May Board of Ed: early literacy

 there is a bit of a background here

responding to Craven's question, Riley says "evidence-based literacy" is what he is using as "science of reading has become politicized"
only 44% of MA third graders met or exceeded expectations on ELA last year
Mass Literacy Initiative 
Mass Literacy Guide "hopefully it's bookmarked on your browser" 
"most up to date information on" literacy
CURATE reports on curricula 
Appleseeds "DESE's own curriculum for reading foundational skills"
grants: targeted grants for screening assessments; GLEAM grant; accelerating literacy learning
educator preparation: beginning in 2024, programs will be evaluated on literacy-specific preparation
opt-in formative reviews now
rising use of high quality instructional materials
strong interest in grants/PD/resources
"seeing improved student achievement within DESE's intensive support programs"
(which...wouldn't be MCAS? As yet? or at all?)

in response to a Q from Moriarty: “We do not know exactly which curricular materials are used in every school and district statewide”

Craven: how do we incentivize adoption of these curricula by superintendents and school committees?
Johnston: working with superintendents, MASS

Craven: is it important to educate school committees on this, since they select curriculum?
Johnston: we have reached out to MASC as well

Moriarty: when I came here, "I can't say that this was a loved institution"
and then he told a story which involved his pronouncing "Quinsigamond"


Moriarty: whenever you bump into a "potential champion" on school boards, encourage them

West: important for the Department and the Board to not be speaking with mixed messages
could Board go on record opposing Reading Recovery, which generally has an earmark

now an ongoing back and forth about Board authority

Craven: Moriarty and I have had a back and forth about "why haven't we mandated"
Moriarty (without being recognized): that would be a moving target
"I do question why it is okay to ignore a deep level of technical assistance we provide to our districts
Lombos: want to be sure the people that are on the ground
"we have a solution that we want to propose and it's a bottom up process"
it is not, of course, a bottom up process if it is being proposed by the Board or the state

Rouhanifard asks if it is being adopted by the traditionally lower performing districts that have or haven't adopted
Moriarty notes that one cannot simply drop a curriculum on a teachers' desk

Stewart says it's perhaps the higher performing districts that may be more reluctant to adopt; kids come in reading

West: even more important there, as it's the high performing districts "where the norms for good practice come from"
(WHAT?)

I didn't write all of this down as this is so far