Elementary Literacy Adoption


Kathy Connally
Director of Teaching & Learning

State Standards

What materials we use now:

  • Making Meaning (Comprehension Strategies)
  • Fountas and Pinnell Phonics
  • Work Study based on Words Their Way
  • Benchmark Bookroom Materials
  • Good Habits, Great Readers, Bookroom Materials
  • Lucy Calkins Units of Study in Narrative, Informational and Opinion Writing
  • Handwriting Without Tears

Adoption process and timeline

During a literacy adoption, a team of teachers and staff will survey parents and teachers, review evidence-based practices and instructional materials to make recommendations for integrating new instructional materials into a balanced literacy program. 


The literacy adoption will accomplish the following:

  1. Provide quality instructional materials. Review and select Reading and Writing instructional materials to support a comprehensive, standards-based literacy program. Materials will be vetted for alignment to standards, our district mission and evidence that the materials effectively support student learning.
  2. Provide instructional materials for tiered supports in Literacy. Provide literacy materials that support multi-tiered systems of support for learning in the general education program with additional structured supports for students with reading difficulties.
  3. Provide evidence-based resources to teach Common Core Standards for Reading Foundational Skills. Click here for information on these standards that focus on decoding, fluency and phonemic awareness.
  4. Comply with current legislation requiring the use of evidence-based assessments and instructional materials to provide tiered support in the general education classroom for students with decoding and reading fluency challenges by the fall of 2021. (Click here for info about the dyslexia law)

The Literacy Adoption will be broken into 3 phases:

Phase 1: Review, select and implement tiered instructional materials for Reading Foundational Skills standards.

Phase 2: Review and selection of instructional materials for remaining Reading standards and Writing / Language standards.

  • Review and select reading and writing instructional materials together to ensure a cohesive and comprehensive literacy program and explore opportunities for integration of reading and writing instruction. This does not preclude selection of separate reading and writing programs.
  • Propose an implementation plan. The current default plan would be to implement reading first in the fall of 2022, then writing two years later in the fall of 2024.

Phase 3: Implementation of Reading and Writing instructional materials.

DRAFT Timeline: Adoption teams may recommend adjustment of the timeline for decisions and/or implementation.

2020-21 2021-22 2022-23 2023-24 2024-25 
F19 W20 S20 F20 W21 S21 F21 W22 S22 F22 W23 S22 F23 W24 S24 F24 W25 S25
  Phase 1: Reading Foundational Skills Materials Selection Foundation Skills Initial Use Training                    
    Foundational Skills Field Test Implementation of Reading Foundational Skills instruction materials
   Phase 2: Reading and Writing Material Selection  Phase 2 follow-up if needed
        Phase 3: Reading Initial Use Training              
Reading Field Test Implementation of Reading instructional materials
            Writing Field Test      
    Writing Initial Use Training
  Implementation of Writing Materials


Meeting Schedule for Phase 1

Adoption team meetings are scheduled for the following dates:

  • December 17, 2019
  • February 3, 2020
  • March 16, 2020
  • May 4, 2020


December 17, 2019

The first meeting of the Reading Foundational Committee was held on December 17. The committee reviewed the materials adoption timeline and consensus process. Committee members determined consensus to be defined as 85% endorsement or support. Criteria for evaluating instructional materials, ensuring curriculum materials are equitable for all students and aligning standards was a focus. Dedicated time was spent understanding the new state legislation regarding dyslexia and reading challenges consistent with dyslexia (E2SSB 6162) and taking a deep dive into K-5 Reading Foundational Standards. Data from a recent parent survey regarding foundational literacy skills was examined.

Specific objectives of the committee include recommending a dyslexia screener K-2 and reading foundational instructional tools K-5 after field testing takes place in Fall 2020.

The next meeting is scheduled for 2/3/20.