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HCPSS reports modest gains in early reading; district to expand science-of-reading training and MTSS
Summary
District staff told the board that reading proficiency has risen across grades since 2022 and that 60–68% of students meet grade-level expectations in spring 2025 MCAP data; the Reading by Grade 3 focus team will expand science-of-reading training, manipulatives in K–2, and refine MTSS and school improvement guidance.
The Howard County Public School System presented a Reading by Grade 3 update on May 19 outlining progress and next steps to improve early literacy outcomes.
Jenny Novak, director of curriculum, instruction and assessment, said the district uses multiple measures (DIBELS, MAP, MCAP) and has seen rising proficiency rates across most grades since 2022, with 60–68% of students meeting MCAP proficiency depending on grade level. The presentation credited consistent instructional practices, professional learning, and implementation of high‑quality instructional materials as contributors to recent gains.
District literacy staff described three primary school improvement strategies used by schools this year: (1) implementing core literacy components (tier 1 instruction and tiered supports), (2) applying formative and summative assessment strategies, and (3) improving collaborative planning to strengthen literacy instruction. The elementary language-arts office said all elementary schools received support from a literacy coach or lead teacher and that classroom walk‑throughs showed strong implementation of grade‑level standards in over 96% of observed classrooms.
Board members pressed staff on several issues raised earlier in public forum, including whether HCPSS still relies on homegrown curriculum materials. Staff responded that K–5 core instruction uses 'Being a Reader' (K–2) and i‑Ready/intervention in grades 3–5, supplemented by phonemic awareness resources, and that the district is actively engaged in a countywide High Quality Instructional Materials (HQIM) work group pending state reviews.
Questions also addressed differentiation for multilingual learners and students with IEPs, tracking impacts when schools lose coaching resources, and fidelity of supplemental programs such as UFLI (You Fly) being trialed in pilot sites. Staff said they will continue targeted professional learning, expand manipulatives for K–2 classrooms, refine MTSS to include clearer school improvement guidance, and scale science‑of‑reading training for more teachers and administrators.
The district will continue to monitor data and return with implementation progress; board members requested access to school improvement plans and further detail on coaching allocations so they can monitor equity and resource impacts during school visits.
Outcome: Presentation accepted; staff directed to provide follow‑up information on HQIM work, coaching allocations and school improvement plan access.
