Connetquot outlines districtwide elementary literacy and math changes; says prepared for NYSED attestation

Connetquot Central School District curriculum leaders presented a districtwide plan to strengthen elementary reading and mathematics instruction, saying the changes align with New York State guidance and will be reflected in a new standards‑based report card.

The presentation, led by Danielle Matina, director of English language arts, and Louise Berger, director of mathematics, laid out how the district is addressing the state’s “Big 6” literacy competencies (oral language, phonological awareness, phonics, comprehension, fluency and vocabulary), introducing decodable texts and expanding small‑group instruction in K–2. Berger said the district is in year two of implementing the Envision Math curriculum in K–5 and is continuing topic‑level assessments and professional development.

Why it matters: New York State Education Department (NYSED) has asked districts to attest by September 2025 that core reading competencies are part of their curriculum. District leaders told trustees the Connetquot curriculum committee has been studying NYSED literacy briefs and that the current mix of programs and supports positions the district to make that attestation.

Matina said NYSED’s literacy briefs describe the science of reading as “a body of research that documents and describes how children develop their reading and writing skills,” and emphasized that the science of reading is not “one program.” She added, “I am proud to share that we are well prepared to make that attestation and I will detail how we are addressing the Big 6 in this presentation.”

Reading initiatives: District presenters named the district’s core and supplemental curricular tools: Units of Study for reading and writing (K–5); Foundations as the core phonics program (K–3) supplemented by Secret Stories; Heggerty for phonological awareness (K–2); Morpheme Magic for morphology in grades 4–5; and a grammar pilot called Grammar Detectives. Leaders described decodable readers keyed to the phonics scope and sequence and said each elementary building has a resident interventionist or literacy consultant to support teachers.

Administrators also described a K–2 small‑group instruction model in which classrooms rotate students through two 40‑minute blocks with the teacher, reading specialists, interventionists, ENL staff or teaching assistants. Papadopoulos said interventionists “ensure a smooth transition of resources from classroom teachers to everyone in the building” so teachers do not navigate implementation alone.

Math initiatives and assessment: Berger said the district is in the second year of the Envision Math rollout in K–5 and that the program emphasizes problem‑based learning and the eight mathematical practices. “As a result, we have witnessed more math discourse — children speaking about mathematics to one another — and students are increasingly able to articulate their thinking using precise mathematical vocabulary and visual models,” she said.

District staff described a common assessment structure (topic assessments) used to identify learning gaps and guide differentiation, and said they use I‑Ready and AIMSweb for screening and progress monitoring. A Math FactLab fluency pilot and use of First in Math for fluency practice were described; the math small‑group model is being piloted at one elementary school with four rotating groups (teacher, math specialist, I‑Ready MyPath, and fluency practice).

Professional learning: Presenters said ongoing professional development is tied to backward‑designed goals (desired student outcomes followed by instructional practice and evidence) and that the district contracts with a consultant to support math implementation. Leaders shared that teacher feedback informed minor adjustments to assessments and that ongoing teacher collaboration and coaching are central to sustaining the changes.

Trustee questions and next steps: Trustees asked about vocabulary instruction earlier than grade 4, supports for accelerated and special‑education students in programs like First in Math, and how long it will take to see state test changes. District leaders said visible shifts in instruction and classroom discourse are already apparent and that regents‑level outcomes can take longer to move as today’s elementary students progress through secondary grades.

The board was told a secondary curriculum presentation is scheduled in two weeks and that the elementary committee will develop teacher‑ and parent‑facing surveys to collect additional feedback.

Ending: District leaders thanked faculty and building administrators for the work to change instructional routines and said they will continue to use I‑Ready, AIMSweb and topic assessments to monitor progress and refine instruction.