Milton Public Schools officials told the School Committee on Oct. 22 that a district committee is carrying out a multi-step, DESE-aligned review of early literacy (K–5) instructional materials and will return in February with a recommendation and implementation plan.

Katha Roche, Milton’s K–8 ELA director, said the district “did take this process directly from DESE,” and described a six-stage review process that has moved through DESE’s rubric, professional learning and local rubric customization. Roche said the committee has completed stages 1–4 and is narrowing six state‑approved publishing programs to a smaller set for deeper study, including visits to districts that use candidate programs.

The review team is a 15-member committee drawn from across the district and includes classroom teachers, special educators, reading specialists and administrators. Roche said members completed DESE-recommended professional development over the summer through Cox Campus and other workshops and that the group used a locally adapted DESE rubric emphasizing standards alignment, equity and cultural responsiveness, and instructional design.

Superintendent John Dale thanked the committee and said the district has already invested in foundational phonics work. “You very generously supported our ability to implement UFLI,” he said, noting UFLI phonics has been in use since 2024 and that the new adoption would be intended to dovetail with that foundational work. Dale said initial materials would be purchased in the spring with funds already budgeted in the FY26 budget, and that additional professional development funding would be sought in the FY27 budget.

Roche described next steps: narrow the vendor list (using EdReports and CURATE ratings), visit classrooms in districts that implement the candidates, interview teachers and administrators, and recommend the highest‑rated resource to the superintendent and School Committee. She said the recommendation will include realistic implementation goals and a plan for summer and in‑year professional learning.

Committee members pressed on areas of emphasis. Roche singled out writing as a district priority, saying writing instruction is “the hardest… because you to get your hands around the craft, the conventions, idea development.” She also said rubric review will include accessibility and adaptability for English learners and students with IEPs.

Roche said the committee will return to the School Committee in February with a recommended resource, an outline of the professional development plan, and a clearer estimate of budgetary impact. The district plans to give teachers early access to guides and platform logins in spring to allow summer/fall preparation.

Discussion points included whether publisher support services would be evaluated (Roche said district interviews will include questions about publisher customer service) and how the review will account for Milton’s French immersion program (Roche said immersion affects early demonstration of English‑language foundational skills and the district will allow a longer on‑ramp for those students).

The superintendent and director framed the work as multi‑year: initial procurement in spring, implementation planning over the summer, and ongoing monitoring and adjustment over the following 3–5 years.

The committee did not take a formal vote on materials at this meeting; Roche will present results and next steps in February 2025.