Baldwin UFSD details K–5 literacy overhaul: phonics, vocabulary programs and two literacy coaches added

Mr. Manniella (presenter, name recorded in the transcript) told the Board of Education on Jan. 8, 2025 that the Baldwin Union Free School District is aligning K–5 curriculum with New York State’s Next Generation ELA standards and implementing research-backed literacy practices drawn from the science of reading.

The presentation matters because changes affect classroom instruction, interventions for struggling readers and the materials teachers will use in elementary classrooms.

Standards and scope: Mr. Manniella explained that New York State revised ELA standards (the Next Generation Standards) and that the ELA Regents will align to those standards by 2026. He described increasing complexity in anchor standards across grade bands and said the district is preparing students for that progression.

Program and instructional changes: for grades K–2 the district is emphasizing explicit phonics and phonemic-awareness instruction. The presenter said the district has reintroduced a Foundations phonics component and is implementing the Heggerty phonemic-awareness program in K–2 classrooms to provide short, daily practice. He said classroom libraries have been supplemented with decodable texts purchased with American Rescue Plan funds so students can apply phonics instruction in connected reading.

For grades 3–5, the district added an explicit vocabulary program from Sadlier (daily lessons of 10–20 minutes) and increased word-study work to support comprehension. The presenter said older elementary students generally require more comprehension and vocabulary instruction than K–2 students.

Interventions and staff supports: the district has expanded intervention options and staff training. Mr. Manniella said teachers have been trained in Orton–Gillingham (OG) approaches; several staff completed a 30-hour OG training and are pursuing Level 1 certification under a practicum model. The district also added Lindamood‑Bell programs (Seeing Stars for phonics and Visualizing & Verbalizing for comprehension), retains the Wilson Reading System, and continues to use Leveled Literacy Intervention (LLI). Two district literacy coaches now support K–5 teachers across all five elementary schools and provide professional development on research-based practices.

Diagnostics and technology supports: the presenter listed diagnostic and instructional platforms the district uses or provides teachers and students: i-Ready (diagnostic and differentiated lessons), Learning A–Z, Sora (digital book access), Book Creator, ReadWorks and Epic.

Home and community guidance: the presenter urged parents to support reading at home — 15–30 minutes nightly, conversations about text to build comprehension, use of read-along audiobooks when helpful, and vocabulary-building activities. He also recommended strategies for fluency practice such as choral and echo reading.

Questions and follow-up: board members asked about curriculum sources and curriculum choices; Mr. Manniella said the district uses a combination of externally produced units (he referenced Lucy Calkins units) and locally written units aligned to science-of-reading recommendations. On program selection he said, “There’s no one curriculum that will cover all this,” and described the district’s approach as adding evidence-based components to fill gaps rather than wholesale wholesale replacement of core materials.

No formal board vote on curriculum adoption was recorded; the presentation was informational. The district said it will continue to evaluate programs and revisit choices as new evidence and student data warrant.