Idaho superintendent urges return to phonics, boosts for teacher preparation and career-education programs

Debbie Critchfield, Idaho State Superintendent, told the Idaho House Education Committee on Jan. 23 that her office will prioritize getting ‘‘back to basics’’ in K‑12 instruction with a focus on phonics-based reading instruction, essential math standards and expanded career-technical education opportunities.

Critchfield said the Idaho Reading Indicator (IRI) shows progress: ‘‘In the last 2 years, we have seen, 8% growth in our third graders for reading proficiency,’’ and she emphasized state testing of kindergarten through third grade as a tool for identifying needs. She said the IRI covered about 86,000 students last year and that statewide third-grade proficiency measured about 70% under the current scoring contract (she said a prior norming method would have produced a roughly 75% figure).

Why it matters: reading and math proficiency, teacher readiness and how state dollars are allocated affect students across Idaho and shape district-level decisions on curriculum, staffing and remediation. Critchfield framed the department’s work as supporting locally elected school boards and local educators to improve outcomes.

Critchfield outlined four interlocking priorities: (1) reading and reading comprehension, with phonics at the center of classroom instruction; (2) preparation, meaning diplomas tied to industry-recognized skills and career pathways; (3) teacher preparation and mentoring to improve retention; and (4) budget modernization to align appropriations with student needs.

On reading, Critchfield said phonics and the ‘‘science of reading’’ should anchor early literacy instruction and teacher preparation. ‘‘The number 1 input for successful reading is basing the curriculum and the teaching around phonics,’’ she said. She noted Idaho tests kindergarten through third grade statewide and described growth in the proportion of third graders meeting proficiency.

On math, the superintendent said the department and State Board of Education are developing ‘‘essential math standards’’ to ensure each grade covers the building blocks needed for later coursework; she singled out middle school math (grades six through eight) as an area where many states, including Idaho, see declines.

On career and technical education, Critchfield described the Idaho Career Ready Students Grant. ‘‘All told in the last 2 years, there's $65,000,000 in this grant and we've been able to award 224 grants,’’ she said, citing examples including forestry programs (Potlatch, Orofino, Sandpoint, St. Mary’s and Priest River), an AG drone technology program at Shelley High School, a meat‑science class in New Plymouth and a food science lab in Hagerman. She said the department is encouraging industry partners and the University of Idaho to contribute to curriculum and resources.

On teacher preparation, Critchfield said the department will press colleges of education and other certifying programs to deepen preparation in areas teachers request — especially classroom management and mentoring that helps teachers reach and stay beyond the third year in the classroom. ‘‘We want all teachers to be prepared,’’ she said, and added that better mentoring is strongly correlated with retention.

On budget modernization, Critchfield proposed shifting part of the state public‑school appropriation from line‑item or average-based distribution to funding that more closely reflects student characteristics. She said the public‑schools budget is roughly $2,650,000,000 and that the proposal would redistribute about $433,000,000 to be more aligned with student needs such as special education and other cost drivers.

Committee members asked multiple questions. Representatives raised whether removing English‑learner students from reading counts affected the growth rate, how to set realistic proficiency goals given students with significant disabilities or limited English, and how districts should balance discipline with civil‑rights protections such as Section 504. Critchfield said 504-related procedures vary and that the state does not receive a statewide discipline data point tied to 504 status. She also said the department is preparing guidance about federal law after recent executive‑branch changes and would share legal summaries with districts.

Critchfield closed by stressing local control: locally elected school boards set curriculum and materials and district decisions should reflect community expectations. She invited follow-up questions and offered to provide additional materials about proposed rules and coaching programs.

The presentation and question period ran through the committee’s agenda; no formal committee vote or action was taken on the superintendent’s proposals during this meeting.