Honeoye district cites midyear gains, moves to districtwide 'science of reading' for PK–3

Honeoye Central School District leaders told the Board of Education on Tuesday that winter benchmark testing shows measurable student gains and that the district will adopt a systematic, evidence-based approach to early literacy instruction.

Nate Schneckenberger, a member of the district leadership team, presented midyear I-Ready diagnostic results for grades 6–8, reporting that about 48% of middle-school students were on grade level in reading and 52% in math at the midway point. "We've had seven fewer students who are two or more grade levels behind," Schneckenberger said, and he noted targeted AIS (additional instructional support) and item-by-item analysis are being used to close gaps. He also reported an 89% pass rate on the January English Regents for juniors.

The leadership team said data dives at each grade level helped pinpoint needs and informed short-term interventions and schedule changes designed to increase intervention time without pulling students out of core experiences.

Erica Esquino described the district—4s plan to shift PK–3 literacy instruction toward what she identified as New York State—4s evidence-based approach, referenced in the presentation as Education Law section 8 1 8. "We're going to move to a systematic tier 1 — meaning every kid gets the same systematic instruction in phonemic awareness and phonics," Esquino said. The district has formed an elementary reading committee with representation from each grade level, special education, and AIS staff; the committee will vet curricula and diagnostic assessments that better isolate phonics and phonological gaps.

As part of the rollout, administrators and teacher leaders will receive professional development: the district plans a full-day training with the Reading League during April break and a multi-day professional-development sequence for PK–6 and specialist staff next year. Leaders emphasized that the district intends to align classroom language and materials so interventions are consistent across grade levels.

The district will run literacy-club interventions (an eight-week program) this spring targeting students one grade level below benchmarks; leaders said round-one served 15 students and round-two has 10 students currently signed up. Officials also discussed family engagement options, including possible literacy nights and parent-access components built into the phonics curriculum the district is piloting.

Board members asked about supports for families adapting to different instructional methods; Esquino said some curricular materials include parent components and that the district plans outreach to help families follow the new approach.

The district said it will continue to monitor results after state testing and adjust supports so students identified as making growth but not yet reaching proficiency receive more targeted interventions.

Next steps: the reading committee will continue vetting curricular options this spring and propose a plan for broader implementation and assessment changes for board consideration.