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Stratham board adopts Fish Tank as elementary literacy program
Summary
The Stratham School District board voted unanimously to adopt the Fish Tank literacy program for elementary grades after a year‑long, staff‑led pilot across multiple schools and crosswalks to other content areas; administrators said grant funds helped cover pilot costs.
The Stratham School District board voted unanimously to adopt Fish Tank as the district—s elementary literacy program following a yearlong pilot and a staff-driven review process.
Administrators told the board the pilot compared two programs across grade levels using professional learning communities, weekly data reviews, writing samples and eight evaluation criteria. "We spent an entire year with it," the presenter said, summarizing the district—s methodical approach to testing each program.
The literacy committee presented evidence from kindergarten through fifth grade and reported that kindergarten, second and fourth grades piloted Fish Tank while other grades piloted Arts and Letters. After crosswalking curriculum connections to science and social studies and gathering teacher input, the committee and faculty reached consensus in favor of Fish Tank.
Board members and parents who spoke during the meeting praised the program—s daily writing emphasis and cited stronger student writing samples and growth in reading comprehension. One board member, speaking as a parent, said she was "impressed throughout the entire school year with the projects and the writing samples." The administration noted the pilot used both district funds and grant money to purchase materials.
Administrators said the decision also advances compliance with a state dyslexia requirement that districts adopt appropriate literacy programs; one presenter said, "this program does fit in that meets that criteria," noting the district is ahead of the state timeline.
The board formally moved to adopt the program and approved it by voice vote. Next steps described by staff include training for educators, shared professional learning across SAU schools and purchasing materials for full implementation next fall.
The board—s action was procedural and did not alter individualized special-education placements; administrators said detailed classroom maps and specific room-capacity materials would remain internal where security concerns exist.
