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District says 60 teachers trained as elementary phonics program set to roll out in September
Summary
South Orangetown officials reported completion of an initial training phase for a new phonics and word‑study program at William O'Shaffer and Cottage Lane, with plans for early assessment, a midyear check and a formal recommendation around next year’s budget process.
South Orangetown Central School District officials said they completed the first phase of training for a new phonics and word‑study program and will roll it out for kindergarten through fourth grade in September.
The district administrator who gave the update said, “we have completed our first phase of the IMSC training, and we have trained over 60 members of the William O'Shaffer and Cottage Lane faculty, preparing us to roll out the program K–4 in September.” The administrator said the trained group included classroom teachers, special education teachers and reading specialists and that fifth‑grade instruction will begin earlier than originally planned.
The update, delivered as part of the superintendent’s report, said the district paused a separate ELA program review to implement the phonics program and will resume a broader ELA evaluation in the fall. The administrator said staff plan to collect baseline assessment data early in the year, again midyear and toward the end of the school year to measure progress and inform a recommendation around the district budget cycle.
Asked when quantifiable results would be available, a board member was told the district would seek baseline data early in the school year, a midyear update and end‑of‑year measures, though the administrator cautioned that initial sample sizes would be small. The administrator also said the district must complete a required certification by Sept. 1.
District leaders thanked teachers, instructional coaches, administrators and support staff for covering classes and logistics to enable the training. The superintendent said administrators and office staff helped deliver materials and manage schedules so teachers could attend training sessions.
No formal board action was taken at the meeting; the superintendent’s report described the implementation timeline, evaluation plans and next steps. Board members requested a midyear update for parents and anticipated a budget‑season recommendation if early data supports program expansion.
The rollout affects two elementary schools and will be monitored through classroom assessments and formal reporting to the board.
