The Board of Education held a public work session on April 23, 2025, focusing on enhancing social studies education and writing instruction across the district. The meeting emphasized the importance of integrating effective teaching practices to improve student learning outcomes.

The session began with discussions led by members of the social studies committee, who highlighted the need for better alignment of social studies practices across various grades. They noted that while students are encouraged to engage in reading, writing, and speaking like social scientists, there remains significant room for improvement in how these practices are implemented.

A key point raised was the critical role of vocabulary in reading comprehension. The committee stressed the necessity of incorporating tier 2 and tier 3 vocabulary—general academic language and subject-specific terms—into the curriculum. This approach aims to ensure that students receive consistent instruction across different subjects and grade levels, thereby reducing cognitive overload caused by varying teaching methods and terminologies.

To address these challenges, the committee proposed the development of a tier 2 vocabulary glossary and a shared library of discussion routines. These resources would promote a common language among educators, facilitating clearer communication and instruction for students.

The conversation then shifted to writing instruction, with a focus on the need for structured and consistent approaches from early grades through high school. The committee acknowledged feedback from alumni who expressed that their writing skills were a significant strength in their college experiences. However, they believe that further enhancements can be made to writing instruction.

Dr. Moriarty introduced the Hockman method, also known as the writing revolution, as a potential solution. This method emphasizes explicit, structured writing instruction that progresses from sentence-level exercises to multi-paragraph essays. It is designed to be integrated across all content areas, reinforcing the idea that all teachers, not just those in English Language Arts, play a role in teaching literacy.

The meeting concluded with a commitment to implement these strategies, aiming to streamline instruction and improve student outcomes in both social studies and writing. The Board plans to follow up on these initiatives in future sessions, ensuring that educators are equipped with the necessary tools and resources to support student learning effectively.