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Board discusses K‑3 textbook options, higher‑education role and coordination with legislators on literacy and math
Summary
The department outlined options for K‑3 core reading materials, the literacy task force's recommendations, a possible re‑RFP timeline and concerns about higher‑education preparation for new literacy and numeracy requirements; board members urged proactive engagement with the legislature.
State education staff briefed the board on K‑3 reading materials and on higher‑education actions tied to new literacy and numeracy proposals.
State staff said the literacy task force recommended two core K‑3 reading programs and that districts have three options: use non‑state funds (local or federal ESSER funds) to buy core materials now; use state dollars to buy one of the two literacy‑task‑force–recommended programs via a local textbook‑committee process; or wait for the department to re‑issue an RFP and evaluate new submissions (a process department staff said would likely extend into 2023).
"If they wanna use state dollars to purchase 1 of the 2 programs already approved by the literacy task force, Amplify and OpenCorp, then they have to set up a local textbook committee process," State Superintendent Dr. Eric Mackey said. Staff said districts that already bought literacy programs with federal ESSER funds could keep using them; the department will publish rubrics and guidance so districts can follow the textbook‑selection timetable.
Board members raised questions about higher‑education capacity to respond to new licensure and coursework requirements included in proposed numeracy (math) legislation and recent literacy rules. Board members asked the department to report back with (a) the board's minimum certification requirements for elementary teacher preparation, and (b) what institutions currently provide versus what new bills would require. Dr. Mackey said he had met with higher‑education government‑affairs staff and with deans and planned additional outreach so colleges could align curricula and capacity to state expectations.
Several board members urged a more proactive, sustained dialogue with legislative leaders rather than waiting to react during session. Board members said that many bills affecting core education policy are introduced with limited prior consultation; they asked staff to pursue regular meetings with legislative leaders and with deans of education so colleges have time to adapt if new requirements pass.
No final textbook procurement decisions were made at the meeting. Staff said rubrics and guidance would be released to districts promptly and that districts could use local or federal funds now or wait for a future RFP if they prefer.
