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Ossining elementary principals outline districtwide oracy and vocabulary plan; set measurable goals for 2025–26
Summary
Elementary building leaders presented unified action plans on Oct. 8 to build oral language (oracy) and explicit vocabulary instruction across Park, Brookside, Claremont and Roosevelt; goals include a 2% proficiency gain/2% below‑expectation decrease (Park) and a 5% reduction in minor referrals, with NWEA and classroom artifacts as evidence.
Principals from Park, Brookside, Claremont and Roosevelt presented building‑level action plans to the Board of Education on Oct. 8 that center on oracy (structured oral language), explicit vocabulary instruction and complementary SEL and attendance goals.
Park School co‑principals said their academic goal for 2025–26 is to “develop student oracy and disciplinary literacy through explicit instruction in vocabulary and language structures,” with impact measured by NWEA MAP reading and language usage domains and targeted percentage changes (a 2% decrease in 'below expectations' and a 2% increase in proficiency by June 2026). The Park team also set a school‑climate goal to reduce minor behavior referrals by 5% and described a vocabulary protocol and WJCS social‑work partnership to support pre‑K teachers.
Brookside and Claremont leaders described related strategies: structured professional learning communities (PLCs) to analyze data, the RADD strategy for literacy and the '3 reads' method for math, vocabulary walls and high‑utility word instruction across subjects. Roosevelt highlighted student leadership, dual‑language practices and family engagement strategies such as Blackboard Connect and Oblast communications to extend learning at home.
Student representative Owen reported early student and teacher feedback on the district's Internet‑enabled device ban, saying preliminary survey results show more classroom participation and less phone collection. “Overall, the Internet enabled device ban is a way to support students,” Owen said, and proposed student‑led presentations of research to explain the change to peers.
Principals emphasized evidence gathering (NWEA MAP, state data, student work, Panorama survey results and classroom walkthroughs) and described concrete implementation steps: weekly vocabulary words, rubrics for oral discourse, mentoring for at‑risk attendance on six‑week cycles, and regular PLC cycles with literacy and math consultants. Several trustees asked about subgroup disaggregation; presenters said they are already analyzing subgroups (multilingual learners, students with IEPs) and plan continued triangulation of data sources.
The board thanked the building leaders and scheduled follow‑up reporting in late spring to review progress against these goals.
