Board hears principals outline play-based learning, MTSS and Portrait of a Graduate alignment

HENDRICK HUDSON, N.Y. — District curriculum leaders and building principals used the Feb. 4 board meeting to connect budget proposals to classroom priorities such as play-based learning, MTSS supports and pathways for high-school students.

Assistant Superintendent Dr. Lauren Scollins framed the presentations around the district’s mission and a theory of action that emphasizes high-quality instruction, investment in people and data-informed planning. Scollins said MTSS remains a “big focus this year” and that the Curriculum and Instruction Office is aligning professional learning and curriculum writing to that work.

Elementary principals described purchases that support differentiated instruction: K–2 Principal Dr. Kramer highlighted wipe-off tables and manipulative kits to enable immediate feedback in small-group instruction; Mr. Cohen described a two-month rollout of the evidence-based Drums Alive music and movement curriculum for early grades.

Middle and high school leaders described systemwide alignment: Dr. Toro reported new collaborative furniture, initial PBIS planning aligned to MTSS, and continued math consultant work to strengthen K–12 alignment. High school leader Martina Alves said the district is implementing a two-year strategy to align courses and assessments with New York State’s Portrait of a Graduate and expand STEM pathways through Project Lead The Way.

Why it matters: Administrators tied many of the purchases and professional-development expenses to student outcomes and to the budget requests, explaining why some lines (textbooks, BOCES services, PD) changed year over year.

Next steps: Staff said they will present more granular, line-by-line budget details during the March line-by-line review so board members and the public can see how instructional priorities map to specific account codes.