Elementary schedule changes: district adds CKLA instruction, flexible learning block and rotating investigate teacher
Summary
The district described a revised elementary day that increases time for Core Knowledge Language Arts (CKLA) and math, introduces a daily flexible learning block for interventions and extensions, and places the district’s investigate/gifted teacher across all four elementary buildings to provide coaching and enrichment.
Northport-East Northport administrators described changes to the elementary school day at the board’s September meeting that increase classroom time for Core Knowledge Language Arts (CKLA) and math, introduce a daily flexible learning block for targeted interventions and extensions, and expand services from the district’s investigate/gifted teacher.
Dr. Brody and other administrators said CKLA is in full implementation in grades K–5 and that the program emphasizes both a skills strand and a knowledge strand. The district has restructured the elementary daily schedule into larger blocks — designed as one‑hour blocks divided into 15‑minute planning increments — to allow longer literacy and math blocks while preserving teacher prep time, administrators said.
“We wanted more time for CKLA and for math,” Dr. Brody said while reviewing the new day plan. The schedule retains lunch, recess and special subject periods (arts, music, gym). The flexible learning block will be used for interventions, daily enrichment and flexible grouping based on common formative assessment results, Brody said.
The district will assign the investigate (gifted) teacher, Mr. Wessinger, to all four elementary schools on a rotating schedule so that each building receives weekly instructional time with him. Administrators said the rotation allows the investigate teacher to work directly with students who qualify for advanced services, coach classroom teachers and help design daily enrichment so other students who need extension can receive it during the flexible block.
Administrators described the flexible learning block as a fluid, data‑driven period rather than a permanent labeling of students. "It doesn't mean just because you need intervention this week you're going to need it next week," an administrator said. The district emphasized teacher judgment and regular reassessment to avoid stigmatizing students.
The board asked multiple operational questions: how the investigate teacher’s week will be scheduled (each building will receive regular visits on a rotating cycle), whether specials remain (arts, music, gym continue), and whether flexible grouping will be sensitive to student experience (administrators said teachers will use assessment data and professional judgment to rotate students between intervention and enrichment). Trustees also asked for enrollment counts for the investigate program; administrators said they would provide that information.
Earlier in the meeting Dr. Brody also reviewed summer programs (Get Smart tuitioned program, ESY special‑education Extended School Year, a Scope enrichment partnership) and said Get Smart was run with tuition and program fees covering costs; administrators agreed to provide specific tuition figures and any parent‑feedback summaries on request.
Administrators said the schedule changes and the PLC work are meant to align: CFAs developed by PLTs will identify needs to shape flexible block groupings, while the investigate teacher’s presence aims to offer both direct instruction and teacher coaching.
