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Stockton Unified adopts SIPs K–3 and Heggerty phonemic program amid trustee debate and union concerns
Summary
After extended debate over process and teacher buy‑in, the Stockton Unified board approved SIPs as the district’s K–3 foundational literacy replacement (item 12.15) and Heggerty phonemic awareness (item 12.16); trustees and superintendent cited pilot data showing gains while union and some trustees sought more time for staff input.
Stockton Unified trustees approved a set of foundational reading materials and supports for early grades, voting to adopt SIPs for K–3 foundational literacy and the Heggerty phonemic awareness program for the phonemic component.
The SIPs item (12.15) prompted prolonged discussion. Dr. Michelle Rodriguez, superintendent, and district curriculum staff said SIPs had been piloted in seven schools under an ELSB block‑grant process and yielded measurable gains in schools that implemented it with fidelity. "When we have fidelity to SIPs...we show that children will and can learn," the superintendent said, framing the change as a move to consistent, mastery‑based literacy across sites.
But several trustees and the Stockton Teachers Association raised concerns. Dr. Christopher Anderson, whose comment card targeted item 12.15, asked when the curriculum was posted for public review and whether the district followed its own process. The STA president and other speakers urged more teacher and union involvement in adoption decisions. Trustee Angelanne Flores explicitly asked for the RFP and procurement history and requested more time; she later moved to table the item for further review before the board ultimately voted to proceed.
District staff described a multi‑step adoption process: need identification (based on SBAC ELA data), pilot cycles comparing programs (Hegarty, SIPs and Benchmark), stakeholder input via ELAC and SSC committees, and ongoing implementation monitoring. Curriculum staff said SIPs and Heggerty were chosen to address gaps in phonemic awareness and foundational skills and that implementation would include professional development and coaching to build fidelity.
After debate about process, teacher buy‑in, and whether to delay, the board approved the SIPs adoption (item 12.15) and immediately approved Heggerty (item 12.16) to cover phonemic awareness. The district recorded roll call votes for both items in the minutes.
What happens next: staff said they will continue professional development, monitor fidelity, and use the district’s multi‑tiered systems of support to identify students who need additional intervention.
