As a result of intense negotiations with the DOE over educators’ concerns with the NYC Reads curriculum, the city Department of Education has released key policy updates to all elementary school educators and principals. The following letter, which spells out these changes, was sent jointly by the UFT, the DOE and the Council of School Supervisors and Administrators on Dec. 4. UFT members should contact their chapter leader and/or their UFT district rep immediately if they do not see changes in their schools.

Dear Colleagues, 

Learning and implementing a new curriculum is a significant undertaking, and we deeply value the extraordinary efforts of our school leaders and teachers. In response to feedback, we are updating key policies to address concerns related to pacing flexibility, assessment processes, and professional learning. The updates are categorized into five key areas below. 

Flexibility in pacing to support teaching and learning

Pacing guides are designed to provide structure, not rigid mandates.

School leaders and teachers are encouraged to use professional discretion, with flexibility of up to two weeks, to meet the unique needs of their students. Teachers are encouraged to prioritize completing the skills and standards within each unit, ensuring instructional goals are met. This pacing can be adjusted within unit structures when specific student needs are identified without punitive measures. Keep in mind the adjustments need to maintain curriculum alignment and integrity.

Streamlining assessments

Assessments will be streamlined to focus on what’s most important.

When it comes to NYC Reads, we agree it is essential to emphasize end-of-module/unit assessments and give teachers time to prioritize classroom instruction and small groups. End-of-module/unit assessments provided by the curriculums address the pertinent standards and should be used to guide instruction, ensuring all students receive high-quality, standards-aligned teaching that meets their needs.

Simplifying data collection using tools within the curriculum that already exist

Duplicative tasks must be eliminated, freeing teachers to focus on delivering instruction.

To ensure teachers can focus on their primary role of instructing students, teachers should not be doing extra manual data entry and spreadsheets. Data from screeners exists to help guide teachers in their instruction. To enhance efficiency, districts will maximize the use of digital tools integrated within the curricula to eliminate redundancies and outdated practices, and spreadsheets related to NYC Reads’ curriculum efforts should not be collected. Whenever possible, educators will access data that is readily available within the current curricula and screener’s digital platforms.

Time and flexibility for educators to make adjustments as needed

Educators can use planning time to make modifications and adaptations to the curriculum informed by the needs of their students and ensure access to the curriculum for all.

While still maintaining the curriculum's integrity, educators can modify instruction as needed to ensure all students are given access to grade-level materials and standards. Educators can utilize resources accessible via NYCPS’ open-sourced NYC Reads website and its TeachHub platform to align with key concepts, standards and skills necessary for success. Within a multi-grade bridge class, the focus should be on one grade level, keeping in mind progression of standards, while giving access to meet the needs of all grade levels. Educators should use the chosen grade level material to teach skills and adapt instruction and activities accordingly for the other grades in the class.

Expanding professional learning for all involved in NYC READS

Professional learning will target practical strategies to support educators, by identifying the functions and tools that are already embedded within the curriculum.

Professional learning will be provided to support superintendents, district instructional teams, school leaders, and teachers in meeting the diverse needs of their specific student population. It will target strategies to support educators by identifying resources and tools already embedded within the curriculum. Professional learning opportunities will be made available in response to feedback received regarding curriculum adjustments to meet the needs of our English Language Learners in addition to Students with Disabilities.

These updates are designed to address challenges shared by educators and offer some reprieve while reinforcing our shared goal: to ensure all students graduate from NYCPS as proficient readers and learners. The key to this effort is providing districts, leaders and educators with clarity as needed to enact this seismic change.

Thank you for your partnership, expertise, and dedication to our students.

Sincerely,

Melissa Aviles-Ramos, New York City Schools Chancellor

Michael Mulgrew, UFT President

Henry Rubio, Council of School Supervisors and Administrators President