This evaluation aimed to examine MCPS' implementation of Structured Literacy in Grades K-2 during the 2022-2023 school year and its effect on students' foundational skills in reading. A non-experimental design was used to assess the implementation of the essential elements of Structured Literacy. A classroom observation tool developed in collaboration with program staff, was used to gather data. Data were collected from a sample of 35 schools between February 24 and March 31, 2023. For outcome analysis, descriptive statistics were calculated for Grades K-2 students using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) benchmark levels and progress levels. Paired t-test were used to examine differences between beginning and end of the year outcomes. Overall, results indicate that most of the thirty-five observed classrooms were implementing the key elements of Structured Literacy by the spring of 2023. Across Grades K-2, a positive, significant improvement on the end-of-year DIBELS reading assessment was found. Evidence from this evaluation reveals Structured Literacy was generally implemented with fidelity and was effective in improving students' reading skills; therefore, warrants continued implementation. The majority of the observed classrooms were found to be implementing the key elements of Structured Literacy by the spring of 2023, with high percentages of implementation for the Word Recognition block (RGR). However, data also highlights areas of improvement, such as ensuring that lessons are completed within the allotted time, providing instruction in language structures, differentiating during small group instruction, and offering positive reinforcement when giving corrective feedback. The average DIBELS scores at the end of the year were significantly higher than at the beginning across all grade levels, indicating meaningful improvements in reading scores for all groups. It is noteworthy that Kindergarten students identified as Hispanic/Latino as well as students receiving ELD services, each had the largest effect sizes among racial/ethnic groups and service receipt groups, respectively. However, a sizeable proportion of students remained Well Below the end of year Benchmark and some Grade 2 subgroups still fell short of their grade level Benchmark at the end of the year despite substantial gains. Recommendations based on the data collected include: continue to provide professional learning and support to improve the implementation of specific elements of the Word Recognition block, Language Comprehension block, small group instruction, and student engagement. Also, identify explicit steps schools should take to support students who perform at the "Well Below" benchmark at the beginning of the year.