District: Tri‑State literacy review affirms alignment; staff learned AI and tech strategies at Oct. 20 conference

Chappaqua Central School District leaders on Oct. 29 told the Board of Education that an external Tri‑State review of kindergarten through fourth-grade literacy found a high degree of alignment with the district’s published literacy philosophy and state research briefs, while offering suggestions on clarifying programmatic expectations and time allocations for components such as phonics, grammar and workshop time.

Administrators said the Tri‑State team included about 20 visitors — teachers, principals and literacy directors from peer districts — who conducted classroom observations, focus groups and a fishbowl discussion. The district expects a formal written report in about a month and said literacy fellows will analyze recommendations and determine next steps for clarifying pacing and professional learning.

Separately, district staff recapped the Oct. 20 superintendent conference day themed “technology for good.” The day included a keynote by an AI-in-education specialist, Brett Rower, and multiple staff-led breakout sessions on topics including augmented‑reality classroom experiences, practical AI lesson strategies, data trackers for growth and early iPad skill-building in kindergarten and first grade. Staff surveys reported positive reception for the sessions.

Board members also noted a small Chappaqua School Foundation grant (described as “just over $1,000”) to purchase lavalier microphones for student video production in STEAM centers; the grant appears on the board agenda as item 5.2. Administrators said schools had received benefit from similar equipment at Bell and expect improved audio quality for student projects.

Administrators characterized the Tri‑State visit as confirmation of strengths in teacher practice and student engagement, while identifying opportunities for clearer expectations around time-on-task and instructional pacing.