Chappaqua board pauses IB middle-years push, advances schedule, literacy and student-support plans

The Chappaqua Central School District Board of Education reviewed a multi-part strategic-plan update and endorsed a set of near-term changes to schedules, literacy work and student supports while deferring full pursuit of International Baccalaureate Middle Years Program (IB MYP) certification.

A subcommittee that studied the IB middle-years model told the board that many IB components overlap with current district practice. The committee recommended not pursuing full IB MYP certification at this time, saying implementation would be substantial and, at the earliest, could begin in September 2027 after more feasibility work, candidacy and faculty training. "The recommendations here is at this time, the committee is recommending not to pursue the IB middle years program certification for our middle schools right now," the presenter told the board.

Instead, the committee identified three "value-add" areas — assessment criteria and rubrics, approaches-to-learning skill instruction, and expanded community engagement — that the district will prioritize and seek to implement where feasible without full IB authorization.

Board members discussed schedule changes for both the high school and middle schools. For the high school, administrators proposed splitting existing large blocks into an "enhancement" period (extra help, office hours, access to studios and the podcasting studio, and drop-in ensemble or music opportunities) followed by advisory. On day 6 of the cycle, the schedule will include professional learning time and a club period.

At the middle-school level, the proposal is for two types of days in a six-day rotation and a new WIN ("What I Need") period, designed to provide flexible time for extra help, enrichment, music lessons and other interventions. Administrators said faculty favored a relatively frequent WIN cadence and that implementation details (tracking, who decides student placement during WIN, and pull-out scheduling for music or special services) will be refined during the second semester with return presentations to the board in June.

Literacy work also remains a priority. The district is reviewing a Tri-State report and continuing pilots in foundational phonics programs and Fish Tank (a reading-and-writing approach), with midyear NWEA and phonics-assessment data guiding recommendations to the board.

Digital-wellness work received a grant of about $11,000 from Pinterest/ASCD/ISTE to fund a task force and a March "Tech for Good" week to promote healthy technology practices and student-facing acceptable-use language.

Board President and trustees praised the report as comprehensive and thanked the multiple fellowships, faculty and administrators who led the analysis. The board offered questions on implementation timing, impact on electives and how to protect students who participate in music lessons or other pull-outs when WIN is in session. Administrators said teachers will remain available after school for additional help and that the district will seek scheduling solutions to reduce conflicts.

Next steps: administrators will refine WIN logistics, return with a more concrete schedule in June, present pilot outcomes for literacy recommendations before the end of the school year, and follow the strategic-plan fellowship process to translate committee findings into actionable priorities.