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District outlines Read to Succeed changes, summer-reading expansion and new literacy interventions
Summary
District staff briefed the board on state Read to Succeed updates shifting focus to K–5 and reinforcing science-of-reading materials, described a move away from 3-cueing assessments, plans for summer reading camp expansion and progress targets, teacher training (LETTERS), and school-level intervention auditing.
District academic staff presented an update on the state Read to Succeed law and explained how Dorchester School District 2 is aligning local practice with the recent state changes.
"The first update to the law really was a shift in focus for literacy from a K–12 focus at the state level to a K–5 focus," the academic presenter told the board, and described district steps including auditing school-level materials, replacing assessments that use the 3-cueing method with the foundation skills survey for K–2, and auditing adopted materials to ensure they align with the science of reading.
Staff emphasized that the law carries implications for third-grade retention and for summer programming: students who score in the state's "does not meet" range in reading will be invited to summer reading camp and can earn a good-cause exemption by making significant progress during camp. The district noted that the state's MAP winter benchmark guides invitations and that the district uses a MAP reading threshold — "A 186 in reading is what they determine to be on grade level for third grade" — to identify students for intervention planning.
District staff described summer reading camp as a full instructional day (roughly 7:30 a.m. to 2 p.m.) focused on literacy instruction and progress monitoring; the state sets a maximum teacher-to-student ratio of 15 and the district said its largest class last year was 12. The board asked for a summer-camp outcome report and staff agreed to provide one.
Staff also described teacher professional learning tied to the law, noting that identified elementary teachers and coaches are participating in two-year intensive LETTERS training and that the state provides stipends for successful completion.
Members asked how interventions would be funded and delivered across schools with varying resources; the academic team said schools will use Title funds, school funds or creative staffing models (for example, using media specialists or reading mentors) and that the district continues to explore scalable staffing and funding approaches to meet the increased intervention need. The team said it will continue notifying families at registration and through conferences if a student is at risk, and will monitor progress through the year.
