Putnam Classical Academy founder urges overhaul of early-reading supports, raises records-access concerns

Risa Burd, founder and head of Putnam Classical Academy, told the Putnam County School Board the district should realign its multi-tiered system of supports (MTSS) for kindergarten through second grade to the science of reading and consider outside assistance such as the University of Florida Literacy Institute (UFLI). "This year, 59 percent of Putnam County's 3rd grade students did not score proficient in reading on the state assessment," Burd said, arguing the district should evaluate core curriculum, instructional fidelity, assessment systems and intervention models.

Burd recommended the district consult UFLI, saying the institute “is nationally recognized” and that implementation materials are affordable — she told the board the cost of UFLI Foundations materials is "approximately $100 per classroom." She also asked the district to examine universal screening and progress-monitoring systems to ensure educators receive diagnostic data needed to identify at-risk students earlier.

Courtney Johnson, an assistant principal at Putnam Classical Academy, followed and said her school has had problems getting complete records (digital transfers missing IEPs and accommodation documentation) via the district's electronic records system. Johnson said district staff sometimes told parents they could not provide the cumulative folder and asked how the district could better facilitate transfers so receiving teachers can provide required accommodations at the start of the school year.

Burd also cited FERPA (the Family Educational Rights and Privacy Act), noting parents' right to inspect and review education records. She asked the district to review procedures to ensure consistent implementation of federal rights and to provide additional staff guidance when needed.

Board response and next steps: Board members thanked the speakers; a board member encouraged staff to reach out to Burd to follow up on implementation ideas, and members noted that the district's new strategic plan emphasizes K–3 reading. The board directed staff to have someone contact the speakers to assist with records access questions and welcomed collaboration on reading interventions.

Ending: The board agreed to follow up with staff and community partners to evaluate next steps on early literacy and to resolve records-access issues raised during public comment.