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Teachers report positive results with CCLA reading; board reviews proposed core-teacher model to shrink early-grade ratios
Summary
Elementary teachers told the board that five years of the CCLA reading program has improved early literacy and continuity across grades. Personnel committee members presented a proposed 'core teacher' model for K–2 to create smaller intervention groups while maintaining classroom identity.
Elementary teachers reported to the Auburndale School District board that the district’s CCLA reading curriculum has produced positive early-literacy results and that instructional continuity across grades is stronger after five years of implementation.
Multiple classroom teachers (S11–S14) described a ‘‘sounds-first’’ approach, decodable texts and interconnected knowledge units that build from kindergarten through third grade. "We've had great growth — kids are sounding blended and…
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