Darien Board adopts HMH Into Reading v3 as primary K–3 literacy resource

The Darien Board of Education unanimously voted to adopt HMH Into Reading version 3 as the district’s primary K–3 literacy resource for the 2025–26 school year, after a two‑year review, teacher pilots and consultation with the Connecticut State Department of Education.

District staff told the board the recommendation followed districtwide surveys, classroom observations, focus groups with pilot teachers, and a 12‑teacher core review team representing all elementary schools. The steering committee said the adoption is intended to strengthen Tier 1 instruction, support alignment with Connecticut’s K–3 right‑to‑read expectations and provide a coherent instructional framework that the district can scaffold with curriculum guides and professional learning.

Why it matters: Board and staff presenters tied the decision to a state waiver process and to the district’s goal of improving early literacy outcomes. Staff emphasized the adoption is not a “set‑and‑forget” switch to a boxed program; it is the primary resource that will be implemented alongside curriculum guides, assessments and sustained professional learning so instruction is consistent across classrooms.

Key implementation points presented to the board included: - The district recommends HMH Into Reading v3 as the core K–3 resource and plans full implementation in the 2025–26 school year. Staff said version 3 addresses teacher feedback from the pilot and consolidates structured literacy across grades K–3. - The district will continue to use Heggerty for a 5–7 minute phonemic awareness routine in kindergarten and grade 1 as an additional “second dose,” not merely as a supplement. - The district will maintain AIMSweb as the universal screener required by state K–3 legislation and will review the broader battery of assessments to match instruction and interventions. - Professional learning and coaching were emphasized as essential: pilot teachers will support colleagues, and the district plans summer and in‑year professional learning tied to the instructional framework and MTSS processes.

Board discussion and context: Members of the curriculum committee and teachers who piloted the program described a consensus‑based review that weighed state‑approved materials, teacher capacity, change management and the sustainability of implementation. Board members asked about costs, timelines for professional learning and how implementation will align with intervention (MTSS) and with curriculum work in grades 4–12.

The board recorded a formal motion to adopt the resource. The motion language, mover/second and outcome are included in the actions block below. Staff committed to return with a proposed professional learning calendar and implementation timeline for the board’s next meeting and to coordinate that work with MTSS and curriculum revisions for upper elementary grades.

The board adopted the resource by unanimous vote; no amendments to the motion were recorded.