District outlines literacy framework, pilot screening and multi-year coaching plan

Speaker 2 presented the Kennett Consolidated School District's draft literacy framework, a stakeholder-developed roadmap the district says will guide curriculum, instruction and assessment and that staff will bring to the board for formal approval when finalized.

"The Kennett Consolidated School District is committed to empowering students to become confident and independent readers, writers, communicators, and critical thinkers...grounded in the principles of structured literacy," Speaker 2 read as part of the proposed purpose statement.

The presentation summarized district assessment data and said the district has seen substantial midyear improvements in phonological awareness and phonics following prior program and training investments. Speaker 2 reported kindergarten midyear benchmark rates near 70 percent and notable gains in first grade; grades 2–4 showed increases in oral reading fluency, and early middle-school comprehension measures also improved.

Staff said the district has used the MAP Growth screener for three years but that it does not provide sufficiently deep diagnostic detail for at-risk readers. Reading and special-education staff are piloting alternative screeners (FastBridge and a second product) and expect to recommend one in April. The new screener, staff said, would help identify precise skill deficits (for example, specific phonological patterns) so teachers can intervene in the core curriculum rather than only in separate programs.

A central element of the plan is expanded professional development. Speaker 2 described a multi-year rollout that combines online modules on the science of reading with "classroom-to-connection" sessions and in-class coaching. The district currently has one coach at the kindergarten center and plans to place a coach in each elementary building for grades 1–2 as the model scales. Staff emphasized coaching, classroom application and regular progress monitoring rather than wholesale replacement of existing materials.

On materials, the literacy leaders found gaps in comprehension, vocabulary and writing supports for grades 1–5 and recommended targeted purchases to supplement current resources rather than adopting an entirely new program. Speaker 2 said the required purchases would be modest and described the effort as cost-efficient, adding the district does not expect a six-figure procurement for this work.

Speaker 2 said next steps include setting grade-level benchmarks after selecting a universal screener, embedding literacy activities in the district balanced scorecard, continuing literacy-leader meetings to monitor implementation, and bringing the final framework and materials recommendations to the full board for review and approval.

The committee members asked how critical thinking would be taught and assessed; Speaker 2 replied the district will use rubrics, performance tasks and classroom discussion to evaluate higher-order thinking alongside traditional assessments. Board members also asked about handwriting and writing instruction; Speaker 2 said both had emerged as needs and would be included in training and materials planning.

The committee did not take a formal vote; staff will return with the screener recommendation and materials rubric for board consideration.