In a recent government meeting, significant discussions emerged regarding the adoption of a new math curriculum, with committee members expressing concerns about the timing and effectiveness of the proposed materials. The meeting began with a presentation on the benefits of securing an eight-year term for the textbooks, which would ensure no price increases during that period. This aligns with the district's policy that mandates textbooks remain unchanged for eight years post-adoption.

However, the conversation quickly shifted as educators voiced strong opposition to the adoption of the I Ready math curriculum, citing its lack of proven effectiveness. Angela Harris, a second-grade teacher, urged the board to reconsider the adoption, highlighting that many students are currently performing below grade level and questioning the decision-making process behind the curriculum selection. She emphasized the need for adequate preparation for upcoming legislation, specifically Act 20, which requires personalized reading plans for underperforming students.

Angela Lucas Foley, an interim superintendent, echoed these sentiments, criticizing the $31.5 million cost of the curriculum and pointing out that only 17% of students in the district are reading at grade level. She called for a reevaluation of the district's priorities, suggesting that funds could be better allocated towards professional development and collaborative teacher time rather than a new curriculum that may not address the root issues.

Director Leonard also expressed skepticism about the timing of the adoption, noting that many teachers feel it is unnecessary at this juncture. He proposed postponing the decision, arguing that the district is facing a deficit and that the funds could be better utilized.

The meeting concluded with a call for further discussion on the textbook adoption process, with committee members seeking clarity on how the selection committees were formed and the criteria used for evaluating the materials. The outcome of this meeting could have significant implications for the district's educational strategies and resource allocation moving forward.