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Flagler begins multi‑year adoption of intervention and ELA instructional materials; public review planned
Summary
District staff outlined a multi‑year timetable for intervention resources (K–4 math, K–3 ELA, 6–12 intensive reading, 9–12 personal finance) and a subsequent K–12 core ELA adoption. Public review and vendor fairs are scheduled; the district will stagger implementation to avoid wasting existing contracted materials.
Curriculum leaders presented the Flagler County School Board on Jan. 28 with a multi‑year timeline for instructional materials adoption, beginning with intervention programs and followed by a core K–12 ELA adoption.
Mister Reeves (instructional staff) said the district refined its adoption process about three years ago to align with state statutory timelines and to increase teacher participation. The first phase — intervention materials — covers K–4 math intervention, K–3 ELA intervention, 6–12 intensive reading and 9–12 personal finance. Committee review and publisher presentations began in October; staff expected public review and final selections timed to allow purchases and curriculum mapping before the next school year. Reeves said the timeline for intervention adoptions will conclude in July to permit implementation planning.
The district will stagger the core K–12 ELA adoption to reduce burden on teachers and evaluators. Reeves said the core adoption work will continue into the next fiscal year with a target completion in October 2025; because the district still maintains an active ELA adoption, staff plan to phase in newly adopted core materials the following year to avoid waste of current materials.
Reeves and staff stressed vendor requirements used to narrow the field — for example, the district now requires both digital and print options so classrooms have instructional continuity during outages or connectivity disruptions. The district uses regional gatherings (NEFEC instructional‑materials fairs) to let publishers present to multiple nearby districts rather than asking each vendor to make separate local visits.
Staff described the statutory and district review steps: publisher presentations to committees, a public review period, and final board purchase approvals timed to material delivery and teacher professional learning. The board also heard the district emphasizes the science of reading in early literacy: staff reported ongoing professional learning, endorsements in reading, and partnerships to support teacher implementation.
Reeves said committee participation has been strong; teachers and specialists provide the bulk of review input and the district values broad teacher engagement in choosing materials.
Sources: Mister Reeves (instructional materials lead); curriculum specialists and instructional coaches who manage committee and public‑review processes.
