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Teachers report positive results with CCLA reading; board reviews proposed core-teacher model to shrink early-grade ratios
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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 reading short stories," one teacher (S11) said, summarizing classroom outcomes. Teachers noted the curriculum’s handwriting component (using existing Handwriting Without Tears materials) and said they have supplemented areas that need extra practice, such as number-writing in kindergarten.
Separately, the personnel committee presented a plan developed with teachers to create a core-teacher role for grades 1–2 intended to reduce group sizes during core reading and math. Under the model, a licensed core teacher would pull a small set of students from each classroom during core instruction, allowing interventionists and paraprofessionals to split groups and provide targeted supports while students retain their classroom identity for specials and other activities.
"This gives us a reduced ratio for intervention time and maintains classroom identity," Committee member (S8) said of the proposal. Board discussion covered scheduling logistics, planning time on Wednesdays and the need to finalize job descriptions for the core-teacher role. Personnel and finance committees noted potential cost savings compared with outside contracted services and said the position could be filled internally in some cases.
Next steps: personnel will provide a written job description and schedule for the proposed core-teacher position, finalize any necessary postings for open fourth-grade roles, and return to the board with recommended hires and budget implications for the upcoming school year.
