Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Early Literacy topic
No spam. Unsubscribe anytime.
Central Unified presents two phonics supplements after pilot shows early gains; board to consider adoption Feb. 25
Summary
Central Unified reported midyear gains from fall pilots of two supplemental phonics programs — UFLI Foundations and 95% Phonics Core — and asked the board to consider adoption at its Feb. 25 meeting.
Central Unified School District presented results Feb. 11 from a fall pilot of two supplemental early‑literacy phonics programs and told trustees it will bring an adoption item to the Feb. 25 board meeting.
Assistant Superintendent of Educational Services Dr. Boatwright and Assistant Director of Literacy Ying Li described the district’s early‑literacy work, noting that the district’s core elementary curriculum, Wonders, does not include sufficiently systematic, explicit phonics instruction according to the district’s review. Based on that finding, the district piloted two supplemental programs in kindergarten through second grade during the fall semester: UFLI Foundations (University of Florida Literacy Institute) and 95% Phonics Core.
Dr. Boatwright said midyear assessment data show a positive effect for the pilot classrooms. Year‑over‑year comparisons indicate an increase in students at or above grade level and a decrease in students assessed as at‑risk in phonological awareness and phonics. The district reported a 5‑percentage‑point increase in students at or above grade level in phonological awareness and a 6‑percentage‑point increase in phonics at the midyear comparison; the number of students at risk decreased in both areas.
Teachers and students piloting programs provided favorable feedback in district-collected statements. One teacher said, “UFLI has given my students clear and structured instruction in phonics and phonemic awareness. I love how the program includes engaging visuals and allows me to customize lessons.” Another teacher piloting 95% Phonics Core reported rapid growth, saying students moved from reading only basic CVC words to reading multisyllabic words over a short time.
If the board approves a supplemental program, Dr. Boatwright said the district plans to train kindergarten–second‑grade teachers during the spring statewide testing window and to implement fully at the start of the 2025‑26 school year. Teachers who piloted the programs would be allowed to continue through the current school year. Costs vary by program: UFLI Foundations is largely printable with lower material costs and a higher emphasis on professional development; 95% Phonics Core has higher upfront costs for digital components and manipulatives but those materials are reusable year‑to‑year, Dr. Boatwright said.
The district will make the two supplemental programs available for public review Feb. 12 and expects to return the item for a board vote on Feb. 25. Ying Li was identified as the on‑site contact for additional training questions.
Why it matters: The board framed the item as part of a multi-pronged, research-based effort to strengthen foundational reading instruction aligned with the science of reading. Trustees pressed for details on implementation timelines, recurring costs for consumables and who would provide training, and administration supplied answers about training windows, material reuse and mid‑implementation check‑ins.
Next steps: Public review on Feb. 12; board action on Feb. 25 if the board places the item on the agenda.
