In a recent Board of Education meeting held by the Highland Falls-Fort Montgomery Central School District (HPCSD), educators and board members gathered to discuss significant advancements in literacy education for students in grades K-3. The atmosphere was charged with optimism as the district outlined its commitment to enhancing reading proficiency through a structured approach.

The meeting highlighted the New York State Education Department's (NYSED) K-3 literacy initiative, which is set to provide a curriculum evaluation rubric and recommended instructional practices in January 2025. This initiative aims to bolster literacy coaching and improve student outcomes by closely monitoring achievement data and gathering feedback from teachers. The district is keen on implementing these practices effectively, ensuring that educators are well-equipped to foster reading skills among young learners.

A key focus of the discussion was the Science of Reading (SOR) professional development program. The district has partnered with the SUNY New Paltz Science of Reading Center to offer asynchronous learning opportunities for teachers. This initiative is part of a broader strategy to ensure that all K-6 teachers are trained in SOR by September 2025. The board expressed enthusiasm for this goal, recognizing the potential impact on student literacy.

The conversation also touched on the importance of data-driven decision-making in selecting literacy programs. Board members emphasized the need for research-based approaches, moving away from previous methods that had not yielded satisfactory results. The literacy audit committee has been instrumental in evaluating various programs, ensuring that the chosen curriculum aligns with the five pillars of reading.

As the meeting progressed, the board discussed the transition away from the "Units of Study" program for comprehension, indicating a shift towards more structured instructional methods. This decision reflects a commitment to refining educational resources and practices to better serve students' needs.

The meeting concluded with a call for public participation, inviting community members to engage in the ongoing dialogue about literacy and education. The board's proactive stance on literacy initiatives signals a promising future for students in the district, as they strive to equip educators with the necessary tools to foster a love for reading and learning.