Board approves several special-education and English-learner curriculum adoptions
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Summary
Trustees approved multiple curriculum adoptions for intensive academic, resource and newcomer programs, including MobyMax, Number Worlds, SPIRE, LanguageTree Online, Unique Learning Systems and Hands-On English to support special education and newcomer English learners.
Benicia — The Benicia Unified School District board approved a slate of curriculum adoptions June 12 intended to support students in special education, intensive-academic programs and newcomer English-learner courses.
Stephanie Rice, director of education services, presented six proposed adoptions and explained the intended uses and target students. The board approved each adoption by voice vote.
Rice said MobyMax (MobyMax Education) will be used in elementary and middle-school intensive academic programs to provide digital, assessment-driven instruction emphasizing grade-level science and social studies content and supplemental support in ELA and math. She said elementary and middle-school special-education teachers recommended the adoption.
Number Worlds (McGraw Hill) was presented as an intervention program for elementary and middle-school intensive academic programs; Rice said the program uses diagnostic assessment to target specific standards (for example, place value) and combines manipulatives with digital supports.
SPIRE (EPS Learning) was described as a structured, Orton-Gillingham–aligned reading program for elementary and middle-school resource and intensive-academic programs and as a research-based tier‑3 reading intervention appropriate for students with dyslexia.
LanguageTree Online was presented for middle- and high-school newcomer English learners and for dually identified students; Rice said it includes audio, video and assessment formats that align with the ELPAC and allow students to practice listening and speaking with recorded playback.
Unique Learning Systems (ULS) by Everway was recommended for elementary RISE programs and high-school functional academic classes; Rice said ULS delivers core-content lessons (ELA, math, science, history) at individualized levels and includes social-emotional learning supports.
Finally, Hands-On English (Ballard & Tighe) was presented as a hands-on ELD curriculum for elementary dually identified students in RISE programs; Rice said some kits are available from existing materials and there was no new cost for the initial rollout.
Trustees moved to adopt each curriculum as presented. Board members and Rice thanked special-education and intensive-academic teachers for their input and for bringing forward programs aligned to the needs of students with individualized education programs.
