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Curriculum subcommittee reports early literacy gains; district outlines multi‑year review cycle
Summary
Members heard CKLA early literacy results showing high percentages of students above benchmarks (Kindergarten 88%; Grade 1 89%; Grade 2 81%) and reviewed a curriculum-review cycle intended to schedule future reviews and budgeting. Committee also discussed competency determination changes tied to the end of MCAS as a graduation requirement.
The curriculum subcommittee reported Oct. 28 that elementary early‑literacy measures tied to the Core Knowledge Language Arts (CKLA) program show strong gains for students who have been in the program from kindergarten through Grade 2.
The subcommittee cited data showing about 88% of kindergarten students, 89% of Grade 1 students and 81% of Grade 2 students at or above benchmark. The curriculum report highlighted that cohorts who have experienced CKLA across multiple years appear to show particularly strong outcomes.
Committee members reviewed a multi‑phase curriculum review cycle presented by the curriculum director. The cycle lays out four phases — self study and action planning; developing and redesigning; multi‑year implementation monitoring; and evaluation — that will help the district plan curriculum reviews and anticipate associated budget needs.
Subcommittee members also discussed Massachusetts' shift from MCAS exit requirements to a competency determination model and noted the district will begin stakeholder conversations about how Longmeadow will define competency for students entering high school in coming years. Beth Nelson, the district curriculum director, was referenced as available for a deeper presentation at a future meeting.
The committee also noted preschool curriculum alignment, an exploration studio that combines STEAM and social‑emotional learning, and planned professional development on universal design for learning (UDL) through a Bay Path partnership.
