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District outlines year-long push to certify teachers in the science of reading
Summary
Administrators described a multi-day professional-development program to certify K–12 teachers in evidence-based literacy practices, walk-through evidence of early adoption and teacher feedback on next steps.
Curriculum staff updated the board on the district’s science-of-reading initiative, which administrators said was a substantial, year-long professional-development effort aimed at equipping teachers with evidence-based literacy strategies.
Presenters said K–6 educators participated in multiple PD sessions (district timeline described as beginning in summer and continuing into the school year) and secondary staff included literacy goals in professional growth plans. The curriculum lead described walk-through evidence of teachers using explicit vocabulary routines and digital instructional tools, and a district dataset of more than 250 teacher-submitted evidence points showing areas of growth in foundational literacy concepts, instructional strategies and developmental insights.
Administrators reported that teachers identified priorities going forward: increased vocabulary instruction, explicit writing-and-reading routines, and targeted support for struggling readers. The district said it built literacy strategies into teacher evaluation goals and that many teachers found the training affirming and useful. No new budgetary request or policy was presented in the meeting; the board received the update.
