District seeks new K–5 curriculum aligned to science of reading; 456 second/third graders not yet on grade level, officials say

Gary Community School Corporation academic staff told the board they recommend new pre-K and K–5 curricula aligned to the science of reading, and described district assessment results and next steps to boost early literacy.

District staff said a curriculum review committee of classroom teachers evaluated five vendors against rubrics (alignment to the 2023 literacy standards, systematic instruction, phonics/phonemic awareness, assessment and supports for diverse learners). Teachers narrowed options for K–5 to two finalists and for pre-K to a recommended vendor; staff then evaluated costs and recommended a program package costing roughly $743,000 for pre-K through fifth-grade materials and associated professional development.

Why it matters: staff and the presenters tied the curriculum decision to student performance. The district said approximately 456 second- and third-grade students are not on grade level and that those gaps are affecting promotion and future assessments. The K–5 adoption is intended to provide a consistent, evidence-based reading program to address those gaps.

Assessment, retention and summer school District staff reviewed the iRead3 requirements and the district’s current status. Key points included: - iRead3 administration and opportunities: Second- and third-grade students have multiple testing opportunities (the district said lawmakers added a third window this year for a retest before summer). Third-grade students who do not pass after the allowed administrations may be retained unless they meet a statutory “good-cause” exemption. - Current preliminary counts: staff reported 456 second- and third-grade students “not on grade level” and said 241 second graders must attend required summer remediation as currently identified. The district noted final counts will be updated after the May/June administration windows and that state reporting rules (including 162-day enrollment rules used in calculation) affect final accountability figures. - Good-cause exemptions: staff outlined categories (intellectual disability, English‑learner status, extended intervention history, or meeting certain math benchmarks) that can allow promotion despite iRead3 outcomes; each exemption must be documented.

Interventions and next steps Staff said they have implemented more intensive small-group interventions and daily targeted instruction in the weeks following spring data returns. They described: - weekly classroom walk-throughs and progress-monitoring of small groups, - targeted 4–5 student small groups for remediation, and - a planned summer program (mandatory for students identified as “at risk” under state rules) to be held in June with sites identified (Glen Park noted on the record).

The district is also building an MTSS (multi-tiered system of supports) team at each school that will include principals, teachers and support staff, and will invite families to participate. Staff said they are working to ensure individualized learning plans for students who are retained or who need extended intervention and that the district will configure Skyward (student-information system) to capture required documentation.

Curriculum adoption and professional development Academic staff said the recommended K–5 programs offered (1) full-alignment to the science of reading, (2) daily systematic instruction and assessments, (3) materials and coaching for teachers, and (4) family engagement components. Staff emphasized the adoption would include multi-session professional development and classroom coaching rather than a one-time rollout.

Family engagement and other supports The district’s federal family engagement grant (SFEC partner grant, called “Effect”) was presented as a continuing resource. Assistant Director of Curriculum Assessment Janelle Adams described the grant (roughly $100,000 per year for five years) and related initiatives: a regional stakeholder group, asset mapping, and an inaugural parent conference on May 31 focusing on academic success and emotional well‑being.

Computer science and related training Separately, district staff announced a computer-science grant award of $108,000 for teacher training with a vendor called TechSmart (the grant covers training for selected teachers across secondary and the career center and provides licenses for the 2025–26 year). Staff said trained teachers will be certified and able to teach the district’s new computer science offerings.

What the board did and did not decide Board members received the curriculum recommendation and cost estimate; no formal adoption vote of the K–5 curriculum occurred at this meeting. Staff asked for the board’s continued support for implementation planning, ongoing professional development, and funding considerations for the coming year.

Context and next steps District leaders said final iRead3 counts and summer-school rosters will be confirmed after the state’s testing windows close; the board will be updated on implementation timelines, contract costs and professional-development schedules before any adoption or purchase for curricula is finalized.