Board approves K–4 literacy textbook adoption and updates gifted identification policy

The Tri‑Creek School Corporation board approved a set of K–4 language arts instructional materials and an updated high‑ability (gifted) handbook after district staff outlined the selection process and state requirements.

Jeremy, the district administrator who led the curriculum presentation, said the state’s teacher appreciation grant changes and assessment data prompted a district review of literacy materials. He said the district narrowed vendors to two and that teachers preferred the vendor identified in the transcript as "Sabbath" during surveys and review sessions. "For the money, 6 years of payment was actually cheaper than the 3 years," he said when explaining the recommended purchasing timeline and licensing options. Board approval of the textbook adoption was recorded during the meeting's action items.

On gifted programming, Jeremy described three identification pathways required by state guidance: an aptitude measure (CogAT for kindergarten, grade 2 and grade 4), achievement cutoffs on assessments such as NWEA or iLearn for certain grades, and a qualitative SIGs checklist completed by teachers and parents. Jeremy said the district will move kindergarten identification to a monitor status to avoid early labeling and will retain students in the program once identified unless parents choose to exit. "We have a multifaceted identification plan," he said, describing the goal of identifying roughly the top 10 percent of students for the program.

The board approved the textbook adoption and the updated high‑ability handbook by voice vote during the action items.