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Students, teachers showcase critical thinking at Rye City School District expo; librarian’s book-bundle program reaches 86 students
Summary
At a May 5 board meeting, students from English, music lab and library programs presented projects that tied family history, sound design and curated reading to district-wide critical-thinking goals. Library media specialist Emily Wagner said she has made 86 custom book bundles since January to boost reading and SEL.
At the Rye City School District Board of Education meeting on May 5, students and teachers presented work from a district-wide critical thinking expo designed to connect classroom projects to social-emotional learning and real-world skills.
The presentations included English 10 video projects that paired family heirlooms and oral histories with August Wilson’s The Piano Lesson, a middle school music lab Foley project, and a library “book-bundle” program that gives students hand-picked sets of books tailored to their interests.
"The projects you will hear about tonight not only emulate critical thinking within our secondary classrooms, but they truly embody the Ry commitment in action," district staff said when introducing the expo.
English teacher Andrew Liddell described an assignment asking students to analyze a family object alongside the play; co-teacher Michael Oolski said teachers provided explicit scaffolds and a scaffolded checklist so all students could participate. Student presenters linked personal objects to family memory and identity. Anani Prasad described inherited northern Indian earrings and said, “They’re more than that. Like every family heirloom, there is a story behind them.” Another student read wartime letters written by a grandfather and connected those papers to legacy and trauma.
Middle school music lab teacher Victoria Jesse showed how students used MIDI keyboards, audio editing and portfolio work to reflect on non-performance music careers and to build technical skills through a Foley sound project. Students Jackson and Rafferty said their digital portfolios helped them track progression and reflect on growth.
Library media specialist Emily Wagner framed the book-bundle program as low-stakes, student-centered literacy work that supports self-awareness and relationship skills. "The entire purpose of this is really just to get a book in their hand," Wagner said, describing both pre-made and custom bundles. She told the board she has created 86 bundles for students since starting the program in January and credited word-of-mouth and a visible "book bundle cart" in the library for its growth.
Board members asked how the program reached that many students; Wagner said the project’s informal, voluntary design and a visible cart encouraged student curiosity and peer-driven uptake. Members praised the presentations for connecting rigorous classwork with reflection and belonging.
The expo materials and student reflections will be used in course portfolios, staff said, and several teachers indicated they will keep the projects as recurring elements of instruction. The board thanked the students and teachers for presenting and said such classroom demonstrations are among the most valuable parts of meetings going forward.
