Netherwood students showcase writing program as school outlines literacy, attendance goals

Netherwood Elementary teachers and students presented the school’s writing program and buildingwide academic goals to the Hyde Park Central School District Board of Education at the board’s March 13 meeting.

Principal Josefina Welber opened the presentation and introduced teachers Joan Miller and Colleen Colburn, who described a “team teaching” approach that pairs grade-level teachers to focus instruction. “Part of our philosophy… it takes a village to help students to find and develop their unique voices,” Miller said.

The presentation showcased third- and fifth-grade buddy-writing, a peer-review protocol teachers called “glows and grows,” and student projects created with the digital platform Book Creator. Several students read short pieces aloud in the board meeting; fifth-grader Zoe Mauer said, “I use the power of the pen to share my opinions and persuade others to change the world.” Third-grader Sammy read a narrative about performing a lyrical dance, and other students described biography projects in which they researched and presented figures such as Harriet Tubman and Anne Frank.

Nut graf: School leaders said the instruction supports three building goals — a positive and inclusive environment, improved attendance and higher literacy — and tied classroom projects to wider literacy initiatives in the district, including implementation of the UFLI phonics program.

Principal Welber described three action areas. To support a positive climate, Netherwood refined its PBIS work and expanded counseling and behavior intervention plans. For attendance, the school formed an attendance team that tracks chronically absent students and conducts family outreach; Welber said kindergarten students accounted for a disproportionate share of recent absences and that the school had been hit by illnesses including norovirus and COVID. On literacy, the school meets with elementary leaders to review data, uses UFLI across grades K–5 and is refining its student data team process to accelerate supports for students who need intervention.

Welber also reviewed assessment data. She said Netherwood’s district-administered NWEA results improved year over year and that math scores on state assessments compare favorably with the state, while ELA proficiency showed uneven results across grades. She told the board that fifth-grade science scores were lower after a state testing schedule change but expected gains as teachers and students adjust to the new format.

Teachers and administrators emphasized that many classroom writing activities — narrative units, biography research, digital informational books and peer feedback — are designed both to foster student voice and to build skills that support state assessments. The presentation included examples of student work and a short video the school’s technology technician helped create.

Ending: Board members praised the students’ presentations and the staff’s work, and trustees asked for continued updates on attendance trends and literacy progress as the district plans next year’s budget and instruction supports.