[{"_1":2,"_111":-5,"_112":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,75,87,99],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},"mediaId",6306396,"mediaKeyId","2438143-5e6f9badc5ecab325f889038260812c4","parentId",2438143,"title","RCS reviews five‑year test trends, prioritizes MTSS, new K–5 math curriculum and targeted literacy work","audioSeconds",1679,"startMs",50000,"endMs",1729000,"viewUrl","/Search/View?dp=1&key=2438143-5e6f9badc5ecab325f889038260812c4&start=50&end=1729","thumbnailUrl","https://assets.pipeline.soar.com/2438143-5e6f9badc5ecab325f889038260812c4/thumbnail_50000.jpg","articleUrl","/articles/6306396/New-York/RCS-reviews-fiveyear-test-trends-prioritizes-MTSS-new-K5-math-curriculum-and-targeted-literacy-work","mediaUrl","https://secure.pipeline.soar.com/6306396-0b6d97d85a3957052224889f6330c19c/orig.mp4?Expires=1773739537&Signature=MD9VABG69QbGHWO9iGv~dV8t1CABLXGaJTg8q6aO9atXRPXQCsUXw-cApzst2U68YC~TaLQTSBryssZqjplUUaIc-yuZm6JOfEpZn4u404YN8nNgUuYk7HaZ-v2II37z2f~wk1xXCKxEv105pCFJsq6p8zZZD5vnDJPiSxoYFGjciyNIqH0ZNO~wU9LS4x9cFL7bp-fHNhnUoalG6cigvgolHS7fgy0k-mZPGF7iU0UanigCEgKUm-SPsZcDlvUG9q9r8HsnpS-iW4KervRY6ywempKy3-q~zTGh3n21renj4LgLPh8bC777ZI24Wb-PlOmMk5warDRjqCwRelJAgg__&Key-Pair-Id=KUT5TJCACFTXG","author","","date","2025-02-27T12:57:16Z","article","RAVENA-COEYMANS-SELKIRK CENTRAL SCHOOL DISTRICT staff on Monday reviewed five‑year patterns in state assessments and proposed curriculum and intervention priorities intended to raise proficiency.

At a workshop, Jean (staff member) told the board that combined grade‑3‑8 results show ELA proficiency is an area of concern while math proficiency “had a slight decline” over several years but showed a meaningful uptick in the most recent year driven largely by strong seventh‑grade and geometry results. “Our scores on the ELA, state ELA are about on par, are a little bit above the state average but still we want to be better, and improving each year,” Jean said.

The presentation framed district strategy through a multi‑tiered system of supports (MTSS). Jean described tier 1 as “core instruction that is intended to have most of our students, 80 to 85 percent, achieve at grade level rates,” with tiers 2 and 3 providing progressively more intensive intervention for students not responding to core instruction. Jean outlined the district’s focus as improving tier‑1 instructional fidelity, strengthening targeted intervention and tracking progress with timely assessments.

Why it matters: Board members said the presentation links assessment results to budget choices. Staff argued that improving core instruction — and then aligning interventions to standards and student needs — is the most sustainable path to raise outcomes across grades.

Key proposals and evidence
- K–5 math curriculum: Staff recommended adopting an evidence‑based K–5 math curriculum to be implemented with fidelity; Jean said the district has vetted options and expects to use existing materials and professional‑development budgets to manage initial costs.
- Targeted successes: Staff highlighted a large gain in geometry proficiency after a shared curriculum pilot, citing a “43% increase in proficiency over 2 years.” Jean said that pilot reinforced the case for systematic curriculum adoption where research and coherent instructional planning exist.
- Literacy work: The district is in the third year of implementing a phonics‑centered reading curriculum; Jean said early literacy phonics gains are already visible and the district will examine additional literacy data and intervention structures at upcoming committee meetings.
- Programs: Staff previewed nonacademic and enrichment items tied to student readiness, including the Seal of Civic Readiness (state approval process to be submitted by September), expansion of unified sports (example cited: unified bowling) and a proposal to move band instruction earlier (proposal coming through building leadership teams to start in grade 4).

Board members asked about comparables and disaggregated data. Jean said the presented charts were RCS‑only and that staff would provide state averages and comparable‑district comparisons at the next meeting. Jean also pointed to changes in Regents and other statewide assessments that complicate year‑to‑year comparisons because the state changed rubrics and, in some cases, the timing of first administrations.

What the board directed (discussion vs. decision)
- Discussion: the board discussed prioritizing math curriculum adoption, continuing literacy implementation, and ensuring interventions are tracked and resourced.
- Direction: staff said they will provide disaggregated comparisons to state averages and selected comparable districts before the next meeting and will bring fuller implementation plans (including costs and timelines) for the recommended K–5 math curriculum to the Board of Education CNI meeting.

Ending: The presentation set priorities for the budget workshop cycle: adopt an evidence‑based K–5 math program with professional development and implementation supports, continue the district’s phonics work in early grades, and use MTSS to align intervention staffing and summer programming.","mediaType","Video","parentTitle","February 26, 2025 Budget Workshop","oneSentenceSummary","RAVENA-COEYMANS-SELKIRK CENTRAL SCHOOL DISTRICT staff on Monday reviewed five‑year patterns in state assessments and proposed curriculum and intervention priorities intended to raise proficiency.","taxTitle","RAVENA-COEYMANS-SELKIRK CENTRAL SCHOOL DISTRICT, School Districts, New York","taxId",69141,"location","New York","headline","shortSummary",{"_33":76,"_35":36,"_37":38,"_39":77,"_41":78,"_43":79,"_45":80,"_47":81,"_49":82,"_51":83,"_53":84,"_55":56,"_57":58,"_59":85,"_61":62,"_63":64,"_65":86,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6306385,"Board debates Yondr‑style cell phone storage; $20,000 placeholder in budget draws scrutiny",198,4132000,4330000,"/Search/View?dp=1&key=2438143-5e6f9badc5ecab325f889038260812c4&start=4132&end=4330","https://assets.pipeline.soar.com/2438143-5e6f9badc5ecab325f889038260812c4/thumbnail_4132000.jpg","/articles/6306385/New-York/Board-debates-Yondrstyle-cell-phone-storage-20000-placeholder-in-budget-draws-scrutiny","https://secure.pipeline.soar.com/6306385-f7733e96432d9ee9fea11de1cb546ca8/orig.mp4?Expires=1773739537&Signature=OJFNjooZr3WGdYGd8OJpKNCYo5S77N183r29MW3wpKlBy9zgbbgtRtxh0idgtlMsm3HWSTTVe2WFRhLRe0aF3tMspsqkw0ul71n0~LATp93A7nvqz-sY0DhoyyrZN5muzPEgTWhIOStESkx0ZmXcduTp8kNLbz1KI6f2L4NGpWoAJUaAEZt0SpaZCYBpHohwmIniLWeUzADacLX~q34rVqQw3ySMm6VIEmDmwIRjOaallDwo3e6WCb7ArlrOEs5PQkUASr782TYINnApFqPUtvWS57oKlbs~o7oUgPK9TTQm2rRU7mQM7P3ZnY7J7~wZFBoseyF00Zu1UG3AdKXi0w__&Key-Pair-Id=KUT5TJCACFTXG","The board discussed a proposal to add a one‑time $20,000 budget line for Yondr‑style cell phone storage devices at the high school and raised operational, policy and cost questions.

Jean (staff member) summarized the item as an equipment and implementation package. \"$20,000 would be the cost of the bags themselves, the equipment that, opens and closes them at the beginning and end of the day, as well as they recommend buying 10% more so that you have them in case they're damaged or, to your point, Jenny, they show up without it, you put it in another one and they carry that around all day,\" Jean said. She also noted that Governor Hochul’s budget included funding for phone‑management options and that the state is leaving implementation to local control.

Why it matters: Proponents said device storage could reduce classroom distraction and increase student socialization; opponents worried about cost, recurring replacement needs and policy implications of restricting access to personal property during the school day.

Key points from the discussion
- Cost and recurrence: Board members calculated roughly $30 per student and noted recurring replacement costs as cohorts graduate; staff estimated $3,000–$5,000 in replacement costs annually for wear and obsolescence.
- Operational questions: Trustees asked who would manage the drop‑off/pick‑up process and how compliance would be enforced; staff said building‑level plans and BLT work are underway but warned it could require added adult supervision during morning entry.
- Alternatives and state funding: Jean said the governor’s proposal provides funding and local control; trustees discussed other options such as locker storage, classroom deposit boxes and enforcement of existing policies rather than district‑purchased hardware.

Board reaction
- Several trustees said $20,000 felt large compared with cuts or unfilled positions elsewhere in the budget and asked staff to pursue additional information from other districts with implemented programs before committing funds; one trustee said, \"$20,000 to me feels like a very large number for something like cell phone storage.\" Another trustee suggested inviting representatives from neighboring districts that have implemented phone‑management systems to share operational lessons.

Ending: The board did not approve the purchase; staff will gather comparative district experiences, clarify recurring costs and report back. Trustees emphasized policy and operational analysis should precede any budget commitment.","Board members and staff discussed a $20,000 budget placeholder for Yondr‑style cell phone storage at the high school, operational challenges and alternate approaches; some trustees objected to earmarking the money when instructional programs face cuts.",{"_33":88,"_35":36,"_37":38,"_39":89,"_41":90,"_43":91,"_45":92,"_47":93,"_49":94,"_51":95,"_53":96,"_55":56,"_57":58,"_59":97,"_61":62,"_63":64,"_65":98,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6306392,"RCS proposes smaller, targeted summer program for tiered interventions as full Discovery Camp costs loom",543,2891000,3434000,"/Search/View?dp=1&key=2438143-5e6f9badc5ecab325f889038260812c4&start=2891&end=3434","https://assets.pipeline.soar.com/2438143-5e6f9badc5ecab325f889038260812c4/thumbnail_2891000.jpg","/articles/6306392/New-York/RCS-proposes-smaller-targeted-summer-program-for-tiered-interventions-as-full-Discovery-Camp-costs-loom","https://secure.pipeline.soar.com/6306392-fe4d7f5f4ada18ab5f11af37c252cd3b/orig.mp4?Expires=1773739537&Signature=D2b0AL2ZmSGVxJQpcTwTrSzEKk5b~p~~uMD~5WSXQNmieC2vybfObfPR1DzC41-a-ZYoI7JfnimSODRGNkkHbiGlZYGNJZ6WcVp2z9w4MEKFqZ9RynVpEx2Kotpm~2~2j2R9E36tGVmIJ2um3q3tNJ9WIwQxt4wVHiMXPXPenfgeY4V37LmOOYZ2b5BN3Ap-yzqsapvcL6E5rE1vJklnErHzUDUooNzPHMIQyb6raUJ8J7h~0UB1Alyz-T3-0etQL-IH3yfW~1advKBYhTVDa9jxWeD7j1bYj352KJC7AbASWegVzUCNiux~yj0-k7-Yn~5jq0xq~NgokWfEjkGvOw__&Key-Pair-Id=KUT5TJCACFTXG","District staff proposed a scaled summer program that narrows enrollment to students identified for tier‑2 and tier‑3 interventions and credit recovery, citing budget constraints and the desire for measurable academic impact.

Jean (staff member) described the elementary summer proposal as a four‑hour day focused on targeted skill work for kindergarten through grade 5 students who qualify for intervention. \"So we would be looking at about a hundred to a 20 students,\" Jean said, adding that the program would prioritize instructional gains measured by pre‑ and post‑assessments rather than an open enrollment lottery used in past Discovery Camp offerings.

Why it matters: Board members who supported the broader Discovery Camp noted its engagement and community experiences; staff said the targeted model seeks to reduce the ‘‘summer slide’’ for students most at risk while being mindful of the district’s limited budget and long‑term levy impacts.

Budget and program details
- Intended enrollment and day length: Approximately 100–120 elementary students, four‑hour day to align with extended‑school‑year services for students with disabilities; middle‑school offerings would be shorter and focused on prerequisite literacy/math skills; high‑school programming would center on credit recovery and regents preparation.
- Cost context: Staff said full Discovery Camp last year cost about $215,000, and that transportation was a significant portion of that figure. Jean said the scaled proposal would be materially less than that and emphasized staff aimed to manage costs using existing resources where possible.
- Eligibility: Slots would be filled by teacher recommendation for students who need tier‑2/tier‑3 supports; the program would not be a parent lottery as Discovery Camp had sometimes been.
- Partnerships and funding: Staff said town partners had provided staffing support in prior years (town employees teamed with district staff) and that grant writers are applying for outside funding; Linda Bruno (Town Councilperson) was referenced as a municipal contact who had supported prior collaboration.

Board questions and priorities
- Several trustees asked whether a full Discovery Camp could be restored if additional grants or municipal funding became available; staff said it could if external funding materialized, but the district must be mindful of long‑term levy effects. Staff noted a rule of thumb offered in the discussion: adding roughly $275,000 to the budget could translate to about a 1% increase on the local tax levy.
- Trustees recommended prioritizing eighth‑grade remediation and credit recovery because there is less time to address deficits before high school.

Ending: Staff will continue to pursue grant and municipal partnerships and will return with more detailed cost estimates and student selection criteria; trustees asked district leaders to preserve pathways to scale up if funding is secured.","Staff proposed a smaller summer program focused on tier 2/3 academic remediation and credit recovery rather than the full Discovery Camp model because of budget constraints. The targeted program would serve about 100–120 students in a shorter day; full Discovery Camp last year cost about $215,000, and transportation was a major driver of expense.",{"_33":100,"_35":36,"_37":38,"_39":101,"_41":102,"_43":103,"_45":104,"_47":105,"_49":106,"_51":107,"_53":108,"_55":56,"_57":58,"_59":109,"_61":62,"_63":64,"_65":110,"_67":68,"_69":70,"_71":72,"_73":56,"_74":56},6306394,"RCS projects stable enrollment, proposes not filling one retirement to protect Peter B. class sizes",329,2001000,2330000,"/Search/View?dp=1&key=2438143-5e6f9badc5ecab325f889038260812c4&start=2001&end=2330","https://assets.pipeline.soar.com/2438143-5e6f9badc5ecab325f889038260812c4/thumbnail_2001000.jpg","/articles/6306394/New-York/RCS-projects-stable-enrollment-proposes-not-filling-one-retirement-to-protect-Peter-B-class-sizes","https://secure.pipeline.soar.com/6306394-8505abfd402b8bf484dcf8738f924e96/orig.mp4?Expires=1773739537&Signature=GzBrw7e8S29gpYC-zQ2-sj2idVPwAZWj5xGhrPYyN-XQ1Ydmo1N7o-426ML-VZnlp0gYJRDq70OaRMHxJ1ZKnXhOu9nljjWe7q9-QXSjifdMaGgpgtpETqt7VYptwr0onpmN7dMnOTBggwdJm81s1Z1RwJtfw5FTYF7XzX4alU2Jlx3JNzqv~l4Po-HVS-Sv3b7CGI94p~mA-dBFa3ChAnGDlVGZ5Qztd738~1X3tlGGht-3xwqa9Kubs47mX8YT~tpNdZe1Bbq92YJg3OFqeOULk7LN0TS8Q35~uztCkDgMm2BTMZy1d97L9JXgsdNBvgACZro~vhze-KE-H3FCiQ__&Key-Pair-Id=KUT5TJCACFTXG","District staff presented enrollment counts and section‑by‑section class sizes and outlined a staffing recommendation tied to an anticipated elementary retirement.

Jean (staff member) explained the district’s rollups from pre‑K through fifth grade and said primary (pre‑K–2) class sizes average in the mid‑teens but that intermediate (grades 3–5) counts are shifting because of smaller cohorts moving up. Jean noted a specific decrease of roughly 21 students projected in a fourth‑grade cohort at AW Becker and described an anticipated retirement at Peter B. \"My proposal is we take that retirement and we don't fill it, but we keep the number of sections the same at Peter B so that their class sizes remain relatively the same,\" Jean said, explaining the plan would reassign a teacher from AW Becker to Peter B to avoid eliminating any position.

Why it matters: Board members said small class sizes are an instructional priority for younger learners, but several trustees urged caution because a nearby apartment project of about 76 family units could bring a faster influx of students than typical neighborhood growth. \"There's a good potential for enough kids in there that we may need to have that flexibility for an additional section,\" one board member said.

Key details
- Current primary averages: Jean presented primary (pre‑K–2) averages of roughly 16 students per class at AW Becker and slightly higher at Peter B based on this year's enrollment.
- Impact of proposed staffing move: If the district does not fill the retirement and reassigns an existing teacher, Peter B’s sections would remain stable while AW Becker would reduce a section (proposed elimination at fourth grade), raising average class size there closer to 18.
- Contingency and process: Jean advised the board that building‑level conversations and contract considerations would guide how a reassignment is handled if no teacher volunteers to move schools; principals and the teachers’ contract would be consulted.

Board discussion and concerns
- Several members urged keeping budgeted funding to hold the position vacant rather than cutting it now, citing uncertainty about how quickly new apartments will be leased and which schools incoming families will choose. One board member said he preferred to leave the budgeted position unfilled rather than eliminate it and then try to repurchase it later.
- Staff noted that enrollment fluctuations often balance over a school year as families move in and out, but the new apartment complex could change usual patterns because units are leased quickly and intended for families.

Ending: Staff asked for board direction and said they would continue to analyze registrations and work with principals and the union on any reassignment steps; trustees asked staff to preserve flexibility in the proposed budget to accommodate an enrollment surge.","District staff presented detailed grade‑level rollups and recommended not refilling an anticipated retirement to maintain sections at Peter B.; board members raised concerns about an apartment complex (~76 family units) that could produce a sudden enrollment influx and urged fiscal flexibility.","actionData","errors"]

Article not found

RCS reviews five‑year test trends, prioritizes MTSS, new K–5 math curriculum and targeted literacy work

Board debates Yondr‑style cell phone storage; $20,000 placeholder in budget draws scrutiny

RCS proposes smaller, targeted summer program for tiered interventions as full Discovery Camp costs loom

RCS projects stable enrollment, proposes not filling one retirement to protect Peter B. class sizes