Board asks for clearer public explanation of district literacy approach amid state 'science of reading' initiative

Board members asked administration to provide clearer public communication about the district's literacy approach after community concerns about terminology and implementation.

At the meeting a board member noted that New York State has made funding available for 'science of reading' training and asked the district to explain why it continues professional development described locally as balanced literacy. The board member referenced the recent state initiative—"Governor Hochul . . . put forth $10,000,000 to train teachers on the science of reading"—and said the community deserved a clear rationale for the district's path.

Administration responded that there is "a lot of misinformation on that particular point here in Hastings" and emphasized that the district's work draws from research and includes explicit phonics instruction, data‑driven interventions and professional learning. The assistant superintendent for curriculum and instruction (Dr. Zysmanski) described the district's materials, the Learning for Justice and Facing History resources, and said the district is meeting or exceeding outcomes in comparable measures.

Superintendent and curriculum staff offered to reshare the literacy presentation and to return to the board at the August meeting with the professional‑learning plan and literacy materials so the board and community can review specifics. Board members urged posting presentations and explanatory materials on the district website to make them easier for the public to find.

The discussion did not produce a change in practice; administration framed the next step as further communication and a formal presentation to the board in the fall to explain implementation details and outcomes.