let's create a gameplan for next year! Book a call below.

Related Newsletters:

Testing season is looming so I can't help but remind you that simply having students practice passages with multiple choice questions won't improve their state test scores. I'm listing related newsletters below with actionable strategies.

• ​Passages Aren't Instruction
• ​The Data We Use
• ​Are Standards Enough?
• ​Walk the Talk​

Where have we been?

Linda Rhyne Consulting is celebrating 5 years! Thanks for being part of my journey as a small-business owner. I appreciate you!

This month was a full-circle moment! Former client Christina Roth shared some fantastic news; the CMS increased the number of National Board Certified Teachers by over 60%! They went from purchasing a half-page spread in the newspaper to a FULL-PAGE SPREAD!!! I had the pleasure of providing strategic support to the National Board Support Program. This full-scale analysis outlined all of the supports provided to the district's teachers towards certification, streamlined resources and identified how to leverage what was already working. What a joy it was to celebrate Christina's amazing leadership and contribution to professional excellence!

Grab my ebook! The Coaching System Assessment Guide: Identifying Strengths and Opportunities builds on the Coaching System Assessment, taking you beyong the assessment as you dig deeper into four key pillars: People, Process, Product, and Culture. If you’re ready to strengthen your coaching system in a way that truly supports educators and improves outcomes for students, this resource is for you. As a thank you for subscribing to my newsletter, please enjoy 20% off using the code: NEWSLETTER Buy the book

Where can we connect? Bold font shows events at which I'm presenting. IMA Biennial Conference 2026 | Learn more here​ 2026 PaTTAN Literacy Symposium | Learn more here​ The Reading League 10th Annual Conference | Learn more here​ Check out my calendar Would you like me to join an upcoming event as a speaker? Please reply to this email to inquire about how I can support you and your event.

​​Let's Work Together!

At Linda Rhyne Consulting, we help schools and districts strengthen their instructional coaching and literacy systems so every educator thrives so they can impact student outcomes. From assessing your current approach, to designing strategic plans, and partnering with leaders for long-term implementation, we make sure your systems align with research, state standards, and your unique context. If you’re ready for cohesive, sustainable systems that work for your people, let’s talk.

I'd love the chance to work with you/your team. Book a call today and let’s start designing the support your team deserves.

Are you an individual or small team in need of on-demand support? Now, you can schedule a 90-minute session with me based on your needs at exactly the time you need it. The types of sessions are listed below.

• Consultation: Schedule time for thought partnership to support decisions or planning for your literacy or instructional coaching initiatives.
• Strategy Session: Develop or refine your plans with specific literacy or instructional coaching initiatives in mind.
• Data Analysis: Bring your literacy or coaching data and let's discuss strategic responsive actions!

For 90 minutes, we will meet and discuss your specific needs based on the information you provide when booking the appointment. The price is $250, paid upon booking the session (special pricing and booking link provided for current/former clients upon request). Feel free to bring your team! Let's get your needs met at a time that serves you.

Sharing the Work of Others Meet Michelle Watson-Grant, Ed.D, ACC! A fellow North Carolinian, Michelle supports high-achieving nonprofit and education leaders who are navigating sustained pressure, and growing responsibility. The Leadership Lab launches on April 2. Check out the information below and use the button below to complete the interest form. Interest Form