Nashua to pilot K–5 writing framework, district presenters say it aligns with state evidence‑based requirements

District teachers and reading specialists presented a K–5 writing framework to the Nashua School Board, describing how the Think SRSD model—now branded "Releasing Writers"—will be integrated with the existing CKLA ELA curriculum and rolled out to all K–5 staff in the fall.

Presenters said the approach combines explicit strategy instruction with self‑regulation training to help students plan, organize, start, write, revise and build writing independence. A lead presenter described the framework as "an approach, not a curriculum," one designed to give students step‑by‑step strategies and to build a consistent language across grade levels so skills carry from year to year.

Teachers who piloted the program reported early improvements in student engagement and confidence. A second‑grade teacher said, "My students are excited to write. They are so engaged by all the really wonderful ... graphic organizers and anchor charts," and described daily use of a POW planning routine that helps students plan, organize and write. Presenters also highlighted a six‑stage instructional sequence—build background, discuss, model, memorize with mnemonics, scaffold, and move to independent performance—and noted examples where the approach transfers to other subjects such as math word problems.

Administrators told the board the state has passed legislation requiring measurable, evidence‑based reading and writing instruction by 2027, and that Think SRSD/releasing writers meets that standard. District staff said trainers completed a two‑day developer workshop, visited an implementation site in Manchester, and that a launch team from across the district will help prepare exemplars and grade‑level materials ahead of the September rollout. Full K–5 staff training is scheduled for early‑release days in September and November.

Board members asked about implementation logistics, differentiation for varied learner levels, supports for students with reading challenges, and whether paraeducators will be trained. Presenters said paras have not yet been trained but that the district will consider paraeducator‑specific sessions on upcoming professional‑development days. Staff also said the program is not intended to add instructional time but to provide a consistent framework for writing within the existing ELA application/problem time.

The presentation closed with teachers receiving board thanks for preparing the demonstration and an invitation for follow‑up questions as the district finalizes training and exemplar materials.

The board did not vote on the curriculum tonight; the presentation was informational and part of the district's planned implementation work.