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Valley Central principals outline school-improvement goals focused on literacy and belonging
Summary
Principals from Berea, East Coldenham, Montgomery and Walden presented school-improvement plans that emphasize constructed-response ELA gains, reducing student loneliness, and boosting family communication via ParentSquare.
Montgomery, N.Y. — Four elementary principals presented school-improvement plans to the Valley Central Board on Nov. 10, highlighting measurable targets for literacy, student belonging and family communication.
Cara Rapp, principal of Berea Elementary School, told the board that Berea’s primary academic objective is to strengthen constructed-response skills in grades 3–5. “By May 2026, students in grades 3 through 5 will demonstrate a 20% increase in proficiency on the constructed-response items in ELA as compared to the 2025 baseline data of 54%,” Rapp said, outlining teacher calibration, a baseline CRQ administration and quarterly samples for prescriptive feedback.
East Coldenham’s presentation emphasized targeted small-group instruction, CKLA-aligned professional development and a 5% improvement goal on I‑Ready subtests for vocabulary, literature and informational text. The school also described community-reading events, a revived EC Shining Stars recognition program and classroom-based social contracts to strengthen belonging.
Montgomery Elementary principal Matthew Canino described MES goals tied to a new literacy curriculum and a 10% target increase in reading comprehension and vocabulary proficiency as measured by I‑Ready; he said 260 students completed the climate survey and 18 reported frequent loneliness, which the school plans to address with mentor check-ins.
Walden Elementary principal Gregory Heidemann framed priorities around improving constructed-response performance (5% target), reducing students who report loneliness (baseline 61 students, target 30) and increasing teacher confidence in the CKLA program through co-planning, coaching cycles and peer visits. “When teachers learn and grow together, we know that student achievement follows,” Heidemann said.
All presentations included action steps, baseline data and monitoring plans. Several trustees asked clarifying questions and commended staff for student supports and extra-curricular success.
What’s next: Principals will report progress toward these SIP targets during the school year and at future board updates.
