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RSU 1 reports measurable K–2 reading gains after districtwide UFly phonics rollout
Summary
District data presented at the June 16 board meeting show gains in early literacy after three years of implementing the UFly phonics program: DIBELS screening results rose notably in K–2 cohorts and the district plans to pilot UFly 3–5 materials next year while continuing targeted interventions.
The RSU 1 school board heard a detailed literacy update on June 16 showing measurable improvements in early reading following districtwide adoption of the UFly phonics program.
Beth Kaser, who led the presentation, said UFly has been taught in every kindergarten through second‑grade classroom and used by interventionists and special‑education teachers since full implementation began in 2023–24. She described supports deployed during implementation — teacher training, decodable texts aligned to lessons, occupational‑therapy consultation for handwriting, and the UFly portal for progress monitoring.
Kaser presented DIBELS benchmark screening results for the year. She said kindergarten end‑of‑year percentages at or above benchmark rose to about 60 percent; first grade rose from 59 percent at the beginning of the year to 79 percent at year’s end; second grade was reported at 79 percent at the end of year. Kaser stressed that DIBELS is one of multiple measures the district uses and noted follow‑up phonics screeners and repeated‑reading protocols to investigate fluency or processing concerns.
Board members and staff said the K–2 gains are especially notable because the current second‑grade cohort has had the full three‑year UFly scope. Kaser also showed cohort comparisons across years and said the district intends to pilot UFly’s forthcoming 3–5 materials next year as those modules become available.
School leaders said the gains reflect coordinated implementation and ongoing professional development. They also highlighted additional supports — a district “bridge to writing” program, expanded teacher book clubs and shared scoring, and data meetings that allow grade‑level teams to problem‑solve around students not making expected progress.
Kaser concluded by identifying next steps: piloting the 3–5 UFly materials when released, extending writing supports for grades 4–5, continuing to use multiple assessments to inform instruction, and maintaining training and collaborative problem solving for teachers and intervention staff. The board did not take any formal vote on curriculum at the meeting; staff said the pilot plans would be discussed when materials are available.
The presentation included a request for continued monitoring of third‑through‑fifth‑grade comprehension measures and a reminder that state ELA (NOIA) data lags by one year, so comparisons to statewide scores will continue as new state results are certified.
