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Public commenters press district for evidence‑based reading instruction; district schedules program presentations
Summary
During public comment citizens urged Concord Public Schools to adopt structured‑literacy curricula and stop use of programs they described as ‘leveled literacy intervention’ and Fountas & Pinnell; the superintendent said the district will present science‑of‑reading program options in the spring.
Speakers in the public comment period on March 25 urged the Concord Public Schools and the Concord‑Carlisle Regional District to change elementary reading instruction to align with structured‑literacy approaches.
Colleen Walston (Hawthorne Village) told the committee the district remains committed to “balanced literacy” and criticized past district purchases and professional development—naming Fountas & Pinnell and Leveled Literacy Intervention (LLI)—as ineffective and not aligned with evidence‑based structured literacy. Walston said the district’s past five‑year strategic plan had named subgroup MCAS performance as a goal but that more recent documents do not. She urged transparent processes, independent expert review and robust professional development if district leaders shift curriculum.
Betsy Olsen Makowski (online) urged the committee to create an Americans with Disabilities Act‑style, fully ADA‑accessible path from the Bruce Freeman Rail Trail to the new middle school so that all residents can safely access the campus. She tied that request to longer‑term equity and accessibility goals.
In response, Superintendent Dr. Katherine Hunter told the meeting that the district will present reading work in coming meetings: she said administrators are reviewing three science‑of‑reading programs and that one will be chosen by the end of the school year to complement phonics and foundational skills work. Shelley (last name not provided in the meeting) will bring the presentation in spring, Hunter said.
What was said and next steps
- Public commenters requested the district end use of programs they described as encouraging “guessing at words” and to adopt structured‑literacy curricula and external expertise. - The superintendent confirmed district staff are evaluating three science‑of‑reading programs and will present options to the committee in the spring; the committee has not yet selected a final program.
The meeting did not include any binding action on curriculum; public comment is recorded in the minutes and the district plans to present recommended program options in future agendaed sessions.
