Assistant Superintendent Turner presents curriculum audit citing low algebra proficiency, calls for immediate professional learning

At a March 18 Poughkeepsie City School District workshop, Assistant Superintendent Jessica Turner presented a K–12 curriculum audit by DC BOCES that examined 15 courses across written, observed and perceived curriculum. The auditors conducted 44 classroom observations, 24 teacher interviews and surveys of teachers and students. Turner said the review found a heavy concentration of classroom actions at low cognitive levels and that just 7 of the 15 reviewed courses included all 10 essential components the auditors used.

"When you look at our algebra, for example, right now we have 11 percent of our students who take that exam who are proficient," Turner said, citing the audit's outcome. She added the observed classroom work was concentrated in Level 1 (recall) on the depth-of-knowledge scale and recommended shifting more instructional time to higher DOK levels, with more project-based and hands-on learning.

Turner told the board the audit reviewed written curriculum documents, observed teacher and student actions (249 teacher actions and 188 student actions logged during observations), and surveyed 56 teachers (47 completed) and 499 students (410 completed). The audit also examined alignment to New York State learning standards and culturally responsive and sustaining practices.

Board members pressed Turner on implementation. Trustee Naomi asked how the district will incorporate student voice to close the gap between teacher and student perceptions of rigor and engagement; Turner said student councils are not currently selecting curriculum but recommended building-level teams, project-based courses and engaging department chairs and school improvement teams as starting points. One trustee urged “radical” change at the high school level to raise graduation rates and attract families; Turner and district staff said department chairs, consultants and schedule reviews are underway and that the district will pursue both immediate shifts (e.g., math labs, differentiated instruction, tutoring) and deeper curriculum writing work over the summer.

Turner outlined next steps: prioritize professional learning this spring, pilot literacy and math interventions in primary and secondary grades, develop comprehensive curriculum frameworks for core areas, and implement a coaching schedule next school year rather than waiting until fall. The board did not take a formal vote on audit recommendations at this meeting; Turner said the division will return with more detailed plans and materials for future approvals.

The presentation and follow-up discussion mark the district’s move from audit to implementation, with an emphasis on professional learning, curricular alignment and targeted interventions to raise proficiency and graduation outcomes.