District presents 'science of reading' plan; teachers piloting curriculum and assessments

The Lemon Grove School District on Jan. 14 received a presentation on the science of reading, outlining why the district is moving toward structured, evidence‑based literacy instruction and how local implementation is progressing.

Diane Telea (presenter), the district’s coordinator of educational services and former principal, told the board that reading instruction should be grounded in neuroscience and explicit instruction in phonology, phonics, syllable work, morphology and syntax. “Research tells us that while learning to speak is innate, learning to read is not,” Telea said. She described models such as the “simple view of reading” and Scarborough’s Rope to explain how word recognition and language comprehension weave together to produce reading comprehension.

Nut graf: Telea said the effort began as a teacher-led initiative; teachers brought materials and discussions to the superintendent and principals, and the district piloted curriculum and assessments starting in 2023–24. For 2024–25 the district reported that all elementary sites are implementing a curriculum aligned to the science of reading (staff used the shorthand “95%” for that curriculum) and that teachers are piloting assessments in different grade bands to select a district‑wide assessment by May.

Implementation details and teacher pilots

• Curriculum and pilot: Telea said teachers and principals explored curricula and chose the 95 Percent Group model (referred to in the meeting as “95%”) and piloted the curriculum in summer school. For 2024–25 the district is implementing the curriculum at all elementary sites.

• Assessments: District teams formed pilot groups for K–2 and grades 3–6. Teachers selected from three assessments for the pilot; Telea reported the group will reconvene in April and make a final recommendation in May. The presenter named Acadience and DIBELS among the assessment choices and noted a CORE option under consideration.

• Parent resources: Telea offered to provide resources for parents to support reading at home, such as read‑aloud strategies and simple sight‑word games that reinforce foundational skills.

Trustees asked about classroom implementation and parent supports. Trustee Preciado asked how the curriculum looks in specific schools such as Mount Vernon; Telea described a phased introduction that grows across grade levels. Trustee Smith asked about obstacles and resource needs; Telea said the district will continue principal and teacher training and that her team will assemble resources for parents.

Ending: Staff will continue the assessment pilot and return with recommendations in May; the presentation was informational and no board vote was required.