Proactive Intervention over Retention: How Watson Chapel Is Transforming Early Literacy
Watson Chapel School District in Pine Bluff, Arkansas, chose early literacy intervention over third-grade remediation. In its first year with Waterford Early Learning, kindergartners meeting grade-level expectations rose from 48% to 80%.
At a glance
- 48% → 80% of kindergartners on grade level (first year, beginning to end of year)
- 78% of incoming first graders on grade level the following fall
- ~400 K–3 students; 69% free or reduced lunch
The Challenge: Closing Gaps Before Third Grade
When Dr. Keith McGee became superintendent ahead of the 2024–25 school year, his goal was to build strong reading foundations from the first day of kindergarten. Arkansas’s third-grade reading requirements raised the stakes. Watson Chapel treated them as a reason to invest early, not as a hurdle.
The Solution: Early Literacy Intervention Alongside Tier 1
Watson Chapel embedded Waterford Early Learning alongside core Tier 1 instruction. The program accelerates students who are on track and supports targeted reteaching during small-group rotations.
“I didn’t want just another platform. I wanted one with proven impact. I’ve known about Waterford for a long time and knew if we implemented it with integrity, it would work for our community.” — Dr. Keith McGee, Superintendent
With daily progress data, teachers could catch learning needs early. Over time the district built that data into an early identification system. Waterford’s professional learning consultants coached teachers on-site and virtually, and clear communication with families turned early concerns into school-to-home trust.
The Results
Kindergarten grade-level performance climbed from 48% to 80% in one year, and 78% of first graders started the next year on grade level. By catching skill gaps in K–1, the district reduced the number of students at risk of retention under Arkansas law.
The results line up with Waterford’s 38-study meta-analysis and with research showing lasting literacy gains from early use.
Advice for Education Leaders
Dr. McGee’s recommendations:
- Keep students the central focus of every instructional and technology decision.
- Explain the “why” to board members, staff, and families.
- Put PD days in the district calendar.
- Set clear expectations for daily use at every site.
- Trust, but verify with walkthroughs and data monitoring.
- Expect positive outcomes and celebrate growth at every stage.
Discover What’s Possible in Your District
Request a demo to talk with our team about early literacy intervention for your K–3 students.