District advances adoption process for K–3 reading and K–4 math interventions, intensive reading and personal finance materials

Flagler County instructional staff presented recommendations and the adoption timeline for instructional materials and interventions covering K–3 reading tiers, K–4 math intervention, 6–12 intensive reading, and 9–12 personal finance.

Why it matters: The materials are intended to implement the state’s science‑of‑reading requirements and provide systematic intervention for students with unfinished learning. The choices guide teacher practice and shape professional learning for the coming school year.

Staff recommendations: For K–3 reading interventions, staff recommended Foundations (tier 2) and UFLI for tier 3 work; for K–4 math intervention staff proposed a McGraw Hill intervention product that includes number sets and common progress monitoring; for 6–12 intensive reading staff suggested HMH Read 180; and for 9–12 personal finance staff recommended a Ramsey‑aligned offering with Cengage as the alternate. Instructional leaders said the materials align with state guidance and with required intervention timelines.

Parent and board engagement: Board members asked whether the adoption materials were advertised to parents and how many parent rubrics and public comments were received. Staff said materials were posted online and that parent feedback was limited in most categories (for example, roughly 10 parent rubrics for K–3 ELA materials and no parent rubrics for the personal finance item). The board requested staff re‑share access links to the materials for board review and to distribute additional outreach; staff agreed to push the links and noted the next public comment/advertisement window will open ahead of the formal adoption date.

Implementation and fidelity concerns: Board members pressed about fidelity of scripted tier‑2 interventions and what the district will do if teachers choose not to follow the scripted sequence. Instructional leaders said the programs are evidence‑based, require fidelity for effectiveness and that the district will provide required professional learning, principal and coach walk‑through tools and progress monitoring to detect fidelity gaps; site administrators will follow up where implementation is weak.

Next steps: Staff will proceed with the public advertisement period, provide the board with parent feedback and survey responses, and schedule professional learning. The adoption will return for board action after the public comment window.

Ending: Instructional staff emphasized that recommended interventions are designed to scaffold decoding and number sense and to provide common progress monitoring so the district can compare and respond to student progress more consistently.