During the Peoria Unified Governing Board meeting on June 25, 2025, significant discussions centered around the K-3 reading program and its funding implications for literacy support in schools. The board members expressed a strong desire to enhance reading intervention services, particularly for non-Title I schools, emphasizing the need for dedicated reading interventionists to assist struggling students.

The K-3 reading program, funded through the Arizona Department of Education, allocates specific budget line items for reading positions. Board members raised questions about how these funds would be utilized, particularly in relation to the proposed budget and the effectiveness of current literacy strategies. One board member highlighted concerns about the existing model, which relies heavily on classroom teachers to manage reading interventions alongside their regular teaching responsibilities. They argued that this approach could overwhelm teachers and hinder the effectiveness of reading support for students.

The discussion also touched on the importance of tiered intervention strategies, which categorize students based on their reading needs. Board members sought clarity on how the funding could be used to ensure that all students, regardless of their school's Title I status, receive adequate reading support. They advocated for a model that allows for both in-class and pull-out services, ensuring that students who require intensive intervention can receive it in a conducive learning environment.

As the board prepares to finalize the budget by July 9, they acknowledged the need for further discussions on how to best allocate resources for reading specialists and interventionists. The board emphasized that while the proposed budget is a procedural step, there will be opportunities for revisions based on ongoing assessments of student needs and program effectiveness.

In conclusion, the meeting underscored the board's commitment to improving literacy outcomes for all students in the district. The discussions highlighted the critical role of targeted reading interventions and the necessity of adequate funding to support these initiatives, ensuring that every child has access to the resources they need to succeed in reading.