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Midyear ELA review: teachers report strengths but raise concerns about repetition, accessibility and tech integration
Summary
District staff told the board on March 6 that teacher feedback on this year’s first implementation of the district’s new ELA curriculum is generally positive on quality and alignment but raises concerns about repetitiveness, limited grammar instruction, technology integration and supports for diverse learners.
District staff presented a midyear update on the new English language arts curriculum at the March 6 Cache County School District board meeting, summarizing teacher survey results, assessment data and plans for additional professional development.
The presenters said the curriculum was adopted at the end of last year and this was the first year of implementation for grades 6–12. They reported receiving 66 teacher responses to a district survey and said responses skewed positive on curriculum quality, alignment and resources but mixed on ease of use and professional learning support. "A lot of teachers are feeling that it is easy to use," the presenter said, and added that teachers praised the curriculum’s clear structure, aligned pacing, prebuilt Google Slides and texts that promote writing and critical thinking.
Teachers also reported concerns, the presenters said: many described the program as "too repetitive" and suggested it provides limited grammar and writing instruction, that technology integration between the district’s common lit program, Canvas and PowerSchool is not seamless, and that supports for students with disabilities and English learners are insufficient. Several teachers said they felt limited teacher autonomy and missed teaching multiple novels in a year.
The presentation included assessment data showing district midyear and end‑of‑year averages for grades 6–12 compared with national averages; district scores and growth were generally at or above national averages for most grades and showed district growth in several groups. The presenters said they would expand professional development, increase opportunities for district‑wide team planning and offer technology‑integration support to help teachers adapt the curriculum and pacing.
On opt‑outs, staff reminded the board of a recent legislative "curriculum participation waiver" that allows parents or students to opt out by conscience and said the district has provided teachers with guidance on responding to opt‑outs. Presenters advised teachers not to question students directly, to consult with parents to identify reasonable alternatives and to coordinate with district staff when a student’s absence from core instruction would be substantial.
Board members asked about response rates and representativeness; presenters said timing at the end of the trimester likely limited responses but that observed classroom visits reinforced the survey findings. No formal action was taken; staff said they will continue to collect feedback, offer training and consider adjustments before broader adoption decisions for future years.
