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Westlake students and principal demonstrate 'Boost Reading' literacy program to board
Summary
Westlake Elementary Principal Greg Plantner brought two third‑grade students to show the board Boost Reading, a story‑based, adaptive digital intervention aligned to the science of reading. The district and PTA are funding incentives; the program is used during intervention/enrichment and at home with a goal of 30–45 minutes weekly.
Greg Plantner, principal of Westlake Elementary School, and two third‑grade students, Joel and William, demonstrated Boost Reading at the Nov. 24 Westlake City Schools board meeting.
Plantner said Boost Reading is a student‑led, story‑based digital literacy intervention that places learners on individualized paths after brief calibrations. "Once they have their QR code and they're logged in, they're kinda on their own doing their own thing," Plantner said, describing QR‑code sign‑in that avoids a password for students. The program has English and Spanish paths and adapts practice to a child's current skill level, Plantner said.
Students showed features including short adaptive exercises, in‑game rewards and a curiosity‑themed guide. William said the program has different levels and that he had spent "like, 6 hours" on Boost in one week. Plantner and parents said the district sets a recommended goal of about 30–45 minutes per week. Plantner acknowledged the program complements — but does not replace — teacher instruction during intervention and enrichment periods.
Board members and parents asked about cost and access. Plantner said the PTA funded classroom incentives and the district covered other program components; the district tested QR code logins on Chromebooks prior to family rollout. Plantner also said the program requires internet access and that he was not aware of an offline option.
Supporters at the meeting said Boost Reading aligns practice with state and local reading assessments. Plantner said the program flags "struggle spots" for teachers so they can provide targeted, in‑person support when needed.
The demonstration closed with board praise for the student presenters and a note that staff would distribute additional information to families. No formal vote or district adoption decision was recorded during the presentation.
