District to implement Core Knowledge Language Arts K–5 this fall; officials outline teacher training and supports
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Summary
Board committee members reported June 5 that Core Knowledge Language Arts will be implemented K–5 in the fall, supported by multi‑year LETRS training for teachers, instructional coordinators, schedule adjustments for RTI, and data tools including EduCLIMBER to monitor progress.
Committee members told the Northport‑East Northport Union Free School District Board of Education on June 5 that the district will implement Core Knowledge Language Arts for grades K–5 in the fall and has prepared teachers through multi‑year LETRS training and internal supports.
District leaders said the rollout follows three years of preparation, teacher training and pilot work. The committee described teacher engagement, scheduling adjustments to protect instructional time and plans for district coaching and data support to ensure consistent implementation across elementary schools.
Paul Child, Board committee member, said the district is "well ahead of where we should be for implementing this science of reading curriculum in the fall." The committee cited more than 80 teachers who have participated in LETRS (Language Essentials for Teachers of Reading and Spelling) training and a two‑year training model in which many teachers have completed both years.
Instructional supports and scheduling Presenters said the district has worked with instructional coordinators and principals to align daily schedules, build in an RTI (response to intervention) period and minimize pullouts so students receive support within their classroom when possible. The committee noted a concurrent report‑card update intended to align assessments and grading with the new curriculum.
Administrative roles and data tools During the meeting, district administrator Dr. Moyer described how post‑reorganization responsibilities will be distributed: curriculum‑related functions will fall to the director of humanities while data, MTSS and interventions will be coordinated through the director of instructional services and the assistant superintendent. The district plans to continue strengthening data capacity through the EduCLIMBER system and said it will present a clarified instructional‑coaching model to the board later in the fall.
What board members asked Board members asked about the locus of responsibility following administrative changes and about coaching and impact‑cycle support for teachers; presenters said they will return with more detail on instructional coaching and implementation timelines.
Ending Officials characterized the K–5 rollout as the product of multi‑year work and institutional support and said they will report back to the board with details about a coaching model and ongoing progress monitoring.
