Researchers have long examined how the brain learns to read and what this means for reading instruction. However, most administrators and elementary reading teachers are unaware of this research and its implications for the classroom. To improve students’ reading outcomes, teachers should understand the science of how the brain learns to read and the instructional practices that support that learning. In addition to providing teachers with this research, it’s important that district and school leadership help them translate this knowledge into classroom practice in an easy-to-implement way. This toolkit offers templates and resources to support districts as they implement science-based reading reform.