Starpoint moves to districtwide 'science of reading' instruction for elementary grades

Starpoint Central School District administrators told the board Thursday that the district is shifting to a coordinated, research-based “science of reading” program for early grades and expanding it into fourth and fifth grades to close post‑COVID learning gaps.

The district’s literacy team said the change makes explicit, daily phonics and word‑recognition instruction part of every classroom’s tier‑1 instruction. “We’re trying to incorporate more science of reading into our literacy program,” Tracy Thompson, teacher on special assignment for K–5 literacy, said during the presentation.

District leaders said the statewide data and local assessments showed gaps after interrupted in‑person instruction during the pandemic and that New York State’s new education law requiring explicit reading instruction for pre‑K through grade 3 influenced the local work. Administrators described a plan that pairs Foundations in lower grades and Just Words (for grades 4–5) as universal tier‑1 instruction while continuing Wilson Reading System as the intensive tier‑3 intervention for students who need it.

Thompson and Principal Monica Deglue described the supports used to put the program in place: summer training for teachers, on‑site coaching by the district literacy coach (Thompson), use of RTI teachers as internal trainers and a program of common assessments and professional development. Thompson said she has taught the Just Words lessons herself so she can better support teachers implementing the curriculum.

School staff shared winter benchmark results comparing fall to winter showing shifts from the district’s highest‑need tiers into higher performance bands. Thompson said the district’s winter benchmark showed “88% at benchmark at winter,” a level she described as the highest midpoint the district has recorded for that cohort. Administrators urged caution in interpreting gains but called the trends “encouraging,” noting that some cohorts missed formative kindergarten and first‑grade instruction because of pandemic hybrid schedules.

The presentation included classroom examples of Foundations lessons, guided reading groups and teacher work on common grade‑level goals and assessments. Administrators said they will continue to align prioritized standards, revise parent‑facing language on report cards and maintain regular benchmarking and data reviews.

The board did not take formal action on the presentation; the literacy update was provided as part of administrative reports. Board members praised the work and asked that the district continue to share data as implementation continues.

The district identified the key next steps as continuing tier‑1 instruction until gaps close, expanding Just Words through grade 5 next year, maintaining Wilson for intensive instruction and continuing coaching and common assessment work to track progress.