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Parents and teachers urge teacher involvement, science-of-reading alignment during curriculum discussion
Summary
Multiple public commenters and board members pressed the district to include teachers and special-education voices in curriculum selection, asked which curricula are being considered, and raised concerns about alignment with the science of reading.
Several public commenters used the time set aside for Item 3 to urge the district to ensure teacher participation and to confirm that candidate curricula align with the science of reading and serve students with dyslexia or other needs. The Chair opened public comment and called the first speakers; Wendy Smith introduced herself and asked that the teacher perspective be central to the selection process.
"Los maestros deben estar incluidos en el proceso de adoptar de currículum, porque compartimos la la misma mesa, meta, hacer lo mejor para nuestros estudiantes," Wendy Smith said during public comment. Other speakers asked staff to name the three curricula under review, requested data on which programs in other districts had closed reading gaps, and noted the district’s reading performance as a concern.
Board members acknowledged the concerns and sought clarification from staff about how many teachers are on the review team, how the district will narrow three options to two, and what evaluation evidence will be gathered. Staff said directors would return to their schools to collect teacher and site-team input and that the final recommendation would consider ELD and ELA together once all feedback is compiled.
The public comment period focused attention on teacher involvement, equity, and implementation detail rather than on a request for immediate action; no vote related to adoption was taken.
