Built for Every Classroom, Not Just ELA

One of STARI's greatest strengths at Owen-Withee has been its accessibility for non-ELA teachers. Holly Hatlestad, who teaches Family and Consumer Science to 11th graders, was candid about her experience: "I don't feel like I'm doing it wrong, even though I'm not a reading teacher." 

That confidence comes from the program's structure. STARI gives teachers a clear, consistent framework, one that doesn't require a literacy background to implement with fidelity. For Katie, the biggest surprise of the year has been the school-wide teacher buy-in. "We have math and science teachers using STARI who aren't trained in literacy other than the STARI training. I am so impressed with their effort and the job they are doing."

The skills STARI builds — structured discussion, evidence-based reasoning, and comprehension strategies — are transferable far beyond a reading intervention block. When students learn to go back to a text to find evidence for a debate, or practice making their thinking visible through academically productive talk, they are building habits of mind that serve them in every subject.

From Silent Classrooms to Engaged Thinkers

Before STARI, Katie described a troubling pattern among older students: "They had become very complacent. They were used to sitting back and letting the 'smart kids' do all the thinking and talking." STARI's built-in discussion routines changed that. Now, every student is expected to contribute, productively and relevantly.

The shift has been one of the most meaningful wins of the year. As Katie put it: "The shift from a silent classroom to one where everyone is thinking and talking is a huge victory for us."

Holly echoes this in her own classroom: "STARI is very unified and makes everyone feel involved."

Student Wins Worth Celebrating

The data tells part of the story — fluency scores on FastBridge have risen across the board, and Holly has seen significant growth on both district assessments and in her own classroom measures. But some of the most powerful wins aren't captured in a score.

Holly shared the story of one student who refused to give oral presentations in the first semester. By the second semester, she had already given two. "Her confidence in speaking in front of her peers has improved night and day," Holly said. "The program creates a safe space to share thoughts and opinions."

Student engagement with the novels has been another turning point. Katie recalled visiting a classroom where students were reading 15 and Change — and finding them genuinely invested in the characters. "They were actually angry at the boyfriend in the book for stealing money," she said. "Seeing that spark in students who didn't have it in October is amazing."

It wasn't always that way. Early on, students pushed back. Many asked how they could get out of the intervention group. But since returning from winter break, something shifted. The books, the discussions, the debates, it all started to click.

Advice for Districts Considering STARI

For districts where test scores are low or students are disengaged, Katie's message is clear: "This is a great way to get everyone doing something. You don't have to be an English teacher to implement it."

Holly's advice to fellow non-ELA teachers: keep an open mind and be patient. "A STARI lesson might feel different than your regular subject lessons, and that's okay. You have to motivate the kids differently."

At Owen-Withee, STARI has done more than improve reading scores. It has created a shared language and a shared mission across an entire school. As Katie put it: "It makes the district feel united. We are all on the same page, trying to build our students up academically.

Holly Hatlestad teaches Family & Consumer Science at Owen-Withee High School.

Katie Hatlestad is a Reading Specialist for the Owen-Withee School District.