Colonial SD to pilot two K–3 writing programs; cites state structured‑literacy requirements

Dr. Figueroa Douglas told the Colonial School District curriculum committee that the district will pilot two K–3 writing programs this fall to align writing instruction with state structured‑literacy expectations.

She said the district is obligated to use an evidence‑based reading curriculum and to submit a related survey under Act 47; the district has used DIBELS as its universal screener in K–5. To align writing and reading blocks, supervisors narrowed an initial list of four vendors to two: Benchmark Advance and Being a Writer (3rd Edition). "Benchmark Advance is a combination of our current core reading program and the writing complement that Benchmark also provides," she said; Being a Writer 3rd Edition offers a revised scope and sequence for primary grades.

Why it matters: Pennsylvania's structured‑literacy requirements and new graduation expectations for personal finance have prompted curriculum updates across grade bands. The K–3 pilot is intended to produce evidence of growth and fidelity and to ensure materials meet state standards.

Staff described the pilot design: kindergarten through third‑grade teachers across sites will use the same unit between October and January so the district can measure student growth, collect anecdotal and teacher feedback, and ensure fidelity. The committee will expand training and feedback loops; the district emphasized cost considerations when negotiating with vendors. Supervisors said they will bring final recommendations and teacher examples back to the board before any permanent adoption.

Staff also addressed handwriting and typing: supervisors emphasized on‑paper handwriting and developmentally appropriate cursive instruction (third grade, with vendor guidance for possible grade‑two placement). For digital writing, staff said vendor features will guide when typing is introduced but that handwriting remains a priority in primary grades.

Next steps: pilot runs from October to January; committee will collect student, teacher and vendor data and return to the board with findings and final resource recommendations.