The most pressing topic of the meeting was the proposed overhaul of the district’s elementary literacy curriculum. The board delved into the necessity of adopting new reading programs, Benchmark Advance and uFly Foundations, to align with the “science of reading.” This new approach aims to address both the comprehension and phonics components that are critical to reading development. The committee recommended Benchmark Advance for its emphasis on content knowledge and uFly Foundations for its multi-sensory approach to phonics.

The proposed staggered rollout of the new curriculum will see grades K-2 implementing the knowledge-building aspect in the first year, with grades 3-5 following with foundational skills in the second year. This phased introduction responds to feedback from teachers about the disconnect between existing curricula and literacy training. A structured three-year training plan is also in place to support teachers through this transition.

Financial details were a focal point, with the adoption costs projected at $815,000 for the first year, decreasing in subsequent years. Funding will draw from existing budgets and literacy aid, although the Read Act aid cannot be used for partially approved curricula. There is optimism that as more districts adopt similar programs, funding restrictions may ease.

In addition to the curriculum discussions, the meeting highlighted the strategic direction at Rutherford Elementary, with a detailed report on the school’s adaptive learning processes. The report outlined the demographic makeup and educational strategies, emphasizing strengths such as the school’s experienced staff and collaborative teaching environment. Challenges include scheduling conflicts for teacher collaboration and addressing post-pandemic declines in student proficiency levels.

The school employs a tiered intervention process, focusing on individual student needs with regular data analysis sessions. The introduction of Read Theory for students in the 40th to 59th percentile marks an effort to improve reading goals beyond mere homework completion. Social-emotional learning initiatives are also being enhanced with new assessment tools and plans to integrate preschool more permanently into the school structure.

Another policy area discussed was the adoption of Policy 5245, governing the use of personal electronic devices. The policy’s third reading saw no public objections, and it was passed with language addressing wearable technology. The policy outlines school administration responsibilities in regulating device use during off-campus activities.

In legislative updates, Superintendent Dr. Michael Funk discussed the potential financial implications of proposed bills, including a technology levy and changes to teacher retirement provisions. A task force has been suggested to address revenue concerns arising from the state’s new free lunch program, which affects compensatory revenue linked to free and reduced lunch counts.