Board briefed on LEARNS Act implementation; district sent 326 at‑risk letters
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Summary
District staff explained state‑level LEARNS Act requirements for third‑grade promotion, individual reading plans and interventions; the district reported 326 students flagged in October, of whom 88 lacked documented 'just cause' exemptions at that time and 12 had classroom data appearing on grade level.
Lisa St. John, speaking for district academic services, briefed trustees on implementation of the LEARNS Act and district procedures for third‑grade promotion during the Nov. 18 meeting.
St. John said the law aims to identify struggling readers early and requires schools to use screeners, create Individual Reading Plans (IRPs) and provide explicit, systemic interventions. The district uses the ATLAS assessment as its operational data point and shares IRPs with parents through the ATLAS portal.
She reported that 326 students received letters in October notifying families that their child was at risk of not reading on grade level. Of those, 88 students did not have a documented just‑cause exemption in the district’s records at the time of the report; 12 of the 88 currently have classroom data that indicates on‑grade‑level performance and will be monitored closely.
St. John described the allowable ‘good cause’ exemptions in the statute and guidance: students with fewer than three years of English instruction, students with qualifying reading disabilities (documented in IEP or 504 plans), students previously retained, students under recent special‑education evaluation who did not qualify but have documented two years of interventions, and state‑defined traumatic events. She said some elements appear in a technical assistance manual but not explicitly in the statute.
District staff urged families who receive DESE‑issued grant eligibility letters to consider the literacy‑grant funds (DESE information shows the amount at $1,500 per eligible student for the current program year). St. John said DESE provides a list of approved providers and the district is asking DESE for provider‑effectiveness data to better advise parents.
Board members asked about summer programs, the number of students new to the district (St. John said seven of the flagged students were new this academic year), teacher capacity to staff intervention classrooms, and parental response (St. John said she received no phone calls after sending 326 letters). St. John said the district already provides 110–120 minutes of daily literacy instruction and will ensure students required to receive 90 minutes receive appropriate classroom placements and qualified teachers.
The presentation was informational; no board action was taken.
