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Noble Elementary representative urges focus on 'science of reading' and family engagement
Summary
A representative from Noble Elementary outlined classroom practices tied to the 'science of reading,' described curriculum and staffing changes (CKLA, a Title-funded teacher, volunteer reading program) and asked the board to support staff professional development and use its state‑level voice to secure funding.
Representing Noble Elementary School, Mister Newlove told the Tiffin City Schools board that the district’s efforts to improve literacy are guided by recent brain and reading research commonly labeled the "science of reading." He said the school has adopted CKLA for K–5, employed a Title-funded teacher to bolster phonics and phonemic awareness, and continues a volunteer program called Read to Succeed.
"So tonight, I'm gonna talk a little bit about reading," Mister Newlove said, describing national and local literacy challenges and the school’s approach. He told the board, "we know overall in this country that there are about 35 percent of kids who can't read and love." He explained Scarborough’s rope and described reading as the product of multiple interlocking skills that require sustained instruction and practice.
Newlove said CKLA gives students repeated exposure to complex texts and that the Title-funded teacher is helping with "phonemes and phonics awareness, fluency, vocabulary, and text comprehension." He also highlighted the Read to Succeed volunteer program and schedule changes that give teachers more time for targeted instruction.
In remarks to the board, Newlove urged continued support for teacher professional development and for board members to "use our voice at the state level so that they can hear what's going on in our schools." He cited an Ohio State study he described as a 09/2019 finding that "young children whose parents read to them 5 times daily will hear nearly 1,500,000 more words by the time they turn 5 than children who were not read to at all," and used it to emphasize family engagement and pediatric screening for early language delays.
A board member who visited Noble complimented staff and the use of limited space to provide instruction. Newlove acknowledged facility constraints, saying staff have been "very creative" and that accommodating students with greater needs requires smaller learning settings.
The presentation closed with Newlove thanking the board for its support and inviting questions; the board member complimented the school’s work and the district’s maintained libraries.
The remarks were presented as part of the board meeting’s scheduled presentations; no formal action on curriculum or staffing was recorded during the presentation.
