Portsmouth outlines K–12 curriculum changes, expands literacy programs and forms AI task force

Portsmouth school leaders presented a broad K–12 curriculum update at the March 10 School Committee meeting, detailing literacy, math, science and computer science changes and new steps to address artificial intelligence in classrooms.

Superintendent Dr. Viveros opened the presentation by praising staff for a smooth pivot to virtual instruction during a recent blizzard and then introduced the curriculum team. Danielle Lori, principal of Melville School, said the elementary core literacy curriculum remains Wonders in year five of implementation and the district has added UFLI foundations in K–2 to strengthen phonological awareness and align to the science of reading. "Teaching and learning continued without interruption in our classrooms," Dr. Viveros said of the blizzard response, crediting teachers and staff for the transition.

Elementary instructional leaders described writing and intervention expansions. Erica Majilton said the district scaled SRSD (self‑regulated strategy development) writing instruction from a third‑grade pilot to grades 2–4 and noted teachers report stronger student organization and confidence. Majilton also outlined Core5, a personalized, research‑based blended literacy program that targets phonological processing, phonics, fluency, vocabulary and comprehension.

Maggie Shaw summarized the adoption of Impact for social studies, a RIDE‑aligned, inquiry‑based curriculum with emphasis on civics, history, geography and economics. Shaw said Portsmouth’s elementary rollout is on schedule for full implementation by fall 2026 to meet state timelines.

Science and math updates emphasized hands‑on learning and vertical alignment. Margie Brennan said K–4 is transitioning to a Smithsonian science curriculum with multi‑lesson units and expanded place‑based partnerships, including an innovation‑farm experience for grades 1–3. For math, the district uses Eureka Math Squared as the core curriculum and supplements it with targeted digital tools to support small‑group instruction and differentiated practice.

At the secondary level, Jodie Nevs and Tannon Longway described vertical articulation that allows students to earn high‑school credit in the middle school. Nevs highlighted modern world language work that enables students who pass approved eighth‑grade language courses to receive high‑school credit; an alternate pathway via the Seal of Biliteracy assessment is available for multilingual learners. Longway described an eighth‑grade civics proficiency and civic action projects that meet RIDE expectations.

Eliza Pilotus detailed the district’s math acceleration pathway: seventh graders take a pre‑algebra course with periodic assessments (December and March, plus an opt‑in May assessment) to identify students for honors algebra in eighth grade and potential acceleration to geometry in ninth grade. Pilotus noted about 30 current freshmen are already taking geometry after middle‑school acceleration.

Leaders also outlined computer science and AI planning. Nevs said Portsmouth embedded a 0.5 computer science credit pathway using CS4RI so students can complete the required proficiency in middle school. In response to a committee question, district staff said they are forming an AI task force with Throughline Learning (a RIDE‑required step), training district "AI fellows" among instructional coaches, and planning policy and curricular guidance to teach AI literacy and protect academic integrity. "The goal is that by the end of 10th grade students will have AI literacy embedded in authentic assignments," Nevs said.

Why it matters: the package of changes is designed to align Portsmouth instruction to RIDE standards, accelerate students where appropriate, and introduce early supports that can reduce remediation later. The district will continue professional development and return to the committee with implementation progress and materials procurement as needed.