Bay Shore literacy team recommends HMH 'Into Reading' for grades 3–5 after pilot; board review pending

The Bay Shore Union Free School District literacy team recommended adopting HMH Into Reading for grades 3–5 for the 2025–26 school year following a pilot that included students and teachers from South Country and Gardner Manor schools.

Dr. Outlaw, who led the presentation to the board in the August work session, said the team used the New York State Literacy Initiative review guide to evaluate two vendors and that teachers selected HMH Into Reading because it ‘‘is grounded in the latest research in the science of reading’’ and is tightly aligned with state standards. Dr. Outlaw said the program ‘‘supports foundational reading skills and vocabulary development’’ and includes materials that teachers and students found ‘‘engaging’’ and culturally diverse.

Teachers who participated in the pilot told the literacy team they valued the program’s bilingual support for dual‑language students, which presenters described as a ‘‘transadaptation’’ approach rather than direct translation. Dr. Outlaw read comments from pilot teachers including a fifth‑grade dual‑language teacher, Miss Manises, who said students ‘‘connected to the literature’’ and that the bilingual materials preserved cultural nuance; a third‑grade teacher, Miss Felice, who reported high student engagement; and a fourth‑grade teacher, Miss Reedy, who said she ‘‘saw growth in their ability to comprehend texts’’ and emphasized that writing was integrated into daily instruction.

Administrators told the board the vendor offered a three‑year contract at ‘‘a little over $140,000’’ per year. Presenters said professional development for three years was included in the contract package; there was discussion and some inconsistent statements during the session about whether the cost would require additional substitute‑teacher funding. At one point a presenter said substitutes were not included, then later described the package as ‘‘all in’’ for materials, resources and PD; presenters committed to provide a written cost breakdown to the board before final approval.

Board members asked operational questions about timing and training because teachers would have only a small window before students return. Presenters said the district would use the customary first‑20‑day literacy routines to introduce teachers to the program and that PD would be delivered in chunks and via online modules, supplemented by grade‑level collaborative planning, to limit the number of full‑day substitutes needed.

No formal vote to adopt the curriculum was recorded in the work session. The administration asked the board to consider formal approval at the next business meeting so staff could proceed with planning and vendor PD if authorized.

If approved, the literacy team said it would retire some existing piecemeal word‑study and writing programs because Into Reading contains those components; teachers may continue to use supplemental strategies at their discretion.

Ending: The board will receive a written contract and PD plan before a final adoption vote; the district placed the literacy recommendation on the agenda for further consideration at its next business meeting.