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John Kennedy Elementary reports math gains, expands MTSS and PLC practices
Summary
Principal Paul Kessler and Jordan Brandt told the board that John Kennedy Elementary saw notable math proficiency gains, continues implementation of professional learning communities and MTSS, adopted new discipline categories and piloted computer-based testing simulations.
Principal Paul Kessler and Jordan Brandt presented an update on John Kennedy Elementary, highlighting curriculum and instructional changes, assessment practices and student-discipline trends.
Kessler said the school has deepened its use of professional learning communities (PLCs) where teachers meet regularly to examine student work, identify essential learning targets and plan interventions. He said the school is using weekly formative assessments to identify students who need targeted “WIN” time small-group instruction.
Kessler reported that math proficiency has improved markedly: third-grade math proficiency was reported at 59 percent and was presented as above the New York State comparative figure cited during the presentation. He said fourth-grade math reached 75 percent proficiency last year, a level the district had not previously reached. ELA proficiency remained an area for improvement; Kessler said fourth-grade ELA was 44 percent compared with a cited New York State average of 47 percent.
Jordan Brandt described the school’s multi-tiered system of supports (MTSS), which meets weekly to review students who have not responded to classroom interventions. The MTSS team includes a school psychologist, school social worker, classroom teacher, Brandt and a special-education teacher when applicable. Brandt also noted the district ran a full school simulation for computer-based state ELA and math assessments; district staff provided styluses and on-site support during the trial run.
On discipline, the school’s guiding coalition revised how referrals are recorded in SchoolTool, adding three categories—pushing/hitting; refusal to follow an adult direction; disrupting the learning environment—and removing a generic “cafeteria offense” code to improve clarity.
Kessler said the school applied for the Solution Tree “Promising Practices” recognition for PLC work and expects notice this summer if selected. He identified continued priorities as strengthening PLC processes, improving ELA outcomes through adoption of the Wit & Wisdom curriculum and using the Foundations phonics program, and recruiting and retaining teachers.
Board members asked about student-teacher pipelines and next steps for ELA improvement; Kessler and Brandt described partnerships with teacher-preparation programs and curriculum-adoption timelines.
