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Hudson School District presents K–12 literacy plan, highlights early gains and AI-era priorities

Hudson School Board · January 27, 2026
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Summary

District staff reviewed the new K–12 literacy curriculum, emphasizing foundational phonics in K–2, strategic comprehension in grades 3–5, and sequenced secondary pathways; presenters showed early cohort gains and said AI increases the urgency of explicit literacy instruction.

District literacy leaders on Jan. 26 presented the Hudson School District's K–12 Tier 1 literacy curriculum and early implementation data, saying the materials aim to build decoding, comprehension and knowledge across grade bands. "AI is adding a layer of complexity to our literacy instruction, but it's certainly not replacing anything," said Laura Manarczyk, assistant director of teaching and learning.

The presentation described elementary students (K–2) receiving explicit phonics instruction through the Amplify CKLA resource for 60–120 minutes per day, with decodable texts in K–2 and a shift to content-rich, non‑controlled texts in grades 3–5 to expand vocabulary and background knowledge. Manarczyk, joined by high-school instructional coach Susie Anderson, middle-school coach Bethany Butson and elementary literacy specialist Anna Wylan, outlined a steady progression through middle and high school into electives such as college composition and specialized genre courses.

Why it matters: presenters said strong literacy standards are essential for critical thinking and communication in an era when students may rely on AI tools. Staff shared cohort data to show early program effects: one cohort moved from roughly 48.9% low risk as kindergartners to 73.2% as first graders, and the district reported a 6.9 percentage‑point increase in proficiency between fifth and sixth grade for a recent cohort.

Board members and parents pressed on assessment types, library collections and student engagement. A parent speaker asked for definitions of the district's assessments; Manarczyk explained the difference between broader comprehension (untimed "reading") and timed automaticity measures ("auto reading") used to identify where instruction should focus. On concerns about deep reading and student interest, Manarczyk said the district is in year two of implementation and will "reflect and refine" materials and practices as they evaluate results.

The presentation also highlighted writing and speaking/listening expectations across grade bands, the use of formative checks to guide instruction, and supports for equity and access—such as scaffolds and diverse texts. Staff said curriculum decisions were grounded in the science of learning and in efforts to reverse national declines in reading proficiency.

Next steps: staff said further, more complete growth-measure data will be provided as assessments finish for mid‑year grades; the board and staff will continue implementation review and consider adjustments based on teacher feedback and student outcomes.