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Chappaqua schedules Tri-States literacy review after STEAM evaluation
Summary
The board said the Tri-States Consortium will visit in October for a three-day review focusing on K–4 literacy and alignment with the science-of-reading guidance; the district will post the written report and use findings to guide curriculum planning.
The Chappaqua Central School District told the board on March 5 that the Tri-States Consortium will conduct a three-day review next October focused on the district’s K–4 literacy program and alignment with the New York State science-of-reading guidance.
The district has used the Tri-States Consortium on a three-year cycle; staff said the recent visit focused on STEAM and produced a written evaluation that the district used to adjust programming. The upcoming review will deploy a different set of regional experts — reading teachers, curriculum directors and administrators — who will conduct document reviews, examine student work and spend most of their time observing classrooms.
Why it matters: The written Tri-States report is typically presented to the board and posted on the district website; administrators said they will use the findings to guide literacy instruction and curriculum decisions for the elementary grades.
Presentation details District staff (who framed the schedule) described the Tri-States review process as one that brings practitioners from across the region to observe practices and advise on alignment with state rubrics and evidence-based reading instruction. The guiding question for the literacy visit was stated as: To what extent do classroom teaching practices align with the science of reading as defined by New York State briefs and the New York State rubric.
Administration said the Tri-States team will provide a written report to the district after the visit, and that past reports have been shared with the board and placed on the district website for public review.
