District leaders report progress on early literacy, share new benchmarks and plans for writing and curriculum review

Scituate — Elementary and secondary literacy leaders briefed the committee on efforts to align instruction with the science of reading, provide family benchmark reporting, and expand targeted literacy supports.

Megan (preK–5 humanities coordinator) told the committee the district has been implementing evidence‑based early literacy practices, invested in approved instructional materials and trained staff and parents on dyslexia‑informed strategies. She said kindergarten and first‑grade teachers received targeted science‑of‑reading professional development during a November PD day and the district plans to extend training to second and third grades.

Department chair Laura Messner described secondary efforts to promote a “culture of reading,” including sending teachers to the National Council of Teachers of English conference and revitalizing a summer reading program with multi‑level title lists. Secondary librarians reported strong circulation and active outreach to put books in students’ hands.

Assessment and intervention changes - Early literacy: The district uses DIBELS for foundational early literacy screening and STAR Reading for broader reading performance. Staff said the 3rd‑grade cohort is the first to experience the full K–2 foundations rollout and that early DIBELS results show strong foundational skill growth. - Cut‑score change: The district shifted STAR’s benchmark cut score this year from a historical 50th percentile threshold to a state‑aligned performance benchmark. Staff said the change identifies an additional 10–15% of students as at‑risk (an early‑warning approach) so the district can target interventions before year‑end assessments. - Secondary benchmarking: Achieve3000 (an online Lexile/comprehension tool) is in use as an early pilot in middle and high school. Leaders said they will review whether Achieve3000 or another common measure best supports a district‑wide longitudinal view of reading growth.

Supports and next steps: The district described expanded literacy lab and tiered intervention blocks at the middle school and an intent to offer more writing professional development in 2025–26. Staff said they will begin sending family benchmark letters with scores and explanations attached during the next benchmark round.

Ending: Committee members asked for cohort and longitudinal data where possible and urged continued focus on writing instruction and practical family communications about benchmarks.