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Mary Jo details science-of-reading plan and metrics to track literacy gains
Summary
Mary Jo presented the district's plan to implement a science-of-reading approach, citing regional district survey results, a mix of phonics and program changes, planned professional development, and specific assessment metrics (Aimsweb, diagnostics) to measure progress over upcoming years.
The district's curriculum lead Mary Jo presented an update on the Iroquois Central School District's move toward a science‑of‑reading approach and described how the district will measure implementation and student outcomes.
Mary Jo told the board that the presentation is part two of the district's literacy timeline and that the district began concentrated work around 2020–21. She reported that a survey of nearby districts (the BOCES region and surrounding area) drew responses from 42 of 81 districts and showed a wide range of proficiency rates on state assessments (about 66% down to 18% in the sample). "If we don't have that word recognition, it won't matter what else we do," Mary Jo said, explaining why phonics and structured literacy are central to the plan.
Program changes and pacing Mary Jo said 55% of responding districts reported making changes in 2023–24 and 76% said they planned future changes. The district is pursuing a comprehensive program shift that includes investing in professional development for teachers, using grade‑level leaders to gather teacher needs, and scheduling reading‑focused training (a half‑day in October and a half‑day in February, with additional sessions available for specific teacher needs).
How success will be measured Mary Jo outlined qualitative and quantitative measurements: survey and needs‑assessment feedback for planning; Aimsweb screening three times per year to identify students below the 35th percentile who will receive diagnostic assessments; program‑level assessments (weekly/unit tests) and state assessments to monitor long‑term change. She emphasized phased monitoring and repeated surveys for teachers to tune professional development.
Timeline and expectations Citing comparisons with states that enacted literacy legislation, Mary Jo said sustained gains typically appear over several years. She referenced Mississippi as an example of multi‑year legislation followed by steady improvement and said the district hopes to see meaningful improvement sooner than a decade — possibly within a few years with focused effort and monitoring.
Board reaction and next steps Board members asked clarifying questions about retention policies tied to third‑grade literacy and how the district will use its diagnostic and program assessments to adjust instruction. The district will continue regular updates and monthly Friday memos, and expects to bring progress reports to the board as the work continues.
Provenance This report is based on the district's curriculum presentation (topic introduced SEG 1629; topic last discussed SEG 1964).
