Winslow Township outlines 2025–26 goals and describes ELA pilot after $200,000 competitive grant win
January 15, 2026 | Winslow Township School District, School Districts, New Jersey
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The Winslow Township Board of Education heard a curriculum update on Jan. 14 laying out district goals for 2025–26 and progress on a planned English‑language arts adoption.
Dr. Ferguson, introduced in the meeting as the curriculum director, told the board that 89 teachers in grades K–8 are piloting five ELA programs and that the district will develop a rubric ‘‘based on the Reading League’’ to evaluate those pilots. She said the curriculum office will use diagnostic assessments and progress‑monitoring data in grades 1–9 to inform a selection expected by late February.
Why it matters: district staff said the ELA purchase would be one of the larger instructional investments the district makes, so the process emphasizes evidence, teacher input and a rubric rather than a popularity vote.
In the update, staff also announced a competitive Impact Grant award that ‘‘we actually won,’’ describing the amount as ‘‘close to $200,000’’ and saying the funds will help offset the cost of whichever ELA program the district ultimately selects. The presenter said the grant will be available to support adoption planning and that the district will use the Feb. 13 in‑service day for professional learning; that day will include a half‑day for teacher learning and a half‑day of staff wellness activities.
District speakers emphasized that the pilot is meant to surface ‘‘red flags’’ if a program underperforms and to give teachers and administrators direct input before purchase. Dr. Ferguson summarized the steps: coordinated teaching schedules to facilitate classroom visits, collaborative administrative walkthroughs to calibrate observations, repeated diagnostics to identify baseline and growth, and additional targeted supports such as high‑dosage tutoring and before/after‑school options.
The board asked clarifying questions about scale and timing; staff said the district is already running its first diagnostic and planned a second diagnostic shortly to measure growth. The meeting packet included examples of the research base supporting the pilot, including references to Scarborough’s reading rope and the simple view of reading.
The board did not take a formal purchasing vote at the meeting; staff framed the presentation as an update and an explanation of the rubric and timeline for a later procurement decision.
What’s next: staff said a vendor selection decision is anticipated by late February, and the district will use grant funds to reduce the local cost of adoption.
Dr. Ferguson, introduced in the meeting as the curriculum director, told the board that 89 teachers in grades K–8 are piloting five ELA programs and that the district will develop a rubric ‘‘based on the Reading League’’ to evaluate those pilots. She said the curriculum office will use diagnostic assessments and progress‑monitoring data in grades 1–9 to inform a selection expected by late February.
Why it matters: district staff said the ELA purchase would be one of the larger instructional investments the district makes, so the process emphasizes evidence, teacher input and a rubric rather than a popularity vote.
In the update, staff also announced a competitive Impact Grant award that ‘‘we actually won,’’ describing the amount as ‘‘close to $200,000’’ and saying the funds will help offset the cost of whichever ELA program the district ultimately selects. The presenter said the grant will be available to support adoption planning and that the district will use the Feb. 13 in‑service day for professional learning; that day will include a half‑day for teacher learning and a half‑day of staff wellness activities.
District speakers emphasized that the pilot is meant to surface ‘‘red flags’’ if a program underperforms and to give teachers and administrators direct input before purchase. Dr. Ferguson summarized the steps: coordinated teaching schedules to facilitate classroom visits, collaborative administrative walkthroughs to calibrate observations, repeated diagnostics to identify baseline and growth, and additional targeted supports such as high‑dosage tutoring and before/after‑school options.
The board asked clarifying questions about scale and timing; staff said the district is already running its first diagnostic and planned a second diagnostic shortly to measure growth. The meeting packet included examples of the research base supporting the pilot, including references to Scarborough’s reading rope and the simple view of reading.
The board did not take a formal purchasing vote at the meeting; staff framed the presentation as an update and an explanation of the rubric and timeline for a later procurement decision.
What’s next: staff said a vendor selection decision is anticipated by late February, and the district will use grant funds to reduce the local cost of adoption.
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