Bay Shore literacy team asks board to pilot two Grades 3–5 programs

District staff presented a proposal to pilot two elementary literacy programs for students in grades 3 through 5, telling the Board that teachers want a shared core resource across buildings and time to ensure alignment and fidelity.

The request came at a work session presentation led by Dr. Outlaw and a 22-member literacy team that reviewed the state'issued curriculum review criteria tied to the "science of reading" guidance and evaluated vendor offerings. The team asked the board for permission to pilot one or both programs this spring to inform a recommendation for the 2025—26 school year.

Teachers from both elementary schools examined current practice, identified the skills students should master by grade level, and used New York State Education Department review criteria that weigh learning standards, cultural responsiveness, social-emotional learning, supports for diverse learners and usability. Vendors reviewed for the team included Amplify (CKLA), Read Side by Side, the American Reading Company (ARC), Into Reading by HMH, and Savvas (MyView). The literacy team told the board it favored piloting Into Reading and MyView so teachers could compare implementation in classrooms.

District staff said the timeline is tight and that, if teachers do not feel ready after piloting, implementation could be deferred to the 2026—27 school year rather than starting a program midyear. At the meeting staff also said both companies had offered professional development and classroom materials for the pilot at no initial cost to the district, and that the literacy team would later advise the board about which materials to keep, which to phase out and how to supplement any gaps the chosen program does not address.

Discussion at the meeting covered how the pilot would affect existing supplemental resources (Guided Reading, components of the current literacy collaborative work and other classroom resources) and whether technology use versus teacher-led instruction was evaluated; staff said the team had not isolated that question and would return with a specific study if the board directed it.

The presentation emphasized teacher representation on the team (general education, special education, dual-language and English-language learners staff) and the group's interest in a single, primary resource for alignment while retaining supplemental pieces that work. No formal procurement decision was made at the work session; staff asked for permission to proceed with pilots and to return with findings and a recommendation.

If the board authorizes pilots, staff said they would bring implementation details, professional development schedules and any procurement implications back to the board before final adoption.