Principal Greg Plantner introduced a student-led demonstration of Boost Reading at the Nov. 24 Westlake City Schools board meeting and invited third-graders Joel and William to show how the program works.

Plantner described Boost Reading as “a student-led digital intervention program” based on the science of reading. He said the program uses periodic assessments to place students on an English or Spanish learning path drawn from a 14-domain skills map and then delivers a mix of story-based quests and targeted skills practice. Students access the program with individualized QR codes; once logged in they can progress with limited adult support.

Two third-graders demonstrated the platform’s structure: an initial calibration session, a guided in‑program avatar and pet (Curioso), and a mix of short games and lessons designed to build phonics, fluency and comprehension. Students and a parent in attendance said Boost helped increase engagement; one student reported spending about six hours on the platform in a single week.

Plantner and board members emphasized that Boost is a supplement, not a replacement, for classroom instruction. Staff said the program is most frequently used during intervention and enrichment periods; teachers still provide direct, individualized instruction for students who hit “struggle spots” in the program. The district set a usage expectation of about 30–45 minutes per week.

Board members asked about access and cost. Staff said the program requires internet access and works on Chromebooks, iPads and smartphones; the student-specific QR login removes the need for a separate password. The superintendent and staff said some incentive items tied to the program were funded by PTA support, and the district paid for other elements of the rollout. Staff said they had tested QR codes on devices before distributing them to families.

Principal Plantner and the superintendent noted that Boost aligns with the state’s shift toward the science-of-reading approach used in the Ohio ELA framework. They framed Boost as a way to provide targeted practice that mirrors the kinds of reading and comprehension tasks students will face on local and state assessments.

The demonstration concluded with board praise for the students’ presentation and for the program’s instant feedback features. Staff said they will continue tracking usage and teacher-identified struggle spots, and will report back as the pilot expands to more grades.