The most significant topic of discussion was the adoption and implementation of the Amplify reading program. This new initiative is designed to enhance reading comprehension by emphasizing both decoding and language comprehension. The program’s adoption is rooted in research about how children learn to read. The English language’s complex alphabetic writing system, which takes children two to three years to master, was contrasted with languages like Finnish, where decoding is learned much faster due to phonetic consistency.

To address the intricacies of reading instruction, the Amplify program will introduce a 25-minute “What I Need Now” period, allowing for targeted enrichment and intervention without sacrificing science or social studies classes. This change will enable fourth graders to receive instruction from subject matter experts in math, science, and social studies, thereby improving instructional quality and allowing teachers to deliver differentiated instruction tailored to students’ individual needs.

During the meeting, it was noted that the previous reading strategies, particularly those associated with the whole language movement and popularized by figures like Lucy Calkins, were less effective, especially during the pandemic. Many parents witnessed their children struggle with reading when visual aids were removed. This highlighted the need for a more structured phonics approach, which the Amplify program aims to provide.

A significant portion of the meeting also addressed the imbalance in the curriculum, where English and math have historically dominated due to their prominence in academic assessments. The board discussed how the Amplify program integrates English with science and social studies. One board member expressed gratitude for this shift, citing concerns about the disproportionate focus on tested subjects and the necessity of a balanced approach to education.

Concerns were raised about the potential impact on test scores, with one board member willing to accept lower scores if it meant a better overall educational experience for students. They emphasized that test scores are poor indicators of the quality of education children receive. The discussion also covered training strategies for teachers to effectively use the Amplify program. Teachers who participated in the pilot program received initial training, followed by a comprehensive six-hour session in May and June, with additional training planned for the start of the school year and on a professional development day in October.

The curriculum is structured around nine core units, with an additional section dedicated to foundational phonics skills. Each lesson is designed to last approximately 90 minutes, fitting within existing schedules while allowing teachers the flexibility to incorporate personal projects.

Addressing the varying levels of reading readiness among incoming kindergarteners, the board discussed the program’s ability to accommodate different learning paces. While some children may excel early on, the program is designed to help all students catch up eventually. The approach starts slowly to build foundational skills before accelerating.

A parent voiced concerns about the transition from the Foundations program to Amplify, particularly the absence of traditional reading levels. They sought guidance on how to support their children during this transition. It was explained that, although Amplify does not categorize readers by levels, it employs a universal screener known as B8 to assess student progress. Teachers will provide resources and strategies to help parents bridge any gaps.

The meeting also included committee reports on finance and policy. The finance committee scheduled a meeting for September 17, and the policy committee reviewed 17 policies and regulations.

In a moment of remembrance, the board expressed condolences for the passing of a former principal, adding an emotional note to the session’s conclusion.