SLPS presents districtwide recommendations for structured phonics and phenomenon-based science after yearlong pilots

Saint Louis Public Schools staff presented two separate curriculum pilot reports to the Board of Education on programs intended to boost literacy and science instruction across the district.

Chief of Schools Allison Dino told the board the district piloted new phonics materials this year at four elementary schools and is recommending the 95% Group K–5 materials as districtwide supplemental phonics. Dino said the pilot emphasized a structured literacy approach grounded in the “science of reading” and that participating schools showed “measurable growth” on STAR Early Literacy and other local indicators. Principal Kimberly Wilson and teachers Lynette Farmer and Jessica Braggs described classroom gains, increased student engagement, clearer routines, and higher teacher confidence after using the 95% Group materials.

The district’s presentation said the 95% Group materials provide turnkey lessons, consistent K–5 foundational skills, and supports intended to reduce the number of students needing Tier 2 intervention. Dino told the board the administration will bring a consent-agenda item for formal approval next month (listed in the packet as item 12.8) and that an executive summary with pilot data will be provided to board members on request.

Separately, the district’s science specialist, Dr. Julie Elking, reported on a K–12 science pilot that included multiple elementary and secondary resources. Elking said the district tested Amplify Science, MySci (WashU), Twig, OpenSciEd (with the Activate Learning digital platform) and Cognia at various grade bands, reaching roughly 3,000 students and dozens of teachers. Elking said teacher surveys and qualitative responses favored Amplify, particularly for hands-on, phenomenon-based lessons tightly aligned to NGSS (Next Generation Science Standards) and Missouri learning standards. Teachers and principals from Long Middle School described students conducting simulations, using workbooks and digital simulations, and showing improved engagement and confidence.

Elking said the recommended next step is to adopt Amplify Science for grades 3–8 (while retaining older and open resources in high school and expanding a Missouri Department of Conservation program in K–2). She said the district expects Amplify to support literacy goals by integrating reading and writing within science instruction and to increase inquiry-based classroom practice; the district will monitor effects through STAR literacy data, MAP results where applicable, classroom observations and teacher feedback.

Board members asked several implementation questions during the presentations: how pilot data were measured (Dino said STAR Early Literacy and STAR assessments were used and that an executive summary will be provided), how dyslexia screening intersects with the phonics approach (staff said the district uses a dyslexia screener but that growth measures are taken from STAR instruments), what parent communications look like for 95% (teachers said weekly family support letters and periodic assessment reports are shared), whether other programs were piloted before recommending 95% (staff said Hegarty, UFLI and others were piloted and summarized in the executive summary), and whether Amplify includes consumables and replacement schedules (staff said consumables would be replaced as needed and Amplify ships units at once, which the district said helps implementation). Board members also asked that the district provide the executive summary and the pilot data in advance of the consent-agenda vote.

No binding action to adopt either program was taken at the meeting; staff said formal approval of the literacy recommendation (consent item 12.8) will be requested at the next board meeting. The presentations concluded and the board moved on to other agenda items.