Sigler Elementary School 2026

Sandra Nachman

Sigler Elementary School - Dyslexia Teacher, K-5
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Teaching Philosophy

When I was growing up, I significantly struggled with reading. In first grade, I knew I wasn’t learning to read like the other kids in my class. In fourth grade, I noticed that I was always the last to finish. At this point in time, I didn’t like school and when my Mom left my room, I’d put the thermometer on the light bulb, pretending to have a fever, to avoid going to school.

In third grade, I soared in one-minute math facts. In fourth grade, I checked out the chapter book, From the Mixed-Up Files of Mrs. Basil E. Frankweiler multiple times and never got through chapter one before having to return it to the library. Fifth grade was different, I was placed in a combination 5th-6th grade classroom with only five other fifth graders. I received the message that I was placed there because I was smart. Even though I couldn’t read, I began to believe I was smart. Learning in fifth grade was multisensory and experiential. We worked in small groups collecting samples of water from the nature area at our school. We used a microscope to analyze and discuss our observations. This is when I started getting straight A’s. Although I was successful in middle and high school, I spent countless more hours reading than my peers and never understood why.

It was a warm spring day. My husband and I were driving home from Lake Geneva, Wisconsin with a planned detour to Bement, Illinois. My uncle and aunt were awaiting our visit. Shortly after we arrived, my 71 year old Uncle dropped an enlightenment bomb. He said, “Sandy, you need to know that I tested positive for dyslexia, and it’s hereditary.” I responded, “I think I have dyslexia.”

Spring break ended and my scheduled meeting, “Where do you see yourself in five years?”, with Ryan Steele, was looming on the horizon. I prepared to tell him that I see myself as a dyslexia teacher. Mr. Steele advocated tirelessly for me, frequently calling Roxanne Burchfiel to check on the status of me obtaining a new PISD job. Finally, the green light arrived, in an email that read, half day at Christie Elementary and Thomas Elementary Schools. I was instructed to block off the two weeks of summer break, before teachers were to report back to school, for dyslexia training. In addition, homework would be emailed in early July.

Homework arrived in early July and I got to work. I completed all of the homework before training commenced. At 50 years old, I was about to embark on an adventure that would change my life. Take Flight training was exhausting - my brain literally hurt. In the midst of extensive targeted, sequential instruction, I had an “a-ha” moment. I was starting to notice letter patterns everywhere on street signs, trigraph dge after a short vowel sound, in Blue Ridge Trail. Multi-sensory instruction was changing my brain. That was happening to me!

If the coursework was changing my adult brain, I could just imagine the effect it would have on young, flexible minds. All of those kids like me would have effective tools to help them gain strong literacy skills and increase their self-worth and confidence.

So why and how do I run my classroom?

My philosophy is that every child can learn, but how they learn is often different. Every road map to an academic and literacy success story requires a detailed plan. When I was in elementary school, there was one program for all students. When I get a new dyslexia student, I find their baseline. First, I administer the Core 5 Lexia placement test to determine their skill level. They may need phonological and phonemic awareness skills before we can advance to phonics. If you don’t have a sound foundation, the letters won’t pair with the sound. This is a crucial first step. Every student’s journey starts at a different place and the route we travel is based on their needs.

In my classroom, there is a detailed but flexible plan everyday and I utilize many different tools. The virtual Take Flight program projects onto our smart board, which guides us through our daily lessons with efficiency. Some students need Reading Horizon lessons. I scaffold coding sentences using my IPAD or allow students to freely call out words that they need help in decoding. To enhance vocabulary, fluency, spelling and engagement, my students beg for the Quizlet’s matching game, which provides the words they just learned to decode with a picture. Success brings a positive learning environment. Each child’s success is shared with the classroom teacher and their parents, keeping communication about progress and challenges free-flowing. Increased competency and praise for hard work enhance the child’s self-esteem. It is vital for students to recognize they are progressing right down the road.

I also felt satisfaction in my own professional learning when I learned about the effectiveness of the Heggerty Phonemic Awareness Program. I realized it would be good for all students. I brought it to the attention of both campus principals and the following year all students at Sigler and Stinson were receiving this multisensory instruction in both bilingual and monolingual grades one and two. I was happy to professionally collaborate with my colleagues.

The road to literacy is long and complicated and for dyslexic students, they face avalanches of written material, blowouts due to classwork overload, and even sometimes mocking bystanders as they struggle along on their route. I’m so grateful that I’ve had many years of being able to help these exceptional children.

One student who comes to mind was tested for dyslexia in second grade, he was unable to read three-letter short vowel words with automaticity. His baseline fluency, on a first-grade passage, was 12 words per minute. He and I navigated his deficiencies, conquering them, one at a time. He journeyed through word attack skills, phonics, decoding and encoding new words and dozens of fluency passages over a two-year period. Along the way, because he could now read and comprehend chapter books, he realized the joy of discovering a great story. From there, his learning began to accelerate down the highway. His mother reached out recently to let me know that he got placed in honors English at Plano High School. My heart rejoiced in his success!

I am driven by the memory of the little girl who couldn’t. Through hard work, that little girl became a determined educator who would do all she could to pave a smoother literacy road for every child.

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Principal's Recommendation

To the Teacher of the Year Selection Committee:

It is my pleasure to write this letter in enthusiastic support of Sandra Nachman for Teacher of the Year. Ms. Nachman truly works magic with her students, particularly in the area of reading. She has an extraordinary ability to take nonreaders and open their world to literacy, confidence, and academic growth.

Ms. Nachman's students consistently demonstrate measurable improvement in both their reading abilities and their belief in themselves as learners. Just recently, I witnessed a powerful example of her impact: a student who had previously been a nonreader confidently raised his hand to read aloud to the class. He independently read sight words and additional small words—an achievement that speaks directly to Ms. Nachman's dedication, instructional skill, and unwavering commitment to her students' success.

This growth does not happen by chance. Ms. Nachman teaches with fidelity, rigor, and high expectations. She expects her students to work hard, and she is equally exceptional at celebrating their successes, no matter how small they may seem at first. Her classroom is a place where effort is valued, progress is recognized, and students feel safe taking academic risks.

In addition, Ms. Nachman skillfully applies research-based classroom strategies to make learning meaningful and connected. She builds strong rapport with her students and plays a critical role in developing their self-confidence—not only in reading, but across all areas of learning. With Ms. Nachman, students will grow and continue moving toward the top.

The amazing and consistent growth she achieves with her students makes Sandra Nachman an outstanding candidate for Teacher of the Year. She is a dedicated, reflective, and inspiring educator whose impact is felt far beyond her classroom.

Sincerely,

Tara Lane
Principal
Sigler Elementary School