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Massapequa presentation emphasizes multi-tiered supports, assessment as part of elementary instruction
Summary
Dr. Walsh outlined the district’s approach to elementary learning, stressing three levels of learning (surface, deep, transfer), the use of MTSS and iReady data, plans to roll out RULER social-emotional learning, and a district-level committee to coordinate supports.
Dr. Walsh presented the Massapequa Union Free School District’s elementary instructional approach Tuesday, describing how the district uses assessments and a multi-tiered system of supports to identify needs and drive instruction.
The presentation, intended to show how “learning comes alive” in elementary classrooms, laid out three levels of learning — surface, deep and transfer — and explained how teachers and teams use daily checks and iReady benchmark data together with problem-solving teams to plan instruction and interventions.
Dr. Walsh said the district is committed to leveraging students’ strengths and avoiding a deficit mindset, telling the board: “We must believe that all students have tremendous potential.” The presentation recommended a district-level MTSS committee, a review of the district’s literacy program next year and a planned rollout of the RULER social-emotional learning program at the elementary level.
Key points included: teachers use a mix of informal daily checks, rubrics and benchmark assessments (iReady) to measure student progress; school teams meet regularly to identify students who need extra help; and the district intends to better integrate multiple sources of data through an MTSS platform to show progress in one picture. Dr. Walsh said the district is already monitoring students who receive academic intervention services and wants future reporting to disaggregate intensity levels (how many students are in the most intensive tiers versus moderate support).
Board members asked how the district transitions significantly below-grade-level students into the next school year and how families are informed. Dr. Walsh said teams meet three times a year to review universal screening data, adjust interventions if a strategy isn’t closing gaps, and share historical data and plans with receiving teachers. On family communication she said parents should “reach out first to their classroom teacher” and that the district plans more forums (Parent University and similar events) and a centralized set of parent resources to explain assessment results and suggested home activities.
The presentation also noted staffing and supports already in place: schoolwide teams, problem-solving/IST teams for individual students, grade-level planning teams, and a call to expand professional development for teachers on instruction and learning disabilities.
The board thanked Dr. Walsh for the presentation and asked for future reports that show year-to-year comparisons and clearer breakdowns of intensity levels in intervention services.
